Rockonomix

Holder, Kim; Hoffer, Adam J.; Al‐Bahrani, Abdullah; Lindahl, Solina

doi:10.1080/00220485.2015.1071216

Cited by 19 publications

(9 citation statements)

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“…The Graphic Syllabus (Nilson 2010), the outcome map (Nilson, 2007), visual "big pictures" (Moosavian, 2016c(Moosavian, , 2016d and Naumenko and Moosavian (2016) Rockonomix (Holder et al, 2015), Pod learning (Moryl, 2015), podcasts as a tool for teaching economics (Moryl, 2015), uses of music in new content.…”

Section: Main Discussion: Economics Teaching Tools Corresponding To Lmentioning

confidence: 99%

“…To see a few teaching tools suitable for aural learners, you might want to see the idea of Rockonomix by Holder et al (2015) which somehow makes use of the auditory sense to teach economics to those who have a passion for music. Furthermore, Moryl (2015) puts forth the idea of pod learning in which student groups create podcasts as a class project to achieve economics learning goals.…”

Section: Writementioning

confidence: 99%

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Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills’s Sensory-based Learning Style Typology

Hong-xiang¹

2016

AEF

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Abstract:Students prefer to learn in different ways. These learning preferences are commonly known as learning styles. This variety in learning styles among students suggests that instructors should teach their course materials in different ways to cater to different learning styles. In addition, according to (Nilson 2010), when our society is concerned with fairness and equality, teaching to different styles is a main facet of equity. This paper focuses on Fleming and Mill"s VARK model (1992) to describe students" different learning styles and explain why and in what ways economics instructors can accommodate different learning styles in their teaching. More specifically, the present paper aims to examine different learning styles and introduce teaching tools for accommodating different learning styles in the context of teaching economics. In addition to identifying learning-style-specific teaching instruments for the teaching of economics, the paper provides some prominent examples of each in the literature of economic education. Finally, considering recent advancements and availability of various technologies, existing evidence, general growing consensus on the issue, and many other reasons mentioned throughout the paper, it is argued and suggested that it makes more sense to take a multimodal approach to the teaching of economics.

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Section: Main Discussion: Economics Teaching Tools Corresponding To Lmentioning

confidence: 99%

Section: Writementioning

confidence: 99%

Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills’s Sensory-based Learning Style Typology

Hong-xiang¹

2016

AEF

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“…Second, there are derivative projects such as Rockonomix and Econ Beats, which also combine music and economics but are different in one key respect. In Rockonomix (Holder et al, 2015) and Econ Beats (Al-Bahrani et al, 2017), students take a popular song and rewrite the lyrics and shoot their own music video about economics or personal finance, whereas in Music for Econ, the lyrics are interpreted as given, not rewritten. Students take the lyrics of a song and embed economic commentary in a variety of formats.…”

Section: Music For Econ As a Student Group Projectmentioning

confidence: 99%

Music Then and Now: Using Technology to Build a Lyric Animation Module

Geerling

Mateer

O’Roark

2019

The American Economist

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This article describes a student group project (Music for Econ) which synthesizes music with economics and is a great way to connect with your audience. We trace the journey of Music for Econ from its inception as a Pop-Up video in the early 2000s through to the creation of a Music for Econ library on Critical Commons. Music for Econ is a pedagogical device which can be used to demonstrate the everyday application of economics and help unlock student creativity. Consequently, we provide the instructor with a do it yourself (DIY) manual, which shows them how to set up the project, customize it depending on the size of their class, and how to avoid common pitfalls. We also include an end of project survey template for reference and future use in an appendix. More broadly, Music for Econ is simply fun to watch if you like music and enjoy leaning about economics. JEL Classifications: A20, A21, A22

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“…This is demonstrated by the publication of multiple papers explaining how music can be used to teach economics. Papers have been written targeting particular songs (Krasnozhon, 2013), Broadway shows (Rousu and Conrad, 2017) various genres (Melichar, 2018;O'Roark, Holder and Mateer, 2018;Roussu, 2016;Wooten, Geerling, and Calma, 2021), and even student-created music based projects (Al-Bahrani, et al, 2017;Holder, et al, 2015;Geerling, et al, 2019). Other work focuses on using music to teach particular courses (Van Horn and Van Horn, 2013;Ben Abdesslem, 2022) and specific topics (Geerling, et al, 2021;Rousu, 2018, Rousu, et al 2021.…”

Section: Introductionmentioning

confidence: 99%