Numeracy in the Music Curriculum

1. 1 Introduction

Numeracy and music have been associated together as considerably back to medieval times. This hyperlink goes back as significantly the Quadrivium possibly even further. The quadrivium were a set of subjects or issues (that have been grounded on the trivium of sentence structure, dialect and rhetoric) that were covered daily. The quadrivium engaged four subject matter including Arithmetic, Geometry, Astronomy and Music. Music was examined regarding the arithmetic and subsequently became a numerical self-discipline (Wang, 2014). The existing concentration of numeracy can be looked at through the workings of the Organisation for Economic Co-operation and Development (OECD) and their Program for International scholar Assessment (PISA) which is completed every 3 years (OECD, n. d. ). Ireland's results in 2009 2009 had lowered below the OECD average which led the Irish Federal with the duty of creating a fresh strategy to help boost numeracy skills. The Literacy and numeracy for learning and life (2011) was created to help "improve literacy and numeracy requirements among children and teenagers in the training system" (Department of Education and Skills, 2011). Presently, Ireland rates 13th of 35 OECD countries, 9th in the EU and 18th out of all countries that had taken part in the evaluation.

This thesis brings forwards valuable insights in to the portion of numeracy with a specific give attention to the promotion of numeracy in the music curriculum. The researcher wished to analyze numeracy strategies/ideas that could be advertised and developed in the class. The main element questions which were considered before this research was carried out were; 1) What's numeracy and exactly how is it related to Music? 2) Is numeracy important in the music class? and 3 how can numeracy strategies be developed in the music class room?

1. 2 Section layout

The first part has created the audience to the research area and why this research subject was undertaken.

Chapter 2 can look at the literature found in this research around numeracy and music in Ireland. It will look literature from and Irish framework and also other countries.

Chapter 3 will focus on the methodologies employed by the researcher. It will outline the procedure the researcher had taken in order to assemble data and what the restrictions were in doing it.

Chapter 4 can look at the findings of the study and will examine what was made of those findings. It'll focus on speaking about what happened if anything changed. Exploring quantitative evaluation in determining results of the study topic.

Chapter 5 will be a discussion around what was happened. It'll explore research as to what happened and just why it happened. It will look at whether or not the test were reliable and have they may be valid.

Chapter 6 will conclude any arguments that the researcher has brought up. It will conclude the research by highlighting the likelihood of any future research around the region.

2. 1 Introduction

The purpose of this research issue is to explore numeracy in music education and consider the execution of an numeracy strategy that can improve numeracy capabilities in the post-primary curriculum. The target is to look at if numeracy has been developed through these strategies or effortlessly in the students learning.

The aim of this section is to explore the most up to date books around numeracy strategies and the execution of said strategies in to the post-primary curriculum. Taking a look at research from an Irish framework is key but this section will also look at other countries and the numeracy strategies that they have implemented. This section begins by looking at the many explanations of numeracy that are used around in different education systems. It'll then focus on the literature around music and numeracy and the way the two are connected.

2. 2 Numeracy

What is numeracy? There are plenty of definitions in regards to what numeracy is and what it pertains to. O' Donoghue (2002, p. 48) notes aspects of numeracy as "Basic computational arithmetic, essential mathematics, public mathematics, survival skills for everyday living, quantitative literacy, mathematical literacy and an element of numerical power". The Programme for International learner Evaluation (PISA) (2009, p 14) define numeracy as "A person's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and build relationships mathematics with techniques that meet the needs of that individual's life as a constructive, worried and reflective citizen". The Office of Education and Skills presented The Literacy and Numeracy Technique for Learning and Life (2011) and define numeracy as ""the capability to use mathematics to resolve problems and meet up with the demands of day-to-day living"

These explanations are correct in character and for the purpose of this paper, the researcher will focus on the holistic strategy of using mathematics to solve problems and meet the demands of daily living. This is actually the explanation the researcher deems correct for the aim of this research question. There are key skills that are discussed by the National Council for Curriculum and Assessment (NCCA) (2015) that aim to promote college student wellbeing. The strategy mentioned previously includes all the key skills associated with the junior cycle. It has a close hyperlink with the abilities to be numerate, staying well, controlling information and thinking and communicating. By saying this, the researcher is not excluding the likelihood that numeracy will not cross between all of the key skills.

On a deeper level, numeracy features three different types of knowledge. You start with Mathematical Knowledge (Base of numeracy) resulting in Contextual Knowledge (The capability to apply the building blocks skills) and finally to Strategic Knowledge (the versatility to use the prior knowledge to solve proper problems.

2. 3 Numeracy in the Music curriculum.

2. 4 PISA Assessment

PISA or The Program for International University student Assessment can be an analysis conducted every 3 years with students from 65 different countries at the age of 15. The assessments concentrate on student's skills in the regions of Reading, Science and Mathematical Literacy. It requires a different focus yearly with the procedure repeating itself every 3 years. In 2003 and 2012, Mathematical literacy was the principal focus of analysis. In the amount below, it is obvious to see how well Ireland did over time. Cosgrove et al. (2013) however found that although it is positive that Ireland's performance has not decreased between 2003 and 2012, it must be known that there has been a drop by other OECD countries which could have resulted to Ireland's location in 2009 2009.

In modern times, the Irish Authorities has many strategies and frameworks to help offer with the under-performance of students. The Country wide Strategy to improve Literacy and Numeracy among Children and TEENAGERS 2011-2020 (2011) emphasises that students should leave school numerate and focuses on the actual fact that "literacy and numeracy are among the main life skills that our schools train. No child should leave university without having mastered these skills to the best of their abilities". The primary research areas of this document concentrate on Enabling parents and neighborhoods to support children's literacy and numeracy development, Improving teachers' and ECCE professionals' professional practice, Building the capacity of school authority, Improving the curriculum and learning experience, Aiding students with additional learning must achieve their potential and Improving assessment and evaluation to support better learning in literacy and numeracy (Department of Education and Skills, 2011, p. 3). The strategy describes clear aims regarding what must be accomplished and outlines a timeline for plans to be made in order for these objectives to succeed. However the can be some issues with this plan. It advises that teachers partake in CPD for 20 time on the 5 season period and resources have been targeted at DEIS schools which is often seen with the Junior Cert College Programme (JCSP).

2. 5 International Advances

Looking at this from a global view, the United Nations Educational and Cultural Company (UNESCO, 2012) understand that even when students surface finishes their education, they still lack the mandatory knowledge and skills that are associated with mathematics. Conway and Sloane (2005, p. 15) determine two main concerns in international tendencies in mathematics education, "poor degrees of understanding and achievements spaces" and "the need for 21st hundred years skills". They are respectively called the press and take factors.

Zawojewski and McCarthy (2007) have commented on the ramifications of introducing a strategy that could see students actively engage with abundant everyday applications of their mathematics.

  • Other Relevant literature

This research paper will try to focus on the importance of numeracy in the class room and what sort of music tutor can improve the numeracy capability of the students in school. As this research focuses on different strategies, the researcher focused on numeracy strategies which have been created and applied in several countries. This in itself provided the researcher with a broad sense of where they wanted to go and exactly how these were to go about it.

One of the first documents that was explored was the Literacy and Numeracy for Learning and Life (2011) which was document that was released by the Department of Education and Skills in immediate respond to the PISA results. This report highlights a whole lot of really fair points regarding the development of literacy and numeracy in the education of students, but it is far more biased towards literacy than the numeracy. Surprisingly enough, each time the word numeracy was researched just before it was the term literacy. Yes they are really a incorporating factor however they represent two very different themes in the world of producing the educational needs and skills of every student. Getting the students to understand the links between music and numeracy will help them to engage with what they are learning. With the literacy and numeracy strategy, this research newspaper will get from different methodologies and perspectives of music teachers and education specialists.

Diverse Methodologies in the analysis of Music Teaching and Learning (2008)covers a broad range of research content that researcher drew ideas from. A large number of the chapters present in this book are based on practiced structured research in the school room. As the research is targeted on students in first time one article in which the researcher drew valuable insights from was First-Year Professors and Methods Classes: Will there be an association? By Margaret Schmidt. This analysis examined "the ways that three first year string instructors applied a song-teaching method emphasized in their junior-year". (Schmidt, 2008, p. 67) Schmidt targets the students' developments but focuses on the teachers and how they have to be continually growing as educators.

Growing from these ideas Dark brown explored "Actualising Potential in the School room: Moving from Training to be Numerate Towards Engaging in the Literature Practice of Mathematics" and stated all students must have access to numerical knowledge (Dark brown, 2011). He writes about transforming numeracy into literacy through engaging in mathematical practice. One of many ways that could be addressed is through functional performance. Students could be presented to a numerical idea and a musical performance activity could be released to structure the idea and could also help refocus or get rid of any myths that the learners may have. Dark brown writes about mathematical literacy in a public context and getting the students to associate numerical language with every day concepts. This relates back again to the literacy and numeracy strategy where in fact the aim is to boost student's numeracy talents through linking it to outdoor experiences.

"Mathematics and Music" by David Wright explores all the versions of number sequences, logarithms, music intervals, scales, octave id, timbre and even tuning all of which can be replicated in the classroom. This reserve will form a basis in this research how to promote numeracy in the classroom and how numeracy can be developed. According to Wright " Mathematics tries to understand conceptual and rational fact. . . Music evokes mood and feelings by the music medium of tones and rhythmsTherefore it is not surprising that the symbiosis of the two disciplines can be an age old story". (Wright, 2009, p. v)

Numeracy is not talked about in the curriculum which really is a sign that the curriculum itself must be kept up to date. David Elliott writes that we now have numerous ideas of what curriculum is and what it means and even claims that is has "monopolized the thinking if scholars and professors". (Elliott & Silverman, 2015, p. 394) He mentions Ralph Tyler who proposes that curriculum makers should follow a four step process. (ANDREW WHAT EXACTLY ARE THE FOUR STEPS) This process could help with the integration of numeracy in to the curriculum exactly like literacy is already included. That is why "Re-setting Music Education's "Default Options" would come into effect. Compiled by Thomas Regelski in 2013 explores how it needs to be "rethought and complemented and increased" for the learner in that it does not prevent their learning at all.

2. 5 Overview

This books review has shown that there has been research and documentation around the region of numeracy. Numeracy is an area that has many links to cross-curricular subjects and expanding numeracy "skills among all young people is fundamental to the life chances of every individual and essential to the quality and collateral of Irish society" (Team of Education and Skills, 2011). This research paper focuses on clarifying what numeracy is and its importance. It will aim to promote numeracy in a music class that will develop and promote learning in an optimistic and constructive way. You will find assessments open to test numeracy but none of them specific to music and numeracy since this research has been conducted. Which means this research paper will be focusing on taking a look at how to develop numeracy that relates to music and that it's linked to both curriculum and the learning of each scholar. It can also be used as an aid for educators to see how they themselves can combine numeracy into their classroom and tailor it for each and every student's ability. One aspect that will have to be investigated in further fine detail is that of questioning and exactly how will be the student's numeracy skills being tested.

Chapter 3: Methodology

3. 1 Introduction

In the prior section, the researcher focused on books and research responding to the regions of numeracy and music. The aim of this chapter is to make clear how this research was designed and the specific reasons towards choosing the quantitative method. This thesis is dependant on action research. This chapter will point out the ethical concerns of the research and. This chapter will firstly start by outlining the research paradigm make clear how data was gathered.

3. 2 Research seeks and objectives

The goal of this strategy is to see if numeracy can be developed in a music class using a guide. This plan is a development from the results that Ireland has received in the PISA scores over the previous years. As stated in the advantages, there have been three questions that helped to build this research and from those questions the study was looking at gathering quantitative data, using a pre and post-test with two different classes. This will allow the researcher to appraise the increase, if any, in the student's numerical ability.

3. 3 Action Research

Action research cited in Hine (2013) is a "procedure for systematic inquiry that looks for to improve cultural issues impacting on the lives of people" however on a more direct word to where it can be found in the school room, Stringer (2014) explains it as "a distinctive method of inquiry that is straight relevant to school room training and learning and provides the opportinity for teachers to improve their teaching and improve students learning" Both of these representations of action research have helped to confirm the researcher with enough information to comprehend the idea.

When pursuing an action research plan there are many ways that it could be carried out. For the emphasis of this research the researcher will put together the method of Kurt Lewin and its importance. Cohen et al. (2011) name Lewin as the originator of the action research process in breaking it into four different sections; Planning, Performing, Observing and Reflecting. (Put in DIAGRAM)

From this model there have been numerous changes made. Kemmis and McTaggart (2005) action research cycle is similar in that it has an idea, act, notice and reveal, but this reflection is allowing the researcher to improve the plan and start the pattern again.

3. 4 Quantitative Research

The research methodology utilized uses quantitative analysis. Creswell (2002) identifies quantitative evaluation as "strategies of inquirythat invoked the postpositivist perspectives". These strategies are in the kinds of experiments of surveys. postpositivist perspectives are believed to be that of a clinical method and it refers "challenging the traditional notion of the utter fact of knowledge" and that the cases we make cannot be positive when studying the performance and capabilities of humans (Creswell, 2002). Punch (2009) mentions quantitative research using three different ideas;

  • "Conceptualizes simple fact in terms of variables
  • Measures these variables
  • Studies romance between these variables"

Using these themes the researcher will observe how to correlate effectively the results compiled.

3. 5 Instruments

3. 5. 1 Pre-post test

The researcher used different equipment to help lead to the results of the analysis. To validate the students numeracy skills the researcher needed to firstly find out where the students were regards to their learning. The researcher created a specific pre-test to evaluate their numeracy knowledge. The researcher focused on the concepts of the first calendar year music curriculum and transferred any correlations with numeracy with an analysis form. (appendix) The researcher wished to keep the concentrate on numeracy and assess what they students were able to do regarding rhythm.

3. 6 Validity and reliability

During this research, the researcher accumulated quantitative data to get the simplest way of measuring student's results regarding numeracy. The researcher believes that the studies have depth and offer detail concerning confirming the research outcomes. Validity is "a sign of how reasonable your research is", with looking at both design and method (BYU Office of Linguistics, 1997) of the research area. When looking at quantitative data one must be cautious. Winter (2000) says that it is difficult to get 100% and a certain amount of error is to be anticipated. Reliability is about the precision and exactness of the study over a period. Getting the pre and post-tests very near each other can transform the reliability. Due to the 6 week period between pre and post-tests, the researcher feels the leads to be reliable. It needed 3 weeks getting consent varieties again from the students which cut down the time between pre and post-test testing. .

3. 7 Ethical considerations

Hammersley and Traianou (2012, pp. 2-3) put together the subsequent topics as the key ethical issues that have to be addressed;

  • "Minimising Harm
  • Respecting Autonomy
  • Protecting Privacy
  • Offering Reciprocity
  • Treating People Equitably".

As this research is aimed towards the learning and development of student's numeracy, the study were required to get ethical acceptance as it would be concentrating on those who would be unable to give consent. The researcher received moral acceptance from FAHSS Research Ethics Committee from the University or college of Limerick in June 2016. The researcher proceeded to provide information sheet to the principal (appendix) and co-operating educator. (appendix) Then your researcher provided the same information to each of the participants and their parents/ guardians. (appendix) Provided on the info sheet were details about how exactly the research could have been conducted. It outlined that they could withdraw from the study anytime and that anonymity would be used.

3. 8 School profile and review sample

The college where this research was conducted is a large town in Munster. It really is a co-educational college and both classes are made up of mixture of men and women. Both first 12 months classes are students between the age groups of 12 and 13. Within this school, all students do music in first year regardless of previous experience or musical knowledge. When it's time for them to move onto 2nd calendar year, the students are given the choice to do music if they want. Before implementing the prior test, the research launched some rhythms to both categories to obtain the students interacting also to get a knowledge of what they were going to learn.

Before the intervention, the researcher ensured that both classes were relatively on the same level before offering the pre-tests.

Conclusion

FACULTY OF ARTS, HUMANITIES AND Public SCIENCES

RESEARCH ETHICS COMMITTEE

INFORMATION LETTER

Dear Primary,

My name is Andrew O Grady and I am enrolled in the Professional Expert of Education (Music) course in the University of Limerick. To be a requirement of the course we have been to create a thesis related to our subject matter area. My subject is music and I am focusing on numeracy within music. The subject of my research project is Numeracy in Music: A RESEARCH STUDY. I have chosen to analyze numeracy when i think that through musical activities and practices better numeracy skills can be developed.

I am writing to seek your permission to undertake my research with first-year music students. My research will explore and document the introduction of first-year post-primary secondary school students' numeracy skills in an eight week music program specifically created for this purpose. The methodologies involved would be empirical (observation, questioning and experimentation) in dynamics but will change in both quantitative and qualitative methods. During course throughout the eight weeks I will assess students' tasks with a specific give attention to numeracy within music. I am going to document the conclusions from these tasks and will also file my observations in course. By doing this I hope to determine if the students' numeracy skills and understanding are developed in this course of analysis. This will take place during the time I am on location in your college, if you and the cooperating educator agree that I may carry out my research in your school. I will offer an information letter and a consent form for parents/guardians and an information notice and assent form for students. College student anonymity will be guaranteed throughout my research; each taking part pupil will be designated a code at the outset and only this code will be used in my own writing. Students have the right never to be a part of the research or even to opt out at any time without questions being asked. Within my research all data will be stored on my security password protected computer. Once the research study is complete it will be stored by my supervisor at Irish World Academy of Music and Boogie and damaged after seven years. I would be grateful if you can nominate a gatekeeper for my research; this might reassure parents/guardians and students. The gatekeeper could be an unbiased faculty member like the cooperating music instructor or a nominee of your decision who would have the ability liaise with the parents/guardians and students in relation to my research.

If you want to know more about the analysis you can either contact me or my supervisor.

Andrew O GradyJean Downey, Supervisor

This study has received Ethics authorization from the Arts, Humanities and Social Sciences Research Ethics Committee (quote approval quantity). When you have any concerns relating to this study and wish to contact an independent authority, you may contact

Chairperson Arts, Humanities and Social Sciences Research Ethics Committee

AHSS Faculty Office

University of Limerick

FACULTY OF ARTS, HUMANITIES AND Sociable SCIENCES

RESEARCH ETHICS COMMITTEE

INFORMATION LETTER

Dear Music Instructor,

My name is Andrew O Grady and I am signed up for the Professional Get good at of Education (Music) course in the College or university of Limerick. As being a dependence on the course we have been to write a thesis related to our subject matter area. My subject matter is music and I will be concentrating on numeracy within music. The name of my research study is Numeracy in Music: A RESEARCH STUDY. I've chosen to analyze numeracy when i assume that through musical activities and procedures better numeracy skills can be developed.

I am writing to get your permission to undertake my research with first-year music students. My research will explore and record the introduction of first-year post-primary supplementary institution students' numeracy skills in an eight week music program specifically suitable for this purpose. The methodologies included would be empirical (observation, questioning and experimentation) in nature but will vary in both quantitative and qualitative methods. During class throughout the eight weeks I'll assess students' assignments with a specific focus on numeracy within music. I will document the findings from these assignments and will also file my observations in class. In so doing I hope to ascertain if the students' numeracy skills and understanding are developed in this course of study. This will take place at that time I am on location in your institution, if you and the institution principal concur that I may take on my research in your institution. I will provide an information notice and a consent form for parents/guardians and an information notice and assent form for students. University student anonymity will be ensured throughout my research; each taking part student will be given a code first and only this code will be utilized in my own writing. Students contain the right not to take part in the research or to opt out at any time without questions being asked. Within my research all data will be stored on my security password protected computer. After the research project is complete it'll be stored by my supervisor at Irish World Academy of Music and Boogie and damaged after seven years. If you would like to learn more about the analysis you can either contact me or my supervisor

Andrew O GradyJean Downey, Supervisor

This study has received Ethics agreement from the Arts, Humanities and Public Sciences Research Ethics Committee (quote approval number). If you have any concerns concerning this study and desire to contact an unbiased authority, you might contact

Chairperson Arts, Humanities and Friendly Sciences Research Ethics Committee

AHSS Faculty Office

University of Limerick

FACULTY OF ARTS, HUMANITIES AND Sociable SCIENCES

RESEARCH ETHICS COMMITTEE

INFORMATION LETTER

Dear College student,

My name is Andrew O Grady and I am signed up for the Professional Professional of Education (Music) course in the University or college of Limerick. Being a dependence on the course I have to write a thesis related to my subject matter area. My subject matter is music and I would like to study the way the skill of using figures can assist you in the music school. The subject of my thesis is Numeracy in Music: A Case Study. I have chosen to research numeracy when i assume that through musical activities and procedures better skills with figures can be developed.

What is numeracy? Numeracy in its basic form is the capability to understand and use numbers. This case study can look at how I can see and improve numeracy skills in the music classes over eight weeks. It will require place at that time I am on institution positioning in your university. I have designed an eight week course which I hope you will find to be fun and pleasant and which at the same time will help you to increase your skill with statistics through music making. I've provided an information letter and consent form for your parent or guardian/guardian to complete if you wish to take part in the research. I have also provided an assent form which you are being given with this information letter; if you want to take part in my research you will need to signal this assent form. WHENEVER I am writing my research, I will not use learner titles so that no person will be able to identify your projects. You are extremely welcome to take part in my research but you do not have to. If you agree to be a part of my research and change your brain at any time that's not a problem and no questions will be asked. Within my research I am going to store all information compiled on my security password covered computer. Mr/ Mrs 'to be determined' will act as gatekeeper during my research. If you're worried about anything during the eight weeks you can speak to Mr/ Mrs 'to be decided' who'll be able to help you.

If you are happy to take part in this project could you please sign the assent form and go back it to Mr/Mrs "to be decided".

Andrew O GradyJean Downey, Supervisor

This research study has received Ethics acceptance from the Arts, Humanities and Sociable Sciences Research Ethics Committee (quote approval quantity). If you have any concerns about this study and wish to contact an independent authority, you may contact

Chairperson Arts, Humanities and Sociable Sciences Research Ethics Committee

AHSS Faculty Office

University of Limerick

FACULTY OF ARTS, HUMANITIES AND Public SCIENCES

RESEARCH ETHICS COMMITTEE

INFORMATION LETTER

Dear Father or mother/ Guardian,

My name is Andrew O Grady and I am signed up for the Professional Expert of Education (Music) course in the University or college of Limerick. Like a requirement of the course we have been to create a thesis related to our subject area. My subject matter is music but I will be concentrating on numeracy within music. The subject is Numeracy in Music: A Case Study. I've chosen to research numeracy as I think that through musical activities and tactics better numeracy skills can be developed.

This case study will explore and report first year extra university students' numeracy skills within an eight week music programme specifically suitable for this purpose. During class throughout the eight weeks I am going to assess students' projects with a specific focus on numeracy within music. I am going to document the studies from these projects and will also record my observations in school. By doing this I hope to ascertain if the students' numeracy skills and understanding are developed during this course of research. This will need place at that time I am on position in your child's school. I've also provided an information letter and assent form for your kid/daughter. College student anonymity will be ensured throughout my research; each taking part scholar will be designated a code first and only this code will be used in my own writing. Students contain the right never to be a part of the research or even to opt out at any time without questions being asked. During my research all data will be stored on my security password protected computer. Once the research study is complete it'll be stored by my supervisor at Irish World Academy of Music and Party and destroyed after seven years. Mr. /Mrs 'to be made the decision' has been nominated by the principal as gatekeeper within my research.

If you consent to allow your child to take part in this project would you please signal the consent form and come back it to Mr/ Mrs "to be chosen" who's the school-based gatekeeper for my research and who you can contact should you have any questions or concerns.

Andrew O GradyJean Downey, Supervisor

This research study has received Ethics endorsement from the Arts, Humanities and Friendly Sciences Research Ethics Committee (quote approval number). If you have any concerns concerning this study and wish to contact an unbiased authority, you may contact

Chairperson Arts, Humanities and Community Sciences Research Ethics Committee

AHSS Faculty Office

University of Limerick

FACULTY OF ARTS, HUMANITIES AND SOCIAL SCIENCES

RESEARCH ETHICS COMMITTEE

ASSENT FORM

Student

Assent Form

I, the undersigned, declare that we am inclined to take part in research for the task entitled "Numeracy in Music Education: A Case Study".

  • I have been enlightened of the analysis and my role in it and also have been given the chance to ask questions before starting.
  • I am totally aware of how the information gathered will be used.
  • I grasp that there is no pressure for me to take part in this research.
  • I fully understand which i am free to step away at any time and never have to explain why.
  • I know that my name will not be used at any time when my teacher is writing this research.
  • I am aware that the gatekeeper is Mr/Mrs 'to be determined' must i have any questions about the study.
  • I have received an information notice detailing the research project.
  • I am aware that anonymity and confidentiality will be guaranteed through data collection/ storage space through the reporting of the research.
  • Once the study project is complete all the documents gathered will be stored by the supervisor at Irish World Academy of Music and Party and destroyed after seven years.

________________________________________________________________

Signature of participant Date

FACULTY OF ARTS, HUMANITIES AND Friendly SCIENCES

RESEARCH ETHICS COMMITTEE

CONSENT FORM

Parent/ Guardian

Consent Form

I, the undersigned, declare that we am willing to allow my child to be a part of research for the task entitled "Numeracy in Music Education: A RESEARCH STUDY".

  • I declare that I have already been fully briefed on the nature of this analysis and my child's role in it and also have been given the opportunity to ask questions before agreeing to take part.
  • The aspect of my child's participation has been explained to me and I've full knowledge of how the information accumulated will be utilized.
  • I fully understand that there surely is no obligation on my child to participate in this research.
  • I grasp that my child is free to withdraw their contribution anytime without having to explain or provide a reason.
  • I know that my name or my child's name will never be used anytime when the research has been written.
  • I am aware that the gatekeeper is Mr/Mrs 'to be chose' must i have any questions about the research.
  • I have obtained an information letter detailing the study project.
  • I am aware that anonymity and confidentiality will be assured through data collection/ storage through the reporting of this research paper.
  • Once the research job is complete all the documents gathered will be stored by the supervisor at Irish World Academy of Music and Boogie and destroyed after seven years.

________________________________________________________________

Signature of Parent or guardian/ Guardian Date

University of Limerick

O L L S CO I L L U I M N I G H

Acceptance of the University of Limerick Child Protection Guidelines

I have read the College or university of Limerick Child Security Guidelines and agree to abide by its contents. There is no reason why I would be considered unsuitable to work with children or teenagers.

Signature:Andrew O Grady Date: 19 - 6 - 2016

Print Name:Andrew O Grady

Department:Irish World Academy of Music and Dance

This form must be retained by the signatory's University or college Department

May 2016

Re: Andrew O' Grady

Professional Get better at of Education (Music)

Dear Principal

Thank you for agreeing to give a positioning for Andrew O' Grady in the fall semester 2016.

In brand with University insurance policy, students on specific programmes, like the Professional Get better at of Education (Music) programme, are required to complete a Garda Vetting process as part of their subscription as students of School of Limerick.

Please remember that the Garda Vetting process is confined to addresses of all Ireland. In the case of Andrew O' Grady the Garda Central Vetting Unit has went back the

following information

According to Garda information there are no previous convictions recorded contrary to the above named candidate.

This information is provided in accordance with University insurance plan and in strictest self-confidence and shouldnotbedisclosedtoanythirdpartyorwithin yourorganisation otherthaninthecontextofthisplacement.

Yours truly,

JeanDowney

CourseDirectorPME (Music)

IrishWorldAcademyofMusicandDance

UniversityofLimerick, Limerick

QUESTIONS ASSESSING STUDENTS NUMERACY

1) What is a crotchet put into another crotchet?

2) What's the interval between middle C and Eb?

3) Just how many notes are there in a 1 octave size?

4) How many crotchet/ quaver/ minim/ semibreve beats are there in this expression?

5) How many beats is there in a semibreve?

6) Exactly what is a crotchets put into a crotchet put into a quaver?

7) What's the difference between 3 quavers and 2 crotchets?

8) Just how many crotchet beats will be the in 5/4?

9) Just how many quaver beats is there in 13/8?

10) How many minim beats is there in 3/2?

(A musical word are available on another page)

Source: Mozart's Piano Sonata in F, K. 332, first activity. (https://en. wikipedia. org/wiki/Phrase_(music)#/media/Record:Mozart_-_Piano_Sonata_in_F, _K. _332, _first_movement_key phrase_group. png)

Source: http://funandlearnmusic. com/portfolio-item/music-worksheets-music-and-math-14/

Source: http://funandlearnmusic. com/portfolio-item/music-worksheets-music-and-math-14/

Source: http://funandlearnmusic. com/portfolio-item/music-worksheets-easter-note-value-4/

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