Mathemusicking with children: Doing music and math without telling - - PowerPoint PPT Presentation

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Mathemusicking with children: Doing music and math without telling - - PowerPoint PPT Presentation

Sep 28, 2022 645 likes •1.11k views

Mathemusicking with children: Doing music and math without telling them apart Srikumar Karaikudi Subramanian http://sriku.org srikumarks@gmail.com Ph.D., Dept. of Communications and New Media, NUS Principal Architect, Pramati

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Mathemusicking with children: Doing music and math without telling them apart

Srikumar Karaikudi Subramanian
 http://sriku.org srikumarks@gmail.com Ph.D., Dept. of Communications and New Media, NUS Principal Architect, Pramati Technologies Pvt. Ltd. Venue: CRRAIMSCS, Hyderabad, 14 Mar 2015

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Overview

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

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

Music (artifacts) Activity (experience)

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Musicking Bodies: Gesture and Voice in Hindustani Music

by Matthew Rahaim

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“Mathematicking”

Maths (artifacts) Activity (experience) ?

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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.

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Maths and Music

Maths Music

?

Artifacts

  • r

Activity?

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Mathemusicking

Maths (“ing”) Cognitive Science Music

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Mathemusicking

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

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Overview

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

  • Theory of cognitive

development

  • “The great pioneer
  • f constructivist

theory of knowing”

  • Inspiration for the

“Montessori method”

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Seymour Papert

  • “Constructionism”
  • Inventor of “turtle

graphics” and “Logo”

  • Book: “Mindstorms:

Children, Computers, And Powerful Ideas"

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Gary Drescher

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

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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”

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Mathemusicking

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

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Brhaddhvani

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

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Workshop concept

  • Introduce children to music composition.
  • Try out whether they’re able to work with

“advanced” mathematics.

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Means

  • Design activities for -
  • Rhythm composition
  • Melodic shapes
  • Intonation
  • Structuring
  • Tools for interactive exploration
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Mathematical ideas

  • Modulo arithmetic
  • Permutations and combinations
  • Graph structures
  • Generative grammars
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Rhythm composition

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Rhythm composition

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Rhythm composition

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Rhythm realization

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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

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Melakarta system

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Composing with Garage Band

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“Mountain pattern”

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Song writing

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MIT Scratch

Interactive exploration of ideas through simulation.

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Interactive exploration

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Interactive exploration

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Interactive exploration

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Interactive exploration

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AABA song pattern

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Reactions of the children

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“This is music or maths? I’m confused.”

Thejesh, after working with the rhythm composition kit.

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“We made our own ragas.”

Several children, on being asked what they did with the melakarta exploration kit.

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“Ayya jolly!”

When a group got their turn to work on their Scratch project.

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“No!”

From nearly everyone, when asked at 1:30pm whether they were hungry.

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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?

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Thank you