Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education

Authors

Alesia Mickle Moldavan, Georgia Southern UniversityFollow
Graham Johnson, Fordham UniversityFollow

Abstract

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Moldavan, Alesia Mickle and Johnson, Graham (2023) "Arts-Based Interdisciplinary Music and Mathematics Tasks: Exploring Conceptualizations of Equitable Creative Learning in Teacher Education," Georgia Educational Researcher: Vol. 20: Iss. 2, Article 3.
DOI: 10.20429/ger.2023.200203
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol20/iss2/3