Planning Curricular Proposals on Sound and Music with Prospective Secondary-School Teachers

TL;DR

This paper explores a teaching approach that integrates sound and music education with physics and psychophysics, aiming to enhance secondary-school teachers' ability to create interdisciplinary curricular proposals.

Contribution

It introduces a transversal teaching framework combining science and art, using meta-cognition to improve scientific understanding and creative skills in music education.

Findings

Curricular proposals improved teachers' understanding of sound concepts.

Enhanced integration of physics and music in teaching strategies.

Teachers developed more effective, interdisciplinary lesson plans.

Abstract

Sound is a preferred context to build foundations on wave phenomena, one of the most important disciplinary referents in physics. It is also one of the best-set frameworks to achieve transversality, overcoming scholastic level and activating emotional aspects which are naturally connected with every day life, as well as with music and perception. Looking at sound and music by a transversal perspective - a border-line approach between science and art, is the adopted statement for a teaching proposal using meta-cognition as a strategy in scientific education. This work analyzes curricular proposals on musical acoustics, planned by prospective secondary-school teachers in the framework of a Formative Intervention Module answering the expectation of making more effective teaching scientific subjects by improving creative capabilities, as well as leading to build logical and scientific categorizations able to consciously discipline artistic activity in music students. With this aim, a particular emphasis is given to those concepts - like sound parameters and structural elements of a musical piece, which are best fitted to be addressed on a transversal perspective, involving simultaneously physics, psychophysics and music.