Slides which explain about music and its

music slides

1. Mathemusicking with children:
Doing music and math without telling
them apart
Srikumar Karaikudi Subramanian

http://sriku.org [email protected]
Ph.D., Dept. of Communications and New Media, NUS
Principal Architect, Pramati Technologies Pvt. Ltd.
Venue: CRRAIMSCS, Hyderabad, 14 Mar 2015

2. Overview
•Introduction to “Mathemusicking”
•Cognitive models and design
•Summer 2014 workshop @ Brhaddhvani
•Reactions of the children
•Conclusion

3. Overview
•Introduction to “Mathemusicking”
•Cognitive models and design
•Summer 2014 workshop @ Brhaddhvani
•Reactions of the children
•Conclusion

4. “Musicking”
Music
(artifacts)
Activity
(experience)

5. Musicking Bodies:
Gesture and Voice
in Hindustani Music
by Matthew Rahaim

6. “Mathematicking”
Maths
(artifacts)
Activity
(experience)
?

7. Paul Lockhart’s
“Lament”
•“A mathematician, like a painter or poet, is
a maker of patterns.” - G. H. Hardy
•“The trouble is that math, like painting or
poetry, is hard creative work” - P. L.
•“I’m just playing. That’s what math is—
wondering, playing, amusing yourself with
your imagination.” - P. L.

8. Maths and Music
Maths Music
?
Artifacts
or
Activity?

9. Mathemusicking
Maths
(“ing”)
Cognitive
Science
Music

10. Mathemusicking
What is our natural state of playing
with mathematical/musical ideas?

11. Overview
•Introduction to “Mathemusicking”
•Cognitive models and design
•Summer 2014 workshop @ Brhaddhvani
•Reactions of the children
•Conclusion

12. Jean Piaget
•Theory of cognitive
development
•“The great pioneer
of constructivist
theory of knowing”
•Inspiration for the
“Montessori
method”

13. Seymour Papert
•
“Constructionism”
•
Inventor of “turtle
graphics” and “Logo”
•Book: “Mindstorms:
Children, Computers,
And Powerful Ideas"

14. Gary Drescher
Applied constructivism,
schema theory and
bayesian inference to study
concept formation in the
“mind” of a robot in a
simulated environment.

15. Embodied cognition
"By using the term ‘embodied’ we mean to highlight
two points: first that cognition depends upon the
kinds of experience that come from having a body
with various sensorimotor capacities, and second,
that these individual sensorimotor capacities are
themselves embedded in a more encompassing
biological, psychological and cultural context.”
- Rosch, Thompson and Varela in “The Embodied
Mind”

16. Mathemusicking
Maths
(“ing”)
Cognitive
Science
Music
Design in
this space

18. Brhaddhvani
Director Dr. Karaikudi S. Subramanian with children,
at the “melakarta and tala table”

19. Workshop concept
•Introduce children to music composition.
•Try out whether they’re able to work with
“advanced” mathematics.

20. Means
•Design activities for -
•Rhythm composition
•Melodic shapes
•Intonation
•Structuring
•Tools for interactive exploration

21. Mathematical ideas
•Modulo arithmetic
•Permutations and combinations
•Graph structures
•Generative grammars

22. Rhythm composition

23. Rhythm composition

24. Rhythm composition

25. Rhythm realization

26. Melakarta system
g
R
r
g
R
M
m
P
sa ri ga ma pa da ni ṡa
G
n
D
d
N
n
D
S
Ṡ

27. Melakarta system

28. Composing with
Garage Band

29. “Mountain pattern”

30. Song writing

31. MIT Scratch
Interactive exploration of
ideas through simulation.

32. Interactive exploration

33. Interactive exploration

34. Interactive exploration

35. Interactive exploration

36. AABA song pattern

40. Reactions of the
children

41. “This is music or maths? I’m confused.”
Thejesh, after working with the rhythm
composition kit.

42. “We made our own ragas.”
Several children, on being asked what they did
with the melakarta exploration kit.

43. “Ayya jolly!”
When a group got their turn to work on their
Scratch project.

44. “No!”
From nearly everyone, when asked at 1:30pm
whether they were hungry.

45. Summary
•How can we engage children in maths and
music so they enjoy it?
•What possibilities exist for applying
cognitive models to design such
engagements?
•Having escaped from the line, how much
more fun can we have in the triangle?

46. Thank you