Week 7: Integrating music in the wider curriculum

This week’s focus on connecting music and literacy involved creating a sound story linked to the picture book, ‘Henry and Amy’ which is a quality text. It is important that teachers choose quality children’s literature which includes the potential to sustain engagement, is multilayered, characterised by expressive language and images as well as make connections with universal themes (Ewing & Gibson, 2011). ‘Henry and Amy’ is an excellent resource in music lessons because it focuses on opposites and allows children to create opposing sounds with various instruments.

There is also a strong connection between mathematics and music which originated from the ancient Greeks whom believed “music was considered as a strictly mathematical discipline, handling with number relationships, ratios and proportions” (Beer, 1998). There have been more recent studies documenting how understanding rhythm or the pattern of beats over time can translate to mathematical understandings (Catterall, 2009, as cited in Ewing & Gibson, 2011). Examples of activities to improve students’ listening include name rhythms and ‘huggy bear’ where students form groups according to the metre of music. However, in today’s society, teachers should focus on the creative arts aspect of music whilst still making links to mathematical concepts.

Beer, M. (1998). How do mathematics and music relate to each other? Retrieved April 27, 2016 from http://www.pages.drexel.edu/~jjn27/mathandmusic.pdf

Ewing, R. & Gibson, R. (2011). Transforming the Curriculum through the Arts. South Yarra: Palsgrave Macmillan.

Appendix: Henry and Amy- A Sound Story

Henry and Amy- A Sound Story


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