Music, Science, and Numbers

Music, science, and math go hand in hand. This is a natural combination for children. As we think about the integrated curriculum, it is important to remember all of the educational possibilities of weaving music, science, and mathematics throughout children’s experiences and all parts of the classroom environment (Scholastic Early Childhood Today, 2003). Music and rhythm are a vital part of human culture. The integration of music into the general curriculum encourages students to become actively involved in their learning. For example, the rhythm, meter, measure, and pattern of familiar lyrics can help develop math and science skills while enhancing many other aspects of the curriculum (Rothenberg, 1996).

Music can be a real asset when it comes to teaching math. “Music is filled with patterns and that’s what math is really about. You’re not going to explain the intricacies of notes and scales to a three-year-old, but exposing a child to music now will help him learn these concepts later” (Gill, 1998, p. 40). One of the keys to success is exposing children to a wide variety of music, including country, classical, modern jazz, traditional blues, classic folk, and good old rock and roll. As children listen to and respond to the different rhythms they hear, the more patterns they are exposed to and the more they will recognize in the study of mathematics (James, 2000).

When selecting music with which to integrate science and numbers into the child’s day, the problem becomes one of selecting from the wealth of resources available. Children are usually captivated by stars, comets, space, alien beings, space vehicles, bugs, worms, and reptiles. Use your imagination and those of the children to apply new lyrics about these things to a familiar melody or rhyme. Other songs may be based on these ideas:

• Animals
• Seasons
• Colors
• Plants
• Insects
• The child
• The body
• Autumn leaves
• Food
• Machines
• Indoors/outdoors
• Senses
• Travel
• Tools
• Growing up
• Sounds

We think of rainbows and prisms, “Pop Goes the Weasel,” “Curious George,” “Caps for Sale,” and Rimsky-Korsakov’s “Flight of the Bumblebee.” We recall the classics Ask Mr. Bear, Blueberries for Sale, Make Way for Ducklings, and Little Bear. You might locate the Folkways recording Songs of the Philippines and sing “Pounding Rice.” There are the sounds of nature: the music of birds, the wind in the trees, night sounds, and flowing water.

Many of us have known the following songs since childhood:

• “One, Two, Buckle My Shoe”
• “Sing a Song of Sixpence”
• “This Old Man”
• “Pop Goes the Weasel”
• “Eensy, Weensy Spider”

From the earliest stages, young children and adults count together and thrill to the mastery of numbers. Big, small, up, down, many, some, fat, thin, circle, square, nickel, dime—all follow a natural progression. Children quickly chant:

• “One, Two, Buckle My Shoe”
• “This Little Pig Went to Market”
• “Ten in a Bed”
• “Sing a Song of Sixpence”

Children gain a sense of power and feel a part of the adult world when they understand numbers. Music can be used to enhance children’s understanding of mathematical concepts and skills. According to Gardner (1993), this integration is especially effective with children who have a strong sense of hearing and musical intelligence. When children are engaged in music activities, they are also developing reasoning skills, which are crucial for later learning as they develop concepts in areas like proportional reasoning and geometry (Grandin, Peterson, & Shaw, 1998). It is important for teachers to remember that activities that integrate music and mathematics do not require any specialized musical training. All you need is a set of rhythm instruments, a tape player or CD player, an object that can serve as a baton, and musical recordings that have different beats and rhythms (Johnson & Edelson, 2003).

The omnipresence of numbers in daily life may surprise you. Children notice signs, billboards, and their messages. Perhaps as adults we block them out—but young children do not! Theirs is a world of number, color, and newness. Look for numbers in your world, and transfer them to the world of the child through music.