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Conclusion on music and math
Relationship between music and math
Mathematics and music
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For most people, mathematics is an unsolvable puzzle characterized by the impression of numbers and calculations taught in school. It is often associated with feelings of rejection and disinterest. To the general population mathematics appears to be to be strictly rational, abstract, cold and soulless. Music, however, is involved with emotion, with feelings, and with life. It exists in all daily routines. Everyone has sung a song, pressed a key on a piano, or blown into a flute, and therefore, in some sense, made music. People can easily interact with it. Music is a way of expression and a part of everyone’s existence.
The incentive for investigating the connections between these two apparent opposites therefore is in the least obvious, and it is unclear in what aspects of both topics such a relationship could be sought after. Furthermore, if one accepts some mathematical aspects in music such as rhythm and pitch, it is far more difficult to imagine any musicality in mathematics. The count-ability and the strong order of mathematics do not seem to coincide with an artistic pattern.
However, there are diverse areas, which indicate this sort of connection. Firstly, research has proved that children playing the piano often show improved reasoning skills like those applied in solving jigsaw puzzles, playing chess or conducting mathematical deductions. Secondly, it has been noticed in a particular investigation that the percentage of undergraduate students having taken a music course was about eleven percent above average amongst mathematics majors. This affinity of mathematicians for music is not only a recent phenomenon, but has been mentioned previously by Bloch in 1925.
This essay examines the relationship between mathemati...
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...ld be one way to introduce an additional idea: that beauty is inherent in mathematics.
Work Cited
Assayag, Gerard, Hans G. Feichtinger, and Jose-Francisco Rodrigues. Mathematics and Music: a Diderot Mathematical Forum. Berlin: Springer, 2002.
Garland, Trudi Hammel., and Charity Vaughan. Kahn. Math and Music: Harmonious Connections. Palo Alto, CA: Dale Seymour Publications, 1995.
Glydon, Natasha. "Music, Math, and Patterns - Math Central." Math Central. Sept. 1995. 24 Mar. 2011 .
Joneston, Nigel. "The Link Between Music and Math | Music Articles." Music Information & Resources | Music Lyrics | Music Lessons. 24 Mar. 2011 .
Leibovich, Mark. "For Geeks, It's Music to Their Ears." Washington Post 15 Dec. 1997.
With a focus on music production, I must protect, justify, and enlighten myself on all things music, as well as others, and edify all within reasonable distance on the correlation of fractions and music, and just how a fraction, also known as a time signature when written on a music staff, has been responsible for the swing and groove of music, and the creation of an evolution of soulful dance music.
Newman, Ernest “Bach, Johann Sebastian.” The International Cyclopedia of Music and Musicians, 1985, 11th Edition, pp. 102-108
Arnold, Denis, ed. The New Oxford Companion to Music. Vol. 2. Oxford: Oxford UP, 1983.
I also learned that mathematics was more than merely an intellectual activity: it was a necessary tool for getting a grip on all sorts of problems in science and engineering. Without mathematics there is no progress. However, mathematics could also show its nasty face during periods in which problems that seemed so simple at first sight refused to be solved for a long time. Every math student will recognize these periods of frustration and helplessness.
Suggested by the very remarkable interest taken in the music in the works of the ancient Greek philosophers, our attempt¡Xa semiotic attempt¡Xwould succeed in getting us closer to the meaning of what is called "the ethos of music" in the civilization of ancient Greeks.
Nevertheless, These proportions had a strong relation to others disciplines as art and architecture, but there was also a strong, evident relation with the planets’ movements as stated by Pythagoras and later developed by other philosophers, mathematicians, and musicians like Plato and, as we have mentioned through the whole essay, Kepler. Therefore, this relation explained before between the ratios of the musical scales and mathematical ratios that can be found in every single aspect of the universe, as Pythagoras said, for example the ones of the movement of the planets, was a valuable inspiration for many composers of the time. Though the musical language as we know it nowadays seems to be very mathematical, that fact that a composition can be build according to specific ratios is quite complex and difficult to achieve; nonetheless, composers as Johannes Ockeghem managed to base their compositions in this.
The concept of the Renaissance man is somewhat of a lost ideal, replaced by the specialized philosophy of the industrial era. From the 14th to 17th centuries; however, it would be common to find a man with a profound knowledge of both the Arts, music, poetry, literature, art, and the Sciences, mathematics, physics, chemistry, biology. The Renaissance man embraced all forms of knowledge, and through a deep passion for both the Arts and Sciences, used each discipline to expand the other. Unfortunately, in the 21st century, this same philosophy is far gone. Where these two fields once were used together to create an ultimate beauty, they are now pitted against each other by many scholars. It is not uncommon now for a mathematician or physicist to dismiss the Arts as a waste of time; or for an artist or musician to proclaim the Sciences as useless to them. As both an avid blues guitarist and an IB math student, I aim to contrast this modern opinion. I will do so by exploring the relationship between the Arts and Sciences; specifically mathematics and music. On a personal level, I find this to be extremely important, as I hold a deep value for all means of human expression and learning. I believe also that the Arts and Sciences hold one great unifying thing together, which is the search for Truth and Beauty. In a modernized world where ideas and creations can be shared so quickly; the potential for a profound knowledge and passion of both these fields has never been greater. Concepts I plan to explore are: how musical scales can be made using Fibonacci ratios, the Golden Ratio’s relationship with music, equal temperament, where else the Fibonacci numbers occur in music, the exponential nature of octaves, and how exposure to music help...
Over the course of these past few weeks we have learned all sorts of math that we will utilize in our everyday lives. They have all been very interesting; my favorite subjects were learning about how voting works and how to calculate owning a home. For our final math project in our math modeling class, we had to choose a topic that interested us yet had something to do with mathematics. For this presentation, I decided to research the history of math and art and how the two have been used together to create amazing artwork.
There has yet to be a culture discovered which lacks music. Making music is seen historically to be as fundamental as the characteristically human activities as drawing and painting. Many even go so far as to compare music to language and claim that music functions as a "universal language." But it is rarely the same music, however, that all peoples respond to. What is it that we are responding to when we listen to music? Strictly speaking, music is not a language, (1) because it has neither outside referents nor easily detectable meaning. Ludwig Wittgenstein explains that although we understand music in a similar way as we understand language, music is not a language because we still cannot communicate through music as we can through language. (2) More recently, Susanne Langer argues that although we understand music as symbol, because we are so caught up in seeing symbolic form function like language we tend to want to make music into a language. But, Langer argues, music is not a kind of language (3) because the significance of music lies not in w...
Arnold, Denis, ed. The New Oxford Companion to Music. Vol. 2. Oxford: Oxford UP, 1983.
Siddons, James. "On the Nature of Melody in Varèse's Density 21.5." Perspectives of New Music
Kamien, Roger. "Part VI: The Romantic Period." Music: An Appreciation. 10th ed. Boston: McGraw-Hill Higher Education, 2008. 257-350. Print.
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26. Retreived from: http://math.coe.uga.edu/olive/EMAT3500f08/instrumental-relational.pdf
To most people English or Language Arts is a creative course and math is just a logical, you get it or you don’t class. My purpose writing this paper is to change your mind. I believe that Math is just as, or more creative than English. I will demonstrate this through a couple of examples.
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.