Music and Mathematics: The Fibonacci sequence

fibonacci-numbers

 

Life very often throws some curious coincidences my way. Just as I was preparing a presentation for architecture students at the Goa College of Architecture on ‘Architecture and Music’ and looking at the relationship of the Fibonacci sequence to music, what should appear in my newsfeed but the announcement of the famed piano firm Steinway and Sons unveiling its 600,000th piano, incorporating the iconic Fibonacci spiral in its design.

The veneer of the “Fibonacci” piano features the eponymous spiral made from six individual logs of Macassar Ebony, “creating a fluid design that represents the geometric harmony found in nature.”

In the words of designer Frank Pollaro, who spent over 6000 work-hours over four years in its creation: “Designing Steinway & Sons’ 600,000th piano was an honour and a challenge.  To me, knowing that this piano would become part of history meant that it had to be more than just a beautiful design, but also needed to visually convey a deeper message…as I considered the number 600,000, the Fibonacci spiral came to mind.  The way in which it continues to grow but stay true to its form is very much like Steinway and Sons over these many years. Combining the universal languages of music and mathematics suddenly made perfect sense.”

Mind you, 600,000 is not a number in the Fibonacci sequence; I checked. 600,000 is between the 29th and 30th numbers in the Fibonacci series, which are 514,229 and 832,040 respectively. But Pollaro was nevertheless highlighting an interesting relationship between music and mathematics.

Named after the Italian mathematician Leonardo Fibonacci (c. 1170- c. 1250) who brought the Indian-Arabic numeral system to Europe, the Fibonacci series appear in nature and in music, and finds application in architecture and in instrument design, much before the Fibonacci Steinway.

The basic ideas of the Fibonacci progression are contained in the writings of Indian scholar Pingala (300-200 BC) in his treatise on Sanskrit prosody.

The Fibonacci numbers have the following integer sequence:  0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987 and onward. Each added number is the sum of two previous numbers before it.

In nature, the Fibonacci sequence underpins phyllotaxis (arrangement of leaves on a stem), branching in trees, fruit sprouts of a pineapple among many other examples, and even the shape of the human external ear, and the cochlear apparatus of the inner ear.

It can be applied to the western musical scale as well, with the caveat that the  starting note one makes the measurement from (or the ‘root’ note) is designated as 1 and not 0. By this token, there are 13 notes in a scale through its octave. There are 8 notes in a diatonic scale (hence the top note is called an ‘oct’ave).  The 5th and 3rd notes create the basic foundation of musical chords. All these are Fibonacci numbers.

The very notes in the scale are based on natural harmonics created by ratios of frequencies. Ratios found in the first seven numbers of the Fibonacci series (0, 1, 1, 2, 3, 5, 8) are related to key frequencies of musical notes. Thus if we take an arbitrary frequency of 440 Hz, the root note has a ratio of 1/1, but the octave above it has a frequency of 880 Hz (2/1 of 440); a fifth above has a frequency of 660 Hz (3/2 of 440), and so on for other notes in the scale.

In last Sunday’s article, I had mentioned the ‘golden proportion’ or phi, which underpins the proportions of the Parthenon temple in the Acropolis in Athens, Greece.  This ‘golden ratio’ (also called the ‘golden section’, ‘golden mean’ or the ‘divine proportion’) of 1:1618 or 0.618 has influenced composition in painting and photography, prompting the notion of dividing a canvas into thirds vertically and horizontally, and to position a subject of interest ‘about one-third’ of the way across instead of in the centre.

This ‘golden ratio’ can be obtained by dividing a Fibonacci number (in the higher reaches, not the first few) by its immediate predecessor. The quotient approximates phi (φ). Thus 987/610= 1.61803, and its inverse is 0.618.

The climax or high point of many songs and other compositions is often found at the ‘phi’ (φ) point (61.8 per cent) of the work. We have seen this to be true in the first movement of

S. Bach’s G minor sonata for solo violin.

In many compositions in sonata form, the addition of a coda causes the recapitulation (the return of the original idea that started the work) to begin at the 61.8 per cent point.

The legendary violin maker Antonio Stradivari seemed to be aware of the ‘golden section’ and used it in the placement of the f-holes on his violins. The proportions of the violin conform to the ratios of ‘phi’ (φ). The spiral of a violin scroll also obeys the Fibonacci progression.

Isn’t it amazing, how the visual and aural world, indeed nature itself can all be unified by the same mathematical sequence?[NT]

From http://www.goacom.com/entertainment/28277-music-and-mathematics-the-fibonacci-sequence

Music Helps Children Learn Math

music-math

For tapping out a beat may help children learn difficult fraction concepts, according to new findings due to be published in the journal Educational Studies in Mathematics.

An innovative curriculum uses rhythm to teach fractions at a California school where students in a music-based programme scored significantly higher on math tests than their peers who received regular instruction.”Academic Music” is a hands-on curriculum that uses music notation, clapping, drumming and chanting to introduce third-grade students to fractions.The programme, co-designed by San Francisco State University researchers, addresses one of the most difficult – and important – topics in the elementary mathematics curriculum.”If students don’t understand fractions early on, they often struggle with algebra and mathematical reasoning later in their schooling,” said Susan Courey, assistant professor of special education at San Francisco State University.

via Music helps children learn maths – Telegraph.

Classical Music and Children

classical-music

All children should be compelled to learn about classical music in the same way they must do maths and science, Nicola Benedetti has argued.

Benedetti, the award-winning violinist, said all youngsters should be exposed to classical music, whether they like it or not.

Saying the concept of letting children do exactly what they want in other areas of education is “alien”, she admitted she is “bemused” by the current approach to teaching art and culture.

“It actually really upsets me when people say: ‘Kids hate listening to a symphony, why would we do that to them?’” she said, in an interview with Scotland on Sunday.

“I think, hang on a minute, if you were to turn round and say to a kids: ‘Would you like to play video games or would you like to have a maths lesson?’ Of course, they’re going to go for the video games.”

Benedetti is involved with the Sistema Scotland music education and its Big Noise Orchestra.

She added: “Needing the child’s approval for what they do in school is just such an alien concept when you’re talking about maths, science, history or English.

“But, suddenly, when you bring music into the mix, it’s: ‘Oh no, we can’t show them anything that they don’t instantly love because that would be like forcing children into something that they don’t want to do.’

“It just bemuses me.”

Read more at Expose children to classical music whether they like it or not, says Nicola Benedetti – Telegraph.

Music helps children learn maths – Telegraph

music-math

 

For tapping out a beat may help children learn difficult fraction concepts, according to new findings due to be published in the journal Educational Studies in Mathematics.

An innovative curriculum uses rhythm to teach fractions at a California school where students in a music-based programme scored significantly higher on math tests than their peers who received regular instruction.”Academic Music” is a hands-on curriculum that uses music notation, clapping, drumming and chanting to introduce third-grade students to fractions.The programme, co-designed by San Francisco State University researchers, addresses one of the most difficult – and important – topics in the elementary mathematics curriculum.”If students don’t understand fractions early on, they often struggle with algebra and mathematical reasoning later in their schooling,” said Susan Courey, assistant professor of special education at San Francisco State University.

via Music helps children learn maths – Telegraph.

Expose children to classical music whether they like it or not, says Nicola Benedetti

classical-music

All children should be compelled to learn about classical music in the same way they must do maths and science, Nicola Benedetti has argued.

Benedetti, the award-winning violinist, said all youngsters should be exposed to classical music, whether they like it or not.

Saying the concept of letting children do exactly what they want in other areas of education is “alien”, she admitted she is “bemused” by the current approach to teaching art and culture.

“It actually really upsets me when people say: ‘Kids hate listening to a symphony, why would we do that to them?’” she said, in an interview with Scotland on Sunday.

“I think, hang on a minute, if you were to turn round and say to a kids: ‘Would you like to play video games or would you like to have a maths lesson?’ Of course, they’re going to go for the video games.”

Benedetti is involved with the Sistema Scotland music education and its Big Noise Orchestra.

She added: “Needing the child’s approval for what they do in school is just such an alien concept when you’re talking about maths, science, history or English.

“But, suddenly, when you bring music into the mix, it’s: ‘Oh no, we can’t show them anything that they don’t instantly love because that would be like forcing children into something that they don’t want to do.’

“It just bemuses me.”

Read more at Expose children to classical music whether they like it or not, says Nicola Benedetti – Telegraph.

Why Students Really Quit Their Musical Instrument (and How Parents Can Prevent It) – National Association for Music Education (NAfME)

piano-teacher
A great article from the National Association for Music Education (NAfME)

The real reasons that students quit is often beyond their own understanding.  It is up to teachers and parents to create moments for students to want to continue on their instrument during the early years of study in order for the child to be successful and stay with the craft.

Here are reasons students quit, and ways to combat them:

Parents need to find music just as important as other subjects.  The sad truth is that many non-music teachers and administrators do not find music equally as important as math or English language-arts, but parents need to.  Besides, you wouldn’t let your child quit math, would you?  Many kids would jump at that opportunity.  Music is a core subject…period.  The more parents treat it as such, the less students will quit.

Students don’t know how to get better.  Without the proper tools and practice habits to get better at anything, students will become frustrated and want to quit.  It is the role of the music educator and the parents to give students ownership over their learning.  Teachers must teach students why, how, where, and when to practice, and parents must obtain minimal knowledge about how students learn music in order to properly support them at home.

Parents and students think they aren’t musically talented.  Sure, there are some kids who pick up an instrument and sound decent immediately, but they will hit a wall later and have to work hard to overcome it.  Most everyone else won’t sound that great at first.  Playing a musical instrument is a craft that, if practiced correctly, is something that all children can find success in.  As long as students know how to practice and that it needs to be done regularly, they will get better.

Students discontinue playing over the summer.  Statistics show that students who do not read over the summer find themselves extremely behind once school starts.  The same goes for playing an instrument.  A year of musical instruction can quickly go down the tubes over the summer vacation if students do not find small ways to play once in a while.  Picking up an instrument for the first time after a long layoff can be so frustrating that a student will not want to continue into the next school year.

The instrument is in disrepair.  A worn down cork, poor working reed, or small dent can wreak havoc on a child’s playing ability.  Sometimes the malfunction is so subtle that the student thinks they are doing something wrong, and frustration mounts.  Students, parents and teachers need to be aware of the basics of instrument maintenance and be on top of repairs when needed.

Teachers don’t create enough performing opportunities during the year.  The best way to motivate students musically is through performance.  Weeks or even months on end of practicing without performing for an audience gets old very quick, and student will definitely quit.  Teachers should schedule performances every six weeks or so in order for students to stay engaged and practicing.  Parents can help by creating small performance opportunities at home — a Friday night dinner concert or a planned performance for visiting family members are great ideas.

There is not enough “fun”music to practice.  It’s very important for parents to be aware of music that interests their child, because it exists in sheet music form for download or purchase.  It’s important that all students play music that is aligned to their interests in addition to other pieces that are worked on in school.

Other activities are pulling at the child.  Between art lessons, sports, karate, and other activities, parents grow weary of having “one more thing” to be on top of schedule-wise.  Parents need to understand that the enduring social and psychological benefits of music are as enormous as those of sports — in the same and different ways.  Budget time accordingly and children will have 10 minutes a day to practice an instrument, for sure.

Much like any worthwhile venture, practicing a musical instrument has its ups and downs.  Kids need to be reminded to practice, of course — but they should not be constantly pushed, and they should not be completely left alone.  It’s a balancing act where sometimes the parents will need to give their child a break for a few days and other times will need to bribe them to practice.  Either way, all children are capable of thriving with a musical education, and students will indeed thank their parents for not letting them quit.

via Why Students Really Quit Their Musical Instrument (and How Parents Can Prevent It) – National Association for Music Education (NAfME).