Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education
Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers eng...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2023-01-01
|
| Series: | Georgia Educational Researcher |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/gerjournal/vol20/iss2/3/ |
| _version_ | 1797402184738930688 |
|---|---|
| author | Alesia Mickle Moldavan Graham Johnson |
| author_facet | Alesia Mickle Moldavan Graham Johnson |
| author_sort | Alesia Mickle Moldavan |
| collection | DOAJ |
| description | Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought (a) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone, (b) interdisciplinary music and mathematics tasks can and should be adapted to the needs of all learners, and (c) some uncertainties and concerns about implementing such tasks still exist. Based on these findings, suggestions are made for purposeful ways teacher education can engage preservice teachers in arts-based interdisciplinary music and mathematics tasks that can prepare them to create equitable and creative interdisciplinary learning opportunities for their students. |
| first_indexed | 2024-03-09T02:20:43Z |
| format | Article |
| id | doaj.art-4dc08b7f686b4dceb4d13fdc57eab005 |
| institution | Directory Open Access Journal |
| issn | 2471-0059 |
| language | English |
| last_indexed | 2024-03-09T02:20:43Z |
| publishDate | 2023-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | Georgia Educational Researcher |
| spelling | doaj.art-4dc08b7f686b4dceb4d13fdc57eab0052023-12-06T16:49:33ZengGeorgia Southern UniversityGeorgia Educational Researcher2471-00592023-01-01202456010.20429/ger.2023.200203Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher EducationAlesia Mickle Moldavan Graham Johnson Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought (a) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone, (b) interdisciplinary music and mathematics tasks can and should be adapted to the needs of all learners, and (c) some uncertainties and concerns about implementing such tasks still exist. Based on these findings, suggestions are made for purposeful ways teacher education can engage preservice teachers in arts-based interdisciplinary music and mathematics tasks that can prepare them to create equitable and creative interdisciplinary learning opportunities for their students.https://digitalcommons.georgiasouthern.edu/gerjournal/vol20/iss2/3/teacher educationarts-based interdisciplinary learningmusicmathematicscreativity |
| spellingShingle | Alesia Mickle Moldavan Graham Johnson Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education Georgia Educational Researcher teacher education arts-based interdisciplinary learning music mathematics creativity |
| title | Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education |
| title_full | Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education |
| title_fullStr | Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education |
| title_full_unstemmed | Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education |
| title_short | Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education |
| title_sort | arts based interdisciplinary music and mathematics tasks exploring conceptualizations of equitable creative learning in teacher education |
| topic | teacher education arts-based interdisciplinary learning music mathematics creativity |
| url | https://digitalcommons.georgiasouthern.edu/gerjournal/vol20/iss2/3/ |
| work_keys_str_mv | AT alesiamicklemoldavan artsbasedinterdisciplinarymusicandmathematicstasksexploringconceptualizationsofequitablecreativelearninginteachereducation AT grahamjohnson artsbasedinterdisciplinarymusicandmathematicstasksexploringconceptualizationsofequitablecreativelearninginteachereducation |