The Harp Project: Collective Learning at the Intersection of the Mathematical and Musical Arts

Abstract

AbstractWith this paper, we share an activity for the undergraduate mathematics classroom called The Harp Project that leverages the aesthetic nature of both the mathematical and the musical arts. This project was conceived as a STEAM/PBL project with the added feature that it was carried out in pieces by an entire class. Anecdotal evidence suggests that the uncommonly high level of students' interest and engagement in the experience and the communal feel of their participation can be attributed to this collective quality of the project's design. For this reason, we invite others to consider this curricular experience as it appears viable for supporting efforts to cultivate a broader population of students with an affinity for mathematics.Keywords: math and the artsmath and musicmath and creativitymath educationSTEAM-PBLharpDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. ACKNOWLEDGMENTSThis project was supported in part by funding from the National Science Foundation through the Garden State Louis Stokes Alliances for Minority Participation program (GSLSAMP; Award 1909824). The LSAMP program assists universities and colleges in their efforts to increase the numbers of students completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines.Additional informationNotes on contributorsSteven GreensteinSteven Greenstein is a mathematics educator and researcher who likes to think about mathematical things... and how people think about mathematical things. If he can do that while riding his bicycle, all the better. Through his work he aims to discern and support the practices with which educators can democratize access to authentic mathematical activity that honors the diversity of learner's mathematical thinking and that is guided by self-directed and agentive inquiry, mathematical play, and the pursuit of wonder-ful ideas.Bogdan NitaBogdan Nita is a mathematics professor and researcher who enjoys teaching and working on a variety of research problems in the convergence zone of science and art, and in particular mathematics and music. Recently he's been exploring problems involving fluid dynamics and the mathematics of the Pan's flute, stochastic improvisations of jazz solos, and using partial fractions to find and analyze non-standard musical scales.