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(Double, Triple), Division (Half, One- the instructor (for example: the ratio
fourth etc.) and some allied concepts. of red notes to yellow notes should
The educational implication of Music be 1:3, only 2/3 of a bar or row can
Lab activities also lies in learning be played in the Melody Maker etc.).
elementary mathematical concepts. The significance of these activities
Apart from these concepts, various proposed for Music Lab also lies in the
allied, basic and high-level concepts development of visual and auditory
can also be included depending on the senses. Such activities through Music
audience and exploration with Music Lab as an interactive digital tool can
Lab experiments. Instructors may use be used for inquiry based learning in
the five phase instructional model for music-mathematics integrated lessons.
music-mathematics integrated lessons It will not only engage children musically
proposed by An (2012) and design their in learning mathematics, but it will also
activities. Each phase focuses on varying let them understand and appreciate
levels of music and mathematics.
music as a mathematical activity.
Infact, there can be two approaches
to use these experiments in Music Lab Music Lab Resources:
for teaching mathematical concepts Chrome Music Lab: https://musiclab.
through inquiry-based learning:
chromeexperiments.com/Song-Maker/
1. Asking children, students to create Melody Maker: https://musiclab.
a composition as per their wish chromeexperiments.com/Melody-
and then taking them through Maker/
their composition to make them
realise the mathematical concepts Rhythm https://musiclab.
used by them (consciously or chromeexperiments.com/Rhythm/
subconsciously). Song Maker: https://musiclab.

2. Asking children to compose music chromeexperiments.com/Song-Maker/
based on some conditions put by
References:
An, S. (2012). The effects of music-mathematics integrated curriculum and
instruction on elementary students’ mathematics achievement and
dispositions.[Doctoral dissertation]. Texas A&M University.
An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching
elementary students mathematics: a quasi-experiment time series design
with random assigned control group. European Journal of Science and
Mathematics Education, 3(1), 45-60.
An, S. A., Zhang, M., Tillman, D. A., Lesser, L. M., Siemssen, A., & Tinajero, J. V. (2015).
Learning to teach music-themed mathematics: An examination of
preservice teachers’ beliefs about developing and implementing
interdisciplinary mathematics pedagogy. Mathematics Teacher Education
and Development, 18(1), 20-36.

180 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021