Music Part 3

Music Appreciation
HUM X62
Why Music?
What do science
[Engineering] and music
have in common?
More than you might think.
Why Music?
Music is both an art and a science, and music
and science are closely related. Both use
mathematical principles and logic, blended
with creative thinking and inspiration to arrive
at conclusions that are both enlightening and
inspirational. It could be said that Science is the
music of the intellect, and Music is the science
of the heart.
Music composition is basically a
mathematical exercise.
From a basic source of sounds, rhythms and
tempos, an infinite variety of musical
expressions and emotions can be produced.
to make music, you must know how to break
“sound” into elements of pitch, rhythm and
tempo.
It is the interaction of sounds, tempo, and
pitch that creates music, just as the
interaction of facts and knowledge coupled
with imagination, conjecture and inspiration
produces new scientific discoveries.
Both Science and Music use “formulas” and

“theories” to solve problems, and to explore
the intangible mysteries of life.
Science teaches us that sound is vibration,
and the frequency of vibration is what makes
different sounds. Music then is the study of
the sound created by those vibrations, and
puts them into patterns that elicit emotion.
It defines us
Music is not just an arranged set of noises pleasant to
the ear. Music is a bridge that spans the gap between
cultures and languages.
All cultures have it. All cultures share it.
Music is a force that can unite humans even as they are

separated by distance and culture.
Response to Music &Painting to Music
Students use visual structures and functions of art to communicate ideas
“Have you ever painted/drawn to music before?”

“Were you able to express how the music made you
feel through your drawing/painting? Why or why not?”
Stimulating innovative thinking
Musically-informed
to capture the essence of the physics of how the instrument works
Knowing more about how musicians can change their blowing pressure, the force of
their lips on the reed, their fingerings, it can help developing the musical compression
of an iPod, or MP3 player. The basic idea with music compression is just to reduce the
size of the file that you have to transmit or store so hundreds of songs can fit on a
small device.
The importance of space

in architecture is similar to the bits
creation & innovation are important for both musicians and Engineers
relationship between physical space
and musical space
Activity 1: graphical
representation of music
Objective: Think individually & develop design skills
A specific piece of music is to be played in class and students create an image of that
particular music in different color schemes which they think match the mood and
feeling of that particular melody.
Students should think of the mood [sorrow, devotion, romance and
Happiness]
Students have to select the mood or essence of that
particular track and create image using different colors.
Students create a concept and a design using different color schemes as per
the moods of music.
Students make different shapes and symbols and
lines based on the speed, loudness, regularity of the sounds of the instruments.
Students then explain why they
used that color for that particular piece of music.
The Listening Game
Discussion Time
• “How does music make you feel?”
• “What is your favorite type of music to paint/draw
to? Why?”
Sound and Sound Waves
What is sound?
Sound happens when an object vibrates (moves back
and forth quickly).
For example, when your finger plucks a string, the string
vibrates and disturbs the air around it, making an
invisible sound wave. You hear the sound when the
wave travels through the air to your ear.
Frequency
Different sounds have different wavelengths.
A wavelength is the distance between the high
point of one wave to the high point of the next
wave.
The number of high points per second is called
the frequency.
If many sound waves pass in one second, the
frequency is high. If only a few sound waves
pass in the same second, the frequency is low.
Pitch
In music, we hear what happens at different

frequencies. The pitch of a note—how high or
low it sounds—depends on the frequency of
the sound waves. The higher the frequency,
the higher the pitch; the lower the frequency,
the lower the pitch.
Intensity of Sound
It is measured in decibels
When you speak in a normal voice to a
friend, it is about 60 dBs. Sitting in the
front row of a rock concert, you’re likely
hearing 110 dBs
Sound at 160 dBs (too loud!) could cause

permanent damage to your ear.
Therefore, musicians must be extra
careful, particularly if they are exposed
to loud music on a regular basis. To
protect their hearing, some even wear
earplugs while they are performing.
Musical Instruments
String instruments
The violin and the cello are usually

constructed of wood, with strings
made of synthetic (man-made)
materials and metal.
The strings vibrate when they are
plucked or when the musician draws
a bow across a string.
The bows are usually made of wood
and horsehair.
Hollow chambers create a deeper and
stronger sound
A vibrating string does not produce much

sound. The instrument’s hollow body creates a
resonating chamber that amplifies (enlarges)
the sound waves of the vibrating strings.
Brass instruments:
The trumpet and trombone are normally made from brass, a yellowish
metal.
Sound is made much differently on these instruments.
First of all, players must blow air through the instrument.
Second, players must do this a specific way—by “buzzing” their lips against
the instrument’s mouthpiece.
Musicians
It’s not just the instruments that make music, but also the people who
play them. Musicians need to understand how their bodies work to
perform better.
Remember the last time you blew up balloons? Did you start to get dizzy
after a few balloons? That might happen the first time you play a wind
instrument, too. And that’s why musicians train their lungs and stomach
muscles—so they can breathe longer and stronger and play their
instruments for hours.
Musicians must practice hard to train their arms, hands, and fingers—and
even their lips and tongues—to play better and faster. Imagine playing an
instrument at 150 beats per minute.
According to Guinness World Records, the world’s fastest fiddle player is

David Garrett, who performed “Flight of the Bumblebee,” composed by
Nikolai Rimsky-Korsakov (NICK-o-leye RIM-skee-KOR-suh-koff), at that
astonishing speed in 2008.
Task 1: Eco-Friendly Instruments
Greener instruments:
Efforts to protect endangered, or threatened

species, affect musicians.
Do your research about greener instruments and

how they affect musicians.
Submit your paper next week.
Not less than 250 words.
5 Marks out of your coursework.
References
• https://www.bnbmusiclessons.com/blog/th
e-relationship-between-music-and-science/
• https://www.britannica.com/art/music
• https://www.kennedy-
center.org/education/resources-for-
educators/classroom-resources/media-and-
interactives/media/music/connections/conn
ections/science--music/

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Music Appreciation

Both Science and Music use “formulas” and

Music is a force that can unite humans even as they are

“Have you ever painted/drawn to music before?”

The importance of space

Objective: Think individually & develop design skills

In music, we hear what happens at different

Sound at 160 dBs (too loud!) could cause

The violin and the cello are usually

A vibrating string does not produce much

According to Guinness World Records, the world’s fastest fiddle player is

Efforts to protect endangered, or threatened

Do your research about greener instruments and

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