Can the study of the impact of music and movement on individuals provide valuable scientific information?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
YA teaching artist Joe Mangano provided a science, music, and dance residency that scientifically explored music's effect on the human body. Youth ages 14-19 in an after-school arts program called The Cypher. Students created original pieces of digital music and manipulated various elements of their songs in order to test each variable's effect on the human heart rate. By following the scientific method, youth were able to test and observe how (and whether or not) music influences human physiology. Original pieces of music were then interpreted through dance to illustrate how music can be expressed through the human body.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
This residency implements the IDEA (Identify Define Explore Assess) model while meeting educational standards for both science and music. It also addresses the increased need for emphasis on science, technology, and mathematics in education while simultaneously embracing the arts. Throughout the program youth implement 21st century learning skills such as thinking creatively and creating media products while asking questions, carrying out investigations, and obtaining, evaluating, and communicating the results.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
Science can be taught through an interdisciplinary arts experience. By utilizing student's natural interest in dance and music, the scientific method can be learned and applied while students remain engaged and focused on their exploration of each art form.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
Students collected and expressed their conclusions through written and visual means. In addition, program participants interpreted their findings through dance. This non-traditional assessment tool allowed the students to remain engaged in the application of the scientific method through the conclusion of the program, as well as simultaneously collaborate with one another in a creative process.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
Yes. Based on the results of the experiment students discovered there is no discernible relationship between tempo and/or pitch of music and the listener's heart rate. The experiment however could benefit from more repetitions which may lead to an observable relationship.
Conclusions: What Was Learned
What was learned?: 
We have learned that the creative arts can be used as a tool to engage youth in the application of the scientific method and the exploration of a research question. Students become curious/interested in the conclusion, and their desire to answer the inquiry question (mostly due to their interest in music and dance) drives their research and disguises the formal education process. By embracing the student's personal interests, said interests can become successful vehicles for core academic education.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
This program could benefit from a slight alteration in the inquiry question to allow for the exploration of dance's effect on human physiology as well. This would engage those students that are more interested in dance than music early on in the process. It could also benefit from a professional choreographer being present throughout the entirety of the program.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
Efforts will be put forth to ascertain student's individual/collective interests at the beginning of each residency in order to modify the inquiry question accordingly. This will allow for increased levels of engagement by a larger portion of the student population. With that being said, this program succeeded in engaging the majority of its participants throughout the entire process.
Core Content Standards
Mathematics: 
Make sense of problems and persevere in solving them
Science / Dimension 1: Scientific and Engineering Practices: 
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Physical Sciences: 
Motion and stability: Forces and interactions
21st Century Learning Skills
Themes: 
Health Literacy
Learning and Innovation / Creativity and Innovation: 
Work Creatively with Others
Learning and Innovation / Critical Thinking and Problem Solving: 
Solve Problems
Learning and Innovation / Communication and Collaboration: 
Collaborate with Others
Information, Media and Technology / Information Literacy: 
Access and Evaluate Information
Use and Manage Information
Information, Media and Technology / Media Literacy: 
Create Media Products
Information, Media and Technology / ICT (Information, Communications and Technology) Literacy: 
Apply Technology Effectively
Life and Career / Initiative and Self-Direction: 
Work Independently
National Core Arts Standards
National Core Arts Standards: 
Creating
Performing/Sharing
Connecting/Connections
Local Standards
Describe Any Local Standards Met By The Program: 
The Physiology of Music & Movement program was designed to comply with Common Core Standards, Guiding Principles for the Arts Grades K-12. The seven principles were used to guide development of curriculum modules and accompanying materials. Additionally, the program met Core Standard shift requirements in ELA and Mathematics. For Mathematics these are: Focus-learn more about fewer, key topics; Build skills within and across grades; Develop speed and accuracy; Think fast and solve problems. For ELA/Literacy these are: Read as much non fiction as fiction; Learn about the world by reading; Read more challenging material closely; Discuss reading using evidence; Increase academic vocabulary.

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Project Summary
Afterschool/Extended Day
Urban
Music
Dance
Media Arts
Science Technology
Physical Education
Attachments
Instructional Supplements
Institutional Overview
Organization(s)
Young Audiences of Rochester
277 N. Goodman St
14607 Rochester , NY
United States
New York US