Project Vision



Virtual Simulation Prototype to house Edubeats function and experiences.

I am specifically interested in using music as a medium to organize thinking and learning to represent a confluence of math and English literary skills.

In short, I am interested in using music to give a better impression and perspective of literacy skills as they are taught in school teaching math (order of operations) and English (verse writing) literacy skills.  Currently, I can only imagine this confluence of literacy skills as a virtual simulation game; using incentives and leveling up features, which typically engage students in a musical environment: “somehow, the cerebellum is able to remember the ‘settings’ it uses for synchronizing to music as we hear it, and it can recall those settings…” (Levitin, 59).  I am betting on this fact to kick-start (as the main activity) the math activity, as described below.

Better teaching or a better learning experience? The better experience (constructionist) is one that optimizes literacy skills (oral, written, and technological).  In the spirit of Seymour Papert who preaches about creating meaningful learning experiences through technology for learners, this activity should be shaped into a learning experience that elicits the learner’s creative skills while listening to music, all while capitalizing on the concept of literacy and it’s value in education.

For this paper, literacy describes the way our culture thinks about knowledge and learning.  In a survey, a student attending Stanford describesliteracy as “a fourth grade writing level, and pre-algebra”.  This stood out because of the very fact that the target audience is 4th and 5th grade students.  This activity should be a framework where the symbiotic relationship between all literacy skills are at work and provides the learner with their daily dose of music.  Ultimately, this activity should give the learner the opportunity to have successes and advantages of using math and English literacy skills.  Fourth and fifth graders are in a perfect position to take advantage of such an experience that aligns with common core standards as defined in the state of California.  The bigger question is, how much of an impact can be made for our target audiences experience in learning math and English?  Research shows that “a higher level of self-efficacy improves students’ academic performance” (Adriano, 20), thus a certain set of principles must be defined as a prescription to allow such an experience to take place.  It is cliché to mention, when parents enroll their child in school, they expect their child to read and write, and to learn the math. However, the literacy skills in these subjects alone give the impression of future success, and this paper offers a way to maximize this learner’s future.

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