Mathematics and Music: pedagogical practices developed in interdisciplinary work

shops.
Author: Gean Pierre da Silva Campos Orientation: Circe Mary da Silva Dynnikov Co
-supervisor: John Oscar Abdounur Graduate Program in Education, Federal Universi
ty of Espirito Santo
Summary
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Summary Introduction Questions Question-P
roblem Delimitation of the Problem Background General Objective Specific Objecti
ves Theoretical Literature Review Methodology Workshops
Summary
This paper aims to show the relationship between music and math to be used for t
eaching purposes assisting in teaching / learning of these two areas of knowledg
e by calling attention to the affective perspective as an important part in this
process. Let's review the history of Western music, specifically music that was
produced in Europe, and mathematics in their points of confluence of their stor
ies.
Introduction
I did my degree in Mechanical Engineering, where I soon began teaching math in a
class of fifth grade in a public state college. Around the same time has worked
and studied music in an autonomous manner, as a professional musician and also
giving private lessons in guitar, guitar, harmony and improvisation. Soon after,
I made my transfer to the Degree in Mathematics and then did my degree in Music
.
Questions
• • • How music can contribute to the learning of mathematics? How mathematics c
an contribute to the understanding of music? What are the possibilities for cons
tructing pedagogical practices for teaching math and music to consider the histo
ry of mathematics and music history as a guide this process? What role does hist
ory of mathematics and the history of music can contribute to the understanding
of music and math? These relationships are really helpful in this process? There
is production of affection using music in teaching math and vice versa?
• • •
Question-Problem
How interdisciplinary workshops for Mathematics and Music can provide an alterna
tive teaching and assisting in teaching and learning of mathematics and music?
Delimitation of the Problem
Historical trajectory of relations between mathematics and music, beginning in P
ythagoras, through Archytas of Tarentum, Zarlino, Mersenne. Concepts used in mat
hematics, reason, proportion, fractions, arithmetic and harmonic averages, frequ
ency, power, geometric progression and roots. Concepts used in music: intervals,
circle of fifths, scales, notes, temperament, consonance, dissonance, beat.
Issues relating music and mathematics Mathematics
• Numerical Sets • Empowerment and Radiciação • Exponential Function and Logarit
hmic • Areas and Volumes • Logarithms • Fractions • Company • Proportion • Arith
metic Average and Harmonic • Etc. ..
Music
Intervals Scales • • • • Circle Of Fifths Harmonic Series • Timbre • Consonance
and Dissonance Beat • • • Functional Harmony Temperament • Etc. ..
Background
The interest in investigating this matter comes from these two areas are present
 for a long time in my life. This led me to understand problems and difficulties
that students have to relate the two areas. We also see that with this study ca
n, on one hand, give practical and enjoyable way to mathematics, and others, und
erstand mathematical relationships that can help the music teacher in his practi
ce. I want to investigate the issue that I believe in the relationship math / mu
sic there is great potential as relevant affective and cognitive processes.
General Purpose
Demonstrate practical action in the teaching of mathematics and music through a
historical bias of these two areas.
Specific Objectives
a. Develop strategies - making use of analogies between the two areas of knowled
ge - for teaching music and mathematics. b. Assemble a framework of historical f
acts that connect mathematics to music and vice versa. c. Using music as an alte
rnative teaching and learning of mathematics. d. Use mathematics as alternative
teaching and learning music.
Theoretical
This work is based on the proposal psychogenesis Henri Wallon, which sees the af
fection as a relevant factor for the development of teaching and learning. Is al
so supported by the studies of Howard Gardner, who introduced the theory of mult
iple intelligences, which has defined seven intelligences from the concept that
the human being has a set of different capabilities, they are mathematical logic
, linguistics, Spatial, Bodily-Kinesthetic, Interpersonal , and INTRAPERSONAL MU
SICAL. Here we will focus on Logical-mathematical intelligence and Musical.
Literature Review
The relationship between mathematics and music is a subject already thoroughly s
tudied and applied. The available literature is broad, but there are few works p
ublished on the subject in Portuguese, and those which relate this issue with th
e educational area. It is noteworthy that most of these papers talk about the co
mputational area, area electroacoustic, application of pure mathematics, some de
aling with music theory, and few speak of their educational use.
ABDOUNUR, O. J. Math and music: the analogical thinking in the construction of m
eaning. São Paulo: Escrituras, 1999. 333 p. (Collection Sectional Tests, 3).
This dissertation project was based on profound and direct the work of this book
, which mainly reports about the workshops and interdisciplinary mathematics and
music in its considerations regarding the development and teaching pedagogy. Th
is book is being used as a guide for development of the current research, lookin
g forward in using these concepts directly into the classroom.
Methodology
The methodology will be workshops teaching interdisciplinary applied mathematics
and music to students of degree courses of these two areas. The activities will
be developed through practical exercises, making tools and materials, reading a
nd interpretation, discussion, and a basic understanding of music and mathematic
s, so that you can understand their interrelationships. Will analyze the answers
to the exercises and questionnaires, recordings made in the workshops, the task
s and texts produced by participants and observers of the workshops to get a ver
ification of the goals presented.
Workshops 1. 2. 3. 4. 5. Pythagoras and Music Music in the Middle Ages making mu
sical instruments in the Renaissance Musical Scales
1st Workshop: Pythagoras and the Music
1. 2. 3. 4. 5. 6. 7. Video Origins of Mathematics and Music Pythagoras Pythagore
an Scale Experiment of Monochord (Guitar) Farms Circle of Greek Music
2nd Workshop: Music in the Middle Ages
1. Medium Arithmetic, Geometric and Harmonic 2. Scale of Archytas 3. Music in th
e Middle Ages
• • • • • • • Plainsong Parallel Gregorian Chant Organum Organum Free melismatic
organum and descant Clause Motets
•
Scale Zarlino
3rd Workshop: Construction of Instruments
1. Elements of Music 2. Textbook Use Musical Instruments
• • • • Monochord Pan Flute Vibraphone Xylophone
• Manufacture of the Pan Flute • Composition of Music
4th Workshop: Renaissance
1. 2. 3. 4. 5. 6. 7. Gioseffo Zarlino Kepler Descartes Galileo Galilei Merssene
Rameau Music Renaissance
5th Workshop: Musical Scales
1. 2. 3. 4. Pythagorean Scale Natural scale (from Zarlino) Medium Tom Temperamen
ts
• • • • • Silbermann Werckmeister III, Young II Kirnberger Helmoholtz
• Tempered Scale