| Summary: | Abstract
This study explored how music could be used as a language of expression for
understanding multiplication for grade three children. Using a/r/tography as a research
methodology, a class of grade three students, their teacher, and I worked together on a coemergent
inquiry project to create musical compositions that conveyed meanings about
multiplication to the listener.
The design of this a/r/tographic inquiry involves the components of the cyclical
Inquiry Process used by the International Baccalaureate program, as well as the Reggio
Emilia’s approach, known as Progettazione, which involves emergent, child centered project
work.
Through my research I offer credence to the area of interdisciplinary studies at the
early childhood level. Such studies support the development of new notions and forms of
music instruction—created by and for children—that advance both music and related
learning. As is evident in my account, I demonstrated how music (1) can be taught in and of
itself, (2) can be thought of as a medium (i.e., a “language,” as in the Reggio definition) for
the expression of concepts in multiplication, (3) is instrumental in fostering knowledge of
both musical and mathematical concepts, and (4) when linked with mathematics, can show
learning transfer and access related learning between the two disciplines. This study
contributes to on-going scholarly conversations concerning the present structure and role of
the music teacher (and other “specialists”) in our schools.
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