The ability to begin to recognize differences in key and mapping each key to a numeric and an idea allows students gain the ability to use music in both mathematics and language. This requires the use of instruments such as a piano, guitar, xylophone and so on in class. It also means that learning music from kindergarten becomes a fundamental part of the academic process. They will be able to hear a musical composition as an extension of mathematics and vice versa.
Students on an IGL programme will be expected to gain intimate familiarity with musical notes from kindergarten upward as they learn to count. Eventually they will be expected to be able to identify these notes on different instruments and be able to play them. Having been introduced to the IGL music framework by the time they integrate this with the ability to read and write sheet music they will already have gained a deep understanding of music, sounds and how they linked. They will also be expected to be able to make sounds vocally or sing these notes in key as a basic minimum ability of the programme. Most of this learning begins from an early age where it is first received as a fun activity.
When students are later engaged in subjects like physics, chemistry and even biology they should be able to find the music in these subjects. In essence music is no longer an isolated subject, it now courses through their entire learning experience helping with memory and perception.
Students on an IGL programme will be expected to gain intimate familiarity with musical notes from kindergarten upward as they learn to count. Eventually they will be expected to be able to identify these notes on different instruments and be able to play them. Having been introduced to the IGL music framework by the time they integrate this with the ability to read and write sheet music they will already have gained a deep understanding of music, sounds and how they linked. They will also be expected to be able to make sounds vocally or sing these notes in key as a basic minimum ability of the programme. Most of this learning begins from an early age where it is first received as a fun activity.
When students are later engaged in subjects like physics, chemistry and even biology they should be able to find the music in these subjects. In essence music is no longer an isolated subject, it now courses through their entire learning experience helping with memory and perception.
Children on an IGL programme are required to begin to pick up musical instruments from kindergarten. As children learn to count they also learn the musical scale associated with each number and each infograph such that when they hold a musical instrument and play a key, the very act of handling the instrument in this way becomes meaningful because the feedback is not only musical but also consists of information. Every child graduating from a school with an IGL programme is required to have learned or mastered the ability to play at least one musical instrument. This includes the ability to link musical notes and keys to academic information. By linking musical notes to different instruments and mapping how learners begin to use numbers music becomes an integral part of the academic process from a very young age. Students over time gain the skill with which to think using different music keys and will even be able to use these sounds to help them solve equations as well as compose essays designed from sound.
Teachers instructing students at the early stage should expect to be able to play sounds and have students respond with the numeric value and idea or other layers linked to it until music becomes second nature. When they listen to a simple or complex musical composition they should be able to relate to it not only in terms of its artistic worth but also should be able to hear the mathematics from which it is comprised as well as the other layers they have been taught to identify.
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