A Teacher Case Study on Integrating Music and Data Storytelling for Elementary School Students

• In Event: Cultivating Responsive Practices to Foster Equity for All Learners

Abstract

This study is motivated by the importance of data literacies and the shortage of research surrounding data science in elementary schools. We used a narrative case study methodology to describe the instructional practices of one music teacher who co-designed a data science unit with researchers and implemented it in her 5th-grade music classroom. Data collected for this study include in-person and video observations, reflective journals, artifacts, and interviews. Findings show that this teacher integrated data science literacies into her non-STEM classroom by supporting multiple avenues for data storytelling and relying on learners’ everyday discourse and experiences.

Authors

• Golnaz Arastoopour Irgens, Clemson University
  Presenting Author

• Ashton Langston Fisher, Vanderbilt University
  Presenting Author

• Danielle C. Herro, Clemson University
  Non-Presenting Author

• Ibrahim Oluwajoba Adisa, Clemson University
  Non-Presenting Author

• Dara Abimbade, Clemson University
  Non-Presenting Author