Transcript Fractions Rock

Mathematics and Music
- Jacky Hoare HMP Gartree
Motivation to learn – music touches
almost everyone on an emotional
level
A chance to use our mathematics in a
creative way
•
Pythagoras noted:
• There is geometry in the humming of
the strings
... there is music in the spacing of
the spheres.
Musical note values
Some examples
The definitive website
• www.philtulga.com
Activity
Matching Rhythms
• Tap out the rhythms supplied.
• Write your own 2-bar rhythm. keeping to
the time signature and get your partner to
tap it out.
• Write out the rhythm to a well known tune
and see whether others can guess the
tune.
• Using bars of music supplied match each
bar to the correct time signature
Other possible activities
• Students create their own 2 bar
rhythms and record their efforts
• Challenge others to write down a
rhythm (tapped or clapped)
Further work
• Use of rests and dotted notes will
extend the complexity and range of
fractions
• Given a set of ‘musical fractions’,
arrange into a creative rhythm
• Ask the group to try to write down
the rhythm to a popular hit song
The Water Bottle Xylophone
The Scale of C Major
Activity: Write your own
counterpoint
1. Write the melody backwards and play it with the original melody.
2. Write the melody upside-down and play it with the original.
Choose C or G as your starting note, and whenever the melody goes
up make your part go down the same distance, and vice versa.
3. Play the melody as a round.
4. Write the melody twice as fast-use eighth notes wherever there
are quarters and quarters wherever there are halves.
Over to you………..
• Do you think you could adapt/extend
any of these ideas to suit your own
learners?
• Additionally, there are rich links
between harmonics, science, maths
and music that are fully exploited by
Phil Tulga
Increasing autonomy and
confidence
• This activity uses a selection of NRich
problems
• Choose a problem
• Work in small groups to investigate
• Make a poster to display your work
• Nominate someone in your group to
describe your thinking
Evaluation
How did you feel?
How might your students feel?
Is being stuck OK?
How long is OK?
Would time be an issue?
Engagement issues?
How would you assess learning?