in Mathematics from the University of Wisconsin, Madison. David Kung is Professor of Mathematics at St. Kung ends by playing final passages from the Chaconne which, in light of the "back story", is just thrilling.ĭr. I have always understood this as referring to the entire ensemble of (mostly percussion) instruments. When he revealed that an Indonesian scale is almost alone in lacking a 5th, I questioned his use of the word "Gamelan" as the name of an instrument. On rhythm, I wish he had said more about the asymmetric meters found in music of the Balkans, since he came so close. I was fascinated to learn, for example, how we can think we are hearing a low fundamental that isn't there, just because we are hearing its higher harmonics. But looking at sound "in the frequency domain" is clearly crucial to much of what is taught here. I just hope this isn't too intimidating to folks who have never heard of such things. I admired Kung's bravery in talking Wave Equation, Fourier expansions, even Fourier Transforms from the get-go. Which he finally comes back to in the final lecture with a joke about tenure. Right off the bat, Professor Kung tells us of his difficulty with the Bach Chaconne, so when, in a later lecture, he started off playing an excerpt from that very piece, I thought, "Bravo! You learned it after all!". I've always assumed that dissonance was just cultural, but now I realize the physical basis. I've known about fundamentals and harmonics for a long time, but had no idea how crucial the harmonic series was in deciding how to divide up the octave. I was so wrong! I learned a great deal, particularly about the way scales are constructed as they are, and how not everyone does it the same way. As a mathematician who has loved music since childhood, I didn't expect to learn much new here, but I figured I'd give it a try. Two favorite subjects together at last This course really exceeded my expectations. I ordered a few different music related courses and this was the one I was most excited for. Unfortunately, the equations take up more than half of the screen time and, unless you have a degree in math, it goes right over the average persons head. My high school trigonometry is a bit rusty after two decades but I can tell that even high school AP wouldn’t be enough to really understand the equations.
The course description says that you don’t need extensive knowledge in music or math to follow along, but I strongly disagree.
But as soon as he throws up equations with sin, cos, and a litany of Greek letters my eyes glaze over. When he steps away from the equations and starts using props to demonstrate, it’s really interesting- like putting poppy seeds on a timpani. I consider myself a person of average intelligence and am having a really hard time following along a lot of what he’s talking about because he’s throwing up equations that are way too complicated for the average person. Great for using with iPad or for printing or projecting, in centers, in the sub tub, for review, early finishers, cross-curricular activities, homework, and much more!Ĭlick here to learn an easy way to use these worksheets digitally.Have to be a mathematician… I started watching this yesterday and am struggling to get past the second lecture.All 10 worksheets with an ink-friendly black and white background.All 10 musical math worksheets with a colorful background.Plus a “challenge” music math problem on every page.Addition, subtraction, and multiplication.Quarter notes, half notes, dotted half notes, whole notes.These fun cross-curricular owl-themed sheets take musical math to a whole new level! These rhythm addition, subtraction, multiplication, and fill-in-the-blank-with-a-number-or-note sheets are sure to make a “positive” impact on your students, “subtract” their doubt about note values, and “multiply” their confidence!
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