Creatures crawling Across desert sands Ocean floors Swimming in Deep seas Mountain streams Flying leaf to leaf Tree to tree In the jungle In the forest An unending variety Of shapes and sizes Colors and textures Providing Infinite possibilities Of patterns Infinite possibilities For imagination Nature, science, math Impossible to separate Creatures living And dying As the artist searches
I have always been fascinated by the connections between music and math. And I love using math concepts to teach music. No, they are not exactly the same. But they do work together beautifully.
Today in music class, students were introduced to that connection. And they used it to become composers.
The premise was simple. Students would write four sets of four numbers (using only 1-5) on a notecard. The groups of numbers would then be translated into a melody, using the notes C, D, E, F, and G.
Before students chose their number groups, we talked about patterns. First, we studied the patterns on the keyboard. We discussed how numbers in a pattern can step up and down, skip, or repeat. Just like a melody.
2, 3, 2, 3…
With this in mind, each student received a notecard. They divided it into fourths, creating four boxes. Each box was then filled with four numbers of their choosing.
There were students, notecards, and pencils everywhere! It was loud! Controlled chaos, I like to say. But it was awesome!
Once students completed their pattern cards, I planned to play their melodies on the piano.
The response from my fifth-grade class was precious. And “precious” is not a word I often use to describe fifth graders. 😉
As I began to play the compositions, students huddled around the piano. Each one crowded in, trying to hand me their card next. Each one sheepishly smiled as they heard their creation. I wish I could have snapped a picture.
Maybe the actual composing was more logic than creativity. But the outcome was music, nonetheless. Even if it was music created by the numbers.
Piano Girl 