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Quavers to Quadratics: Music and Science

Year Awarded

2023

Amount

€53,720

  • Organisation:The National Concert Hall
  • Audience:Primary Students
  • Format:Non-formal Education
  • Location:Dublin, Kildare, Louth, Meath, Wicklow
  • Topic:STEAM

Project Summary

Quavers to Quadratics (Q2Q) is a series of workshops for primary school children, primarily from DEIS (disadvantaged) schools, highlighting the overlap between music, maths and physics, and responding to the lack of STEM engagement typical in such schools. Direct marketing to DEIS schools, coupled with a priority booking system, ensures that the vast majority of places are taken by these schools.

The programme is co-designed, co-taught and co-assessed by academics and students from the Schoolof Education (Science), University College Dublin (UCD); the School of Education, Trinity College Dublin(TCD); and the National Concert Hall’s (NCH) Learning & Participation department.

The programme challenges the idea that music and maths/physics lie at opposite ends of the academicspectrum, and is built with active learning and co-teaching pedagogies. It is very much in-line with the priorities of Research Ireland’s 2025 Strategy – Shaping Our Future, as well as Junior Cycle reform and primary science strategies. A direct impact of Q2Q will be an increased take-up of STEM subjects at second- and third-level.

This project facilitates the discovery of links between the worlds of music, physics and maths, not only for the students attending, but also for the undergraduate student tutors involved. It also gives this undergraduate cohort excellent teaching experience, hopefully inspiring some of them to consider this career path following their primary degree. Q2Q allows them to practice teaching in a genuinely interdisciplinary fashion – an essential skill for any prospective teacher.

Evaluation Findings

Challenges:
Challenge 1: Delay in NCH programme callout reduced workshop attendance.
Cause: Internal management changes at NCH delayed the programme launch.
Solution: Granted a No Cost Extension to continue the programme into 2025 and mitigate the impact.
Challenge 2: Adapting to ongoing challenges during delivery.
Cause: Evolving needs and unexpected issues during programme implementation.
Solution: Incorporated daily reflection sessions to adjust curriculum and methods in real time.
Challenge 3: Addressing structural and access-related barriers.
Cause: Pandemic, scheduling conflicts, and rural isolation limited access to Science.
Solution: Developed online, in-school, and Gaeltacht programmes to ensure inclusive participation.

Findings:
1. Children showed strong engagement and curiosity, with improved understanding of Science concepts through playful, interdisciplinary activities.
2. Teachers observed gains in science and music vocabulary, motivation, and social skills like collaboration and confidence.
3. Undergraduate facilitators reported increased confidence, professional growth, and interest in interdisciplinary teaching and education careers.
4. Primary teachers gained subject knowledge and confidence, especially in science, and plan to integrate hands-on activities into future practice.
5. The contrast between well-resourced workshops and typical school settings highlighted the value of tactile learning tools.
6. Teachers viewed the programme as impactful CPD, revealing unexpected pupil strengths and prompting requests for follow-up resources.
7. Activity Theory helped evaluate the partnership model, showing how shared goals and tools shaped collaboration.

Learnings:
1. The programme remains relevant and effective, with returning schools and teachers citing strong curricular alignment and creative engagement.
2. Teachers reported increased confidence and motivation to engage in wider Science initiatives; facilitators showed growing interest in education careers.
3. The co-teaching model fostered meaningful professional collaboration and is seen as transferable to other cultural learning contexts.
4. Activity Theory supported reflective programme development by identifying and addressing structural tensions.
5. Practice-based, in-situ CPD was valued over traditional models, supporting immediate application and deeper professional learning.