![]() ![]() Table II shows this A-major scale using JI. Then, starting with the frequency of the major second in the scale ( B), write the same note frequencies using the JI intervals. ![]() Create the A-major scale beginning with A 3 = 220.0 Hz, based upon the A 4 = 440.0 Hz standard, typical of Western orchestras. These are summarized in Table I, which provides a quick reference for implementing the following exercises.Īt this point, a class exercise to motivate the use of the ET tuning across multiple scales follows. ![]() Artistically, the number of semitones between two notes defines the interval distance in terms of nomenclature and frequency ratio. Each adjacent note in the 12-tone scale defines a “semitone” in that scale. Basic intervals in music are the “distances” between any two notes that are part of the scale. Most common of these is the Western scale, based upon 12 divisions of the octave, and other systems used in Middle-Eastern and Asian musical styles. There are a few common musical structures based on the octave as the root. This provides a basis, in any musical system, for building a set of intervals and chords into a common structure. The ear-brain connection allows octaves to sound similar with the numerical difference being a factor of 2 in frequency. Due, in part, to human physiology involving the ear and brain, the response to music is partially explained by its mathematical nature. The mathematical properties of music can partially explain the psycho-acoustical response to music while forming the basis for designing musical instruments. They reinforce concepts that couple the structure of music to its technical creation. Sections III and IV provide a description of lessons relating to the mathematical and STEM elements of music. The broad application of this connection provides a strong motivation for why the “arts” need to be in STEAM (science, technology, engineering, arts, and math). Techniques that can be used in a musical acoustics course,” Proc. The Physics of music as an introduction to Science,” Proc. This integration has been done successfully in the classroom at the undergraduate level. Educators can accomplish this without sacrificing any scientific content and significantly increase the perspective of the course material. Courses in basic physics, which assimilate music into discussions of waves and sound, serve to motivate students and give them a broader understanding of the related concepts. In a musical acoustics course, describing how artistic elements are related to the technical details will provide students with a different frame of reference on how these factors of creating music are intimately related. This approach serves an additional benefit of helping nonscience students understand how science can play a role in their lives. The concepts in STEM can be incorporated into music theory courses at any level to give a broader perspective of how music is created. This paper describes some best practices for how to incorporate STEM concepts into the art of music in a course of musical acoustics. Hands-on musical acoustics in the elementary classroom,” J. 7–9 7.Įlectroacoustic teaching aids to music education,” J. These include workshops and software development at all educational levels. This connection has been discussed in journals published by The Acoustical Society of America (ASA), citing previous efforts for incorporating acoustics into music education. Teaching the descriptive physics of string instruments at the undergraduate level,” Proc. Courses exist that connect the artistic and acoustics of instruments. These should be taught in acoustics and music classes at all levels. the close connection is between the operation of musical instruments and how they are used in various musical genres. The sound of STEAM: Acoustics as the bridge between the arts and STEM,” Proc. However, as mentioned in Goates et al., 5 5. Most musical acoustics texts at the undergraduate level cover the operation of musical instruments and thoroughly explain how their characteristic sounds are created. Many are aware of the artistic elements involved in creating music but have little understanding of the technical details necessary to complete the process. Students are quite familiar with experiencing what music has to offer.
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