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Friday, January 6, 2017
Discover Scientific Creativity in Music Tech Class
There is a deeply creative side to science and mathematics that is often overlooked and we often misconstrue them as subjects based only on fact and therefor require only memorization to be successful. While memorization and long term retention are just as key in science and math as they are in other subjects, the mere facts of either are good only for iteration. It’s in the creative application of the facts and the ability to creatively think when solving problems which makes the difference.
SYNTHESIZING SOLUTIONS TO PROBLEMS
Here is a scientific example to consider. Let’s take a look at chemistry and the periodic table. Remember having to memorize it? Did you know that new elements have been added since we were in school? It’s a fascinating thought to take something taught as being unwavering and complete and to make it malleable, open to experimentation and discovery. Each interaction that one square on the table has with another square is unique. And each element when combined with another element causes a different reaction.
Assuming that of the 118 known elements, they can only be combined in equal parts to a maximum of three elements being grouped together, that is already 1.6 million combinations. When you factor in groups longer than three elements and then factor in the amounts of each element, there is quite literally and infinite amount of combinations. So only a scientist who can think creatively while applying the facts they know to be true will be able to discover new elements or new applications of metals, liquids or gasses they create.
Why is it that geniuses such as Einstein and Edison found their inspiration in music. Einstein had said, many times, that he “thinks in music.” How is that? Since genius, after genius, after genius says the same thing, shouldn’t we see a pattern? Why can’t we just openly embrace the importance of music education and how it affects the whole brain?
MUSIC EDUCATION IN QUANTUM PHYSICS?
And if we take into account a connection between math and science in Quantum Physics, the highly theoretical application of modern day physics on a subatomic or nanoscopic level which also extends throughout the unknown universe, it will take hundreds of generations to unlock all of its truths. And they will have to be unlocked with creative minds that are able to think outside of the box in ways we don’t fully understand at the moment.
STEM, STEAM, STEMM (FUM!)
Here is an interesting propositional question: let’s say you are starting a STEM school (Science, Technology, Engineering, Mathematics) and have 100% authority to build the curriculum as you see fit. Would you be able to create the entire curriculum around music and thereby create a music education based school which accomplishes each guideline of what it means to be “STEM”? I believe we can though this type of specialized STEM school may not be as welcome in the real world as it is in my head.
How farfetched does the idea sound after having read how a student of music education can directly apply and benefit from applications in each of the STEM areas?
Bringing us back to reality, at the very least can these applications be seen as a possibility or perhaps even a vital learning mechanism? Seeing as how accessible music education is to students of all ages and all levels, I hope that the answer is a resounding “yes!” And if it is, now consider the long term negative effects of cutting or entirely eliminating music programs from our children’s schools.