Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Music instruments in mathematics.
Zeitschriftenartikel zum Thema „Music instruments in mathematics“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Music instruments in mathematics" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Anindita Roy Chowdhury und Naresh Sharma. „Scientific Numerical Pattern in Stringed-Fretted Musical Instrument“. Mathematical Journal of Interdisciplinary Sciences 8, Nr. 2 (30.03.2020): 69–74. http://dx.doi.org/10.15415/mjis.2020.82009.
Der volle Inhalt der QuelleAnnotation:
Music, a creative art has a strong foundation on science and mathematics. Source of music can vary from vocal chord to various types of musical instruments. One of the popular stringed and fretted musical instrument, the guitar has been discussed here. The structure of the guitar is based on mathematical and scientific concepts. Harmonics and frequency play pivotal role in generation of music from a guitar. In this paper, the authors have investigated various factors related to the structure of a guitar. Aspects related to the musical notes of a guitar have been analyzed to gain a better insight into the mathematical pattern involved in the music of a guitar.
2
Et. al., Rutuja S. Kothe,. „Monophonic Musical Instrument Sound Classification Using Impulse Response Modeling“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 5 (11.04.2021): 1667–72. http://dx.doi.org/10.17762/turcomat.v12i5.2155.
Der volle Inhalt der QuelleAnnotation:
The field of music has promising commercial and social applications. Hence it has attracted the attention of researchers, engineers, sociologists and health care peoples. Therefore this particular research area has been selected.
In this manuscript the monophonic musical classificationsystem using impulse response of the system is presented. In this research work 19 musical instruments monophonic sounds from 4 families are classified using WEKA classifier. The impulse response is of all musical instruments and families are computed in Cepstral Domain. AsImpulse response is used to model the body response of the musical instruments and helps to capture the information. It is different for different instruments. The features are extracted from impulse response and presented to WEKA Classifier.
The Musical instrument classification for individual instruments and family is verified using impulse response modeling. It is found that the impulse response is different for different instruments. It helps to easily distinguish between instrument to instrument and family to family. For individual instruments, the average classification accuracy has been obtained is 83.23% and 85.55% for family classification.
3
Haimson, Jennifer, Deanna Swain und Ellen Winner. „Do Mathematicians Have Above Average Musical Skill?“ Music Perception 29, Nr. 2 (01.12.2011): 203–13. http://dx.doi.org/10.1525/mp.2011.29.2.203.
Der volle Inhalt der QuelleAnnotation:
accompanying the view that music training leads to improved mathematical performance is the view that that there is an overlap between the kinds of skills needed for music and mathematics. We examined the popular conception that mathematicians have better music abilities than nonmathematicians. We administered a self-report questionnaire via the internet to assess musicality (music perception and music memory) and musicianship (music performance and music creation). Respondents were doctoral-level members of the American Mathematical Association or the Modern Language Association (i.e., literature and language scholars). The mathematics group did not exhibit higher levels of either musicality or musicianship. Among those reporting high music-performance ability (facility in playing an instrument and/or sight-reading ability), mathematicians did not report significantly greater musicality than did the literature/language scholars. These findings do not lend support to the hypothesis that mathematicians are more musical than people with nonquantitative backgrounds.
4
Hartvigsen, David. „Fingering systems for electronic musical instruments“. Journal of Mathematics and Music 8, Nr. 1 (02.01.2014): 41–58. http://dx.doi.org/10.1080/17459737.2013.849769.
Der volle Inhalt der Quelle
5
Et.al, ZaharulLailiddinSaidon. „The Development and Evaluation of a Song Album as an Instructional Material for the Teaching and Learning of Basic Arabic Language in Malaysian Primary Schools“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 3 (10.04.2021): 370–80. http://dx.doi.org/10.17762/turcomat.v12i3.741.
Der volle Inhalt der QuelleAnnotation:
This article reports on a research project aimed at developing and evaluating a song album as an instructional material for the teaching and learning of basic Arabic language in Malaysian primary schools. Generally, the procedure for undertaking the research project could be divided into four different stages, namely (i) the gathering of ideas for the music arrangement for all the nine songs in the album; (ii) development of the song album; (iii) evaluation of the developed song album; and(iv) improvement and refinement of the song album. The results show that characteristics of suitable music arrangementfor the songs in the album are as follows: (i) modern music instruments combined with local and Arabic traditional music instruments so as to make the compositions more unique and interesting, (ii) the use of a variety of rhythmic styles;combining modern and traditional elements including middle east rhythm, (iii) employment of the combination of adult and children singers (iv) varied tempo with vibrant and energetic mood (v) take into account the possibility of combining singing of the songs with dance and movement activities. According to evaluation by the panel of experts, the songs in the albumareof good quality in both the aspects of singing and music arrangement. Meanwhile the results on the aspect of usability found that all of the songs in the album are attractive and suitable to be used as instructional material for the teaching and learning of basic Arabic language to year one pupils in Malaysian primary schools. The song album could facilitate Arabic language teachers to be more confident in carrying outsingingactivities in their classroom as outlined in the Year One Arabic language textbook published by the Ministry of Education. Consequently, by employing singing activities using the songs in the album could help to make their lessons more engaging, attractive and effective.
6
Raj, Sadhana. „CURRENT SOCIAL NEEDS MUSIC THERAPY“. International Journal of Research -GRANTHAALAYAH 3, Nr. 1SE (31.01.2015): 1–4. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3411.
Der volle Inhalt der QuelleAnnotation:
There is also a rich tradition of music in India. Few countries have found such an old and rich tradition of music. Indian music has an inspiring Siva and Saraswati which means that human beings cannot develop such high art without any divine inspiration, only on their own strength. Music existed in India since Vedic period. The Yajurveda mentions several instrumental choirs in the 19th and 20th mantras of the 30th scandal. Which makes the existence of music clear. The history of Indian music is at least 4000 years old. The most ancient music mentioned in the world is found in the Samaveda, the artistic atmosphere of various instruments and vocals developed here. Pythagoras became the first person in Europe to determine the place of vowels by the laws of mathematics.
भारत में भी संगीत की समृद्ध परम्परा रही है। कुछ ही देशों में संगीत की इतनी पुरानी एवं समृद्ध परम्परा पायी गई है। भारतीय संगीत के प्रेरक षिव और सरस्वती है इसका तात्पर्य है कि मानव इतनी उच्च कला को बिना किसी दैवी प्रेरणा के, केवल स्वयं के बल पर विकसित नहीं कर सकता। वैदिककाल से ही संगीत भारत में विद्यमान था। यजुर्वेद में 30वें कांड के 19वें और 20वें मंत्र में कई वाद्य बजानेवालों का उल्लेख है। जिससे संगीत का अस्तित्व स्पष्ट होता है। भारतीय संगीत का इतिहास कम से कम 4000 वर्ष पुराना है। संसारभर में सबसे प्राचीन संगीत का उल्लेख सामवेद में मिलता है यहाँ विभिन्न प्रकार के वाद्य यंत्रों और स्वरों के कलात्मक वातावरण का विकास हुआ। यूरोप में पाइथागोरस पहला व्यक्ति हुआ है जिसमें गणित के नियमों द्वारा स्वरों के स्थान को निर्धारित किया।
7
Bayuk, Dimitri. „Literature, Music, and Science in Nineteenth Century Russian Culture: Prince Odoyevskiy’s Quest for a Natural Enharmonic Scale“. Science in Context 15, Nr. 2 (Juni 2002): 183–207. http://dx.doi.org/10.1017/s026988970200042x.
Der volle Inhalt der QuelleAnnotation:
ArgumentAn attempt to understand and analyze a unique nineteenth-century musical instrument – the enharmonic piano from the collection of the Glinka Museum of Russian Musical Culture in Moscow – directs a historian towards Prince Vladimir Odoyevskiy’s efforts to construct a special musical scale corresponding to the indigenous tradition of Russian music. Known today mostly as an author of Romantic short stories, Odoyevskiy was also an amateur scientist and musician, a follower of Schelling’s Naturphilosophie, and a mystic. He tried to design his new musical scale and instruments on the basis of experimental science and mathematics. Odoyevskiy’s life-long search for a synthesis of literature, music, positive science, and spirituality demonstrates how the adaptation and appropriation of European arts preceded and paved the way towards the appropriation of European sciences among the educated élite in nineteenth-century Russia. The tensions inherent in the process led to Odoyevskiy’s nationalist rebellion against the European musical standard, the equal temperament. His call for a different musical scale remained largely ignored in the nineteenth century, until the topic was raised anew by twentieth-century composers and musicians.
8
Abdounur, Oscar João. „Mathematics and Music in Context: The Contribution of Erasmus Horicius to the Emergence of the Idea of Modern Number“. International Journal of Mathematical, Engineering and Management Sciences 1, Nr. 2 (01.09.2016): 62–67. http://dx.doi.org/10.33889/ijmems.2016.1.2-007.
Der volle Inhalt der QuelleAnnotation:
This article covers questions of how the relationship between mathematics and theoretical music throughout western history shaped modern comprehension of critical notions such as “ratio” and “proportion”. In order to do that, it will be consider a procedure taken by Erasmus of Höritz, a Bohemian mathematician and music theorist who emerged in the early 16th century as a German humanist very articulate with musical matters. In order to divide the tone, Erasmus preferred to use a numerical method to approach the geometrical mean, although he did not recognize his procedure itself as an approximation of the true real number value of the geometric mean. The Early Modern Period saw the growing use of geometry as an instrument for solving structural problems in theoretical music, a change not independently from those occurred in the conception of ratio/number in the context of theoretical music. In the context of recovery of interest in Greek sources, Erasmus communicated to musical readers an important fruit of such a revival and was likely the first in the Renaissance to apply explicitly Euclidean geometry to solve problems in theoretical music. Although Erasmus also considered the tradition of De institutione musica of Boethius, he was based strongly on Euclid’s The Elements, using geometry in his De musica in different ways in order to solve musical problems. It is this comprehensive geometrical work rather than the summary arithmetical and musical books of Boethius that serves Erasmus as his starting-point. However, Erasmus proposed a proportional numerical division of the whole tone interval sounding between strings with length ratio of 9:8, since it was a primary arithmetical problem. This presentation aims at showing the educational potentiality of the implications of such a procedure of Erasmus on the transformation of conception of ratio and on the emergence of the idea of modern number in theoretical music contexts. Under a broader perspective, it aims at show the implications on education of a historical/epistemological and interdisciplinary appraisal of theoretical music and mathematics.
9
Kibitkina, Elina Vadimovna, und Elena Alekseevna Fatianova. „Academic music transcript modeling using electronic sound synthesis“. PHILHARMONICA. International Music Journal, Nr. 6 (Juni 2020): 87–97. http://dx.doi.org/10.7256/2453-613x.2020.6.33591.
Der volle Inhalt der QuelleAnnotation:
Nowadays, computer technologies are integrated into all art forms. New artistic directions emerge which are totally based on multimedia (primarily audio-visual) instruments. The question about the role of music art in the new cultural paradigm becomes topical. Based on the example of academic music, the article considers the possibilities of using programming tools for music scores processing into a transcript. The authors consider the possible mathematical model of a piece of music which allows processing the piece of music and getting both an authentic and an experimental version. The authors analyze the set of parameters helping to form a virtual acoustic space corresponding with an artistic concept. The authors demonstrate that academic music transcript modeling using electronic sound synthesis can promote the artistic reinterpretation of the score of the piece of music. The selection of particular timber, performance and spatial parameters during transcribing helps to interpret a composition according to the artistic tasks. The use of virtual instruments also allows creating digital recordings without performing musicians. The article contains the variants of forming a virtual acoustic environment based on the example of a classical piece of music for string quartet: from a “traditional” to an “experimental, differing in musical sources positioning, a set of spatial effects and the parameters of their adjustment.
10
Ionova, Olena, Svetlana Luparenko und Yuliia Lakhmotova. „INTEGRATED APPROACH TO AESTHETIC EDUCATION OF SCHOOLCHILDREN IN THE PEOPLE'S REPUBLIC OF CHINA“. Educological discourse, Nr. 1 (2020): 143–54. http://dx.doi.org/10.28925/2312-5829.2020.1.12.
Der volle Inhalt der QuelleAnnotation:
The article is dedicated to revelation of the peculiarities of integrated approach in the process of schoolchildren's aesthetic education in the People's Republic of China. The possibilities of using art while teaching different subjects (Mathematics, different languages, Literature, History etc.) have been outlined. The Chinese pedagogues underline the close connection of Mathematics and Music. It provides opportunities to learn fractional nature of the notes, feel the rhythm of the music, relate harmony, intervals, melody and notes to whole numbers, proportions, arithmetic operations, logarithms, Geometry and Trigonometry. The authors have pointed out that aesthetic subjects (music, art, theatre) are also closely connected in educational process of schools. The characteristic feature of schoolchildren's aesthetic education in the People's Republic of China is taking into account the regionality (differences in development of art depending on the region of the country). It is due to different historical, socio-economic and cultural factors of development of different regions in China. The regionality strengthens the connection of arts with History, Economics and Geography and helps schoolchildren to understand the significance and differences of regional music in China, to learn various Chinese musical instruments, folk lullabies and to investigate the important characteristic features of the Chinese music. So, schoolchildren's aesthetic education in China has a strong national basis: art is connected with national expression, development of musical traditions, nature and mental aesthetic ideas.
11
Tai, Dianne M., Shane N. Phillipson und Sivanes Phillipson. „Music training and the academic achievement of Hong Kong students“. Research Studies in Music Education 40, Nr. 2 (19.06.2018): 244–64. http://dx.doi.org/10.1177/1321103x18773099.
Der volle Inhalt der QuelleAnnotation:
Many Hong Kong Chinese parents believe that music training enhances the academic achievement of their children. The current study investigates the relationship between the extent and outcome of students’ music training, their perceptions of the value of the subjects they study and their academic achievement. A total of 286 students in Primary 4, 5 and 6 from one school in Hong Kong reported the extent and outcome of their music training, including the number of instruments they studied, the number of years spent training, highest grade and highest level achieved. For value, students completed a subscale of the Achievement Task Value Questionnaire to measure their liking and interest, perceived importance and usefulness of their school subjects. A nested structural equation model showed that, for both boys and girls, the extent and outcome of music training positively predicts academic achievement in Chinese, English and mathematics. Furthermore, the model shows that for both boys and girls, students’ perceived value of their school subjects negatively predicts academic achievement in Chinese, and age has a direct and negative effect on mathematics achievement. For girls, age positively moderates the extent and outcome of music training on academic achievement whereas the moderator effect of age on students’ perceived value of academic subjects is non-significant. For boys, in contrast, the moderator effect of age on extent and outcome of music training is non-significant, whereas its effect on students’ perceived value of academic subjects is negative. In broad terms, the results show that parents are justified in believing that music training is positively related to academic achievement. However, the results differ for boys and girls in connection to the role of age in this relationship.
12
MacIsaac, Andromeda. „Mathematical Doodling and mathematical food cutting, balloon twisting, paper musical instruments, music organs, etc. by Vi Hart“. Physics Teacher 49, Nr. 2 (Februar 2011): 127. http://dx.doi.org/10.1119/1.3543598.
Der volle Inhalt der Quelle
13
Hagel, Stefan. „Re-evaluating the Pompeii auloi“. Journal of Hellenic Studies 128 (November 2008): 52–71. http://dx.doi.org/10.1017/s0075426900000057.
Der volle Inhalt der QuelleAnnotation:
Abstract:The four best-preserved aulos pipes unearthed at Pompeii are examined and their original pitches are as far as possible determined by mathematical analysis. It is argued that the scales of the instruments as well as specific details of their mechanism fit well with our knowledge of music from the Roman Imperial period.
14
Bo Wah Leung und Gary E. McPherson. „Students’ motivation in studying music: The Hong Kong context“. Research Studies in Music Education 32, Nr. 2 (Dezember 2010): 155–68. http://dx.doi.org/10.1177/1321103x10384205.
Der volle Inhalt der QuelleAnnotation:
Studying music in schools has not been regarded to be important for Hong Kong students and parents. Similar to many other countries and regions, music is marginalized in the school curriculum. However, facing the 21st century, the Hong Kong government regards arts education to be an important contribution to the creative industries. The motivation of students in learning music thus becomes more critical. This article reports data drawn from an international study that examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 4495 students from 23 primary and 20 secondary schools participated in a survey. Results indicate a significant decline in competence beliefs and values ( p < .001) and a significant increase in task difficulty for music and other school subjects across the school levels. Compared with Chinese, mathematics, visual arts and physical education (PE), music was ranked rather low in terms of competence beliefs and values, and task difficulty. In addition, there is a trend towards many secondary students learning instruments outside schools. Results may be attributed to a range of factors including a utilitarian view of education held by parents and students and the overall business-oriented atmosphere of the society, in that people focus on financial success rather than a holistic human development.
15
Monson, Ingrid. „Yusef Lateef's Autophysiopsychic Quest“. Daedalus 148, Nr. 2 (April 2019): 104–14. http://dx.doi.org/10.1162/daed_a_01746.
Der volle Inhalt der QuelleAnnotation:
Yusef Lateef's neologism for jazz was autophysiopsychic, meaning “music from one's physical, mental and spiritual self.” Lateef condensed in this term a very considered conception linking the intellectual and the spiritual based in his faith as an Ahmadiyya Muslim and his lifelong commitment to both Western and non-Western intellectual explorations. Lateef's distinctive voice as an improviser is traced with respect to his autophysiopsychic exploration of world instruments including flutes, double reeds, and chordophones, and his friendship with John Coltrane. The two shared a love of spiritual exploration as well as the study of science, physics, symmetry, and mathematics. Lateef's ethnomusicological research on Hausa music in Nigeria, as well as his other writings and visual art, deepen our understanding of him as an artist-scholar who cleared the way for the presence of autophysiopsychic musicians in the academy.
16
Churikova-Kushnir, Olha, Zoya Sofronii, Vadym Lisovyi, Heorhii Postevka und Liliya Niemtsova. „Moodle System One of the Way to Monitoring Competence of Future Teachers of Music Art“. WSEAS TRANSACTIONS ON SYSTEMS AND CONTROL 16 (02.08.2021): 439–49. http://dx.doi.org/10.37394/23203.2021.16.39.
Der volle Inhalt der QuelleAnnotation:
The article are given the scientific and methodological conditions for the production and progress of distance learning courses for future teachers of music through the competencebased, system, action approaches. The author identifies the components that are formed on the basis of the content of the course are and portion of the structure of the competence hierarchy of future music teacher. Materials of research are founded on the experience of education in the course of distance learning of Basic Musical Instrument (piano). The study considers the principal components of development and design of a distance learning course, including theoretical, practical, individual work, and control. The author grounds the specifics methods of distance learning for future teachers of music, in specific their instrumental training and the effectiveness of this training, differentiating the following main methods: of collecting information and using technologies of communication , such us multimedia and method of project . The criteria for control of information and skills were developed. The research was portion of educational experiment involving 52 bachelor students, Music Specialization. According to the results of the study, the study of the subject Basic Musical Instrument (Piano) using the Moodle learning environment contains a number of advantages, which are primarily manifested in higher assessment results of students’ learning. The motivational, musical instrumental and cognitive abilities of these students were approximately 10% higher than students who studied according to traditional methods. The opinion characterize the results of implementation and effectiveness of experimental study on the use of distance learning courses for the progressof instrumental performance competence of future teachers of music. The influence of different methods of distance learning on learner performance is also determined
17
Bohak, Ciril, und Matija Marolt. „Probabilistic Segmentation of Folk Music Recordings“. Mathematical Problems in Engineering 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/8297987.
Der volle Inhalt der QuelleAnnotation:
The paper presents a novel method for automatic segmentation of folk music field recordings. The method is based on a distance measure that uses dynamic time warping to cope with tempo variations and a dynamic programming approach to handle pitch drifting for finding similarities and estimating the length of repeating segment. A probabilistic framework based on HMM is used to find segment boundaries, searching for optimal match between the expected segment length, between-segment similarities, and likely locations of segment beginnings. Evaluation of several current state-of-the-art approaches for segmentation of commercial music is presented and their weaknesses when dealing with folk music are exposed, such as intolerance to pitch drift and variable tempo. The proposed method is evaluated and its performance analyzed on a collection of 206 folk songs of different ensemble types: solo, two- and three-voiced, choir, instrumental, and instrumental with singing. It outperforms current commercial music segmentation methods for noninstrumental music and is on a par with the best for instrumental recordings. The method is also comparable to a more specialized method for segmentation of solo singing folk music recordings.
18
Denny, Eleanor. „To what extent does participation in extracurricular music affect the future aspirations of 11–12-year-olds? A small-scale investigation“. British Journal of Music Education 24, Nr. 1 (09.02.2007): 99–115. http://dx.doi.org/10.1017/s0265051706007248.
Der volle Inhalt der QuelleAnnotation:
I undertook this project as a 12-year-old student while studying research methods at the Children's Research Centre at the Open University. It has already been shown that doing music improves children's Mathematics and English scores. The aim of this study was to find out if it also raises the aspirations of the children taking part. A questionnaire was given out to 80 Year 7 children at two schools in Milton Keynes. Questions investigated the children's musical participation and future aspirations as well as their parents' attitudes and education.The most important findings are that the musical participation of the children is positively correlated with their future aspirations. Musical participation is most closely linked with parental enthusiasm for it. Parental pressure and education were found to have no link with musical participation, but families with low incomes may find affording musical activities hard to maintain.It is recommended that more money be put into music education so children of low socio-economic backgrounds can have more of a chance to play musical instruments.
19
McPherson, Gary E., und Susan A. O'Neill. „Students’ motivation to study music as compared to other school subjects: A comparison of eight countries“. Research Studies in Music Education 32, Nr. 2 (Dezember 2010): 101–37. http://dx.doi.org/10.1177/1321103x10384202.
Der volle Inhalt der QuelleAnnotation:
This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.
20
Bito, Gregorius Sebo, und Fredy Fredy. „ETHNOMATHEMATICS: MUSICAL INSTRUMEN IN JA'I DANCES FOR CULTURALLY RESPONSIVE TEACHING IN ELEMENTARY SCHOOLS“. PrimaryEdu - Journal of Primary Education 4, Nr. 2 (30.09.2020): 183. http://dx.doi.org/10.22460/pej.v4i2.1853.
Der volle Inhalt der QuelleAnnotation:
In cultural responsive learning, teachers need to have the ability to explore mathematical phenomena in cultural elements as learning content. This research is a qualitative descriptive study aimed at exploring ethnomathematics in Bajawa traditional dances, namely the Ja,i dance, its relevance to competency standards and basic mathematics competencies in elementary schools. The approach used is ethnographic. The technique used is observation and study of documents and the researcher himself acts as the main instrument. Observations were made on the accompanying music devices contained mathematical concepts. Furthermore, researchers compare with the basic competencies of elementary school mathematics. The results showed mathematical material was found in the musical instrument section of Ja,i dance. The surface of the gong and the drum (gendang) are circular, the body of the large drum is frustum of a cone, and the gendang laba kagu, laba bhuga and gong are tube-shaped. In the middle of the gong there is a kind of lump which is shaped like a half ball. The implementation of this research can be applied in cultural responsive learning in elementary schools.Keywords: ethnomathematics, learning, cultural responsive, jai,i dance
21
Mudd, Tom, Simon Holland und Paul Mulholland. „The Role of Nonlinear Dynamics in Musicians' Interactions with Digital and Acoustic Musical Instruments“. Computer Music Journal 43, Nr. 4 (Oktober 2020): 25–40. http://dx.doi.org/10.1162/comj_a_00535.
Der volle Inhalt der QuelleAnnotation:
Nonlinear dynamic processes are fundamental to the behavior of acoustic musical instruments, as is well explored in the case of sound production. Such processes may have profound and under-explored implications for how musicians interact with instruments, however. Although nonlinear dynamic processes are ubiquitous in acoustic instruments, they are present in digital musical tools only if explicitly implemented. Thus, an important resource with potentially major effects on how musicians interact with acoustic instruments is typically absent in the way musicians interact with digital instruments. Twenty-four interviews with free-improvising musicians were conducted to explore the role that nonlinear dynamics play in the participants' musical practices and to understand how such processes can afford distinctive methods of creative exploration. Thematic analysis of the interview data is used to demonstrate the potential for nonlinear dynamic processes to provide repeatable, learnable, controllable, and explorable interactions, and to establish a vocabulary for exploring nonlinear dynamic interactions. Two related approaches to engaging with nonlinear dynamic behaviors are elaborated: edge-like interaction, which involves the creative use of critical thresholds; and deep exploration, which involves exploring the virtually unlimited subtleties of a small control region. The elaboration of these approaches provides an important bridge that connects the concrete descriptions of interaction in musical practices, on the one hand, to the more-abstract mathematical formulation of nonlinear dynamic systems, on the other.
22
Dumas, R. E., und A. P. Georgopoulos. „What pre-whitened music can tell us about multi-instrument compositions“. Journal of Mathematics and Music 3, Nr. 3 (November 2009): 165–73. http://dx.doi.org/10.1080/17459730903378273.
Der volle Inhalt der Quelle
23
Asaulyuk, I. O., und A. A. Diachenko. „Особенности физической подготовленности студентов учебных заведений в процессе физического воспитания“. Health, sport, rehabilitation 5, Nr. 1 (30.03.2019): 9. http://dx.doi.org/10.34142/hsr.2019.05.01.01.
Der volle Inhalt der QuelleAnnotation:
<p><em>The main goal of the work</em> is to study the level of physical fitness of students of music specialties. The objectives of the study reflect the gradual achievement of the goal. It also gives the analysis of the static strength endurance of the muscles of the body <em>Methods of research</em>: analysis and generalization of data in literature, pedagogical methods of research (experiment, testing), methods of mathematical statistics. 154 students of the first and second year of the Vinnitsa School of Culture and Arts named after M. D. Leontovich participated in the pedagogical experiment. Such as students of the specialty “Music Art”, the specializations “piano, orchestra, string instruments” (violin, viola, cello, double bass); “Orchestral wind instruments and percussion instruments” (flute, oboe, clarinet, bassoon, saxophone, horn, trumpet, trombone, tubo, percussion instruments), “folk instruments” (accordion, accordion, domra, bandura, guitar); “Vocal, choral conducting”. <em>Results</em><em>.</em><strong> </strong> It is noted that the level of work capacity, health status and occupations depends on the effectiveness of their physical education. It is possible to increase the effectiveness of the process of physical education of students through optimization and development of professionally important physical qualities. Student’s educational and further activity of the specialty "Musical art" provides an unpleasant work pose and peculiarities of the manifestation of physical qualities, which level of development depends on the effectiveness of professional activity. <em>Findings.</em> The estimation of indicators of the physical readiness of students with the use of battery tests, which characterize the static strength endurance of the muscles of the torso is evaluated. Evaluation of the students' physical fitness made it possible to determine the general tendency of significant deterioration of the indicators for the period of study. </p>
24
CLARK, KATELYN. „‘OF THE TEMPERAMENT OF THOSE MUSICAL INSTRUMENTS’: CONSIDERING TIBERIUS CAVALLO AND THE SCIENTIFIC OBSERVATION OF MUSICAL SOUNDS IN LATE EIGHTEENTH-CENTURY LONDON“. Eighteenth Century Music 15, Nr. 1 (März 2018): 47–51. http://dx.doi.org/10.1017/s1478570617000392.
Der volle Inhalt der QuelleAnnotation:
The connection of music to scientific exploration in late Enlightenment London can be considered from various perspectives, perhaps most evidently through the binary of amateur–professional. These two realms intersected within natural philosophical observation, a practice that often served concurrently as entertainment and as study. The development of scientific instruments for the observation of various phenomena appeared in both professional and amateur contexts, contributing to technological growth and research. Natural philosopher Tiberius Cavallo (1749–1809) and his 1788 article on musical temperament (‘Of the Temperament of Those Musical Instruments, in Which the Tones, Keys, or Frets, are Fixed, as in the Harpsichord, Organ, Guitar, &c’) provide a captivating example of amateur interest overlapping effectively with the professional domain; as an amateur musician and professional scientist, Cavallo observed equal temperament in both mathematical and aesthetic terms. Consideration of his work promotes a more nuanced view of London as a place where scientific and musical ideas could meet and be ‘instrumentalized’, emphasizing the city's status as a vibrant arena for the interaction of scientific exploration, artistic endeavour and professional identities. In this sense, Cavallo's work on temperament was not merely a scientific activity; it reflected technological change during a stimulating period of scientific and musical progress in late eighteenth-century London. For example, instrument builders were actively developing ways to improve pitch control and tuning stability, as witnessed by numerous British patents for harp mechanisms, the addition of flute keys and keyboard construction.
25
Ardila, A. „Historical Evolution of Spatial Abilities“. Behavioural Neurology 6, Nr. 2 (1993): 83–87. http://dx.doi.org/10.1155/1993/567986.
Der volle Inhalt der QuelleAnnotation:
Historical evolution and cross-cultural differences in spatial abilities are analyzed. Spatial abilities have been found to be significantly associated with the complexity of geographical conditions and survival demands. Although impaired spatial cognition is found in cases of, exclusively or predominantly, right hemisphere pathology, it is proposed that this asymmetry may depend on the degree of training in spatial abilities. It is further proposed that spatial cognition might have evolved in a parallel way with cultural evolution and environmental demands. Contemporary city humans might be using spatial abilities in some new, conceptual tasks that did not exist in prehistoric times: mathematics, reading, writing, mechanics, music, etc. Cross-cultural analysis of spatial abilities in different human groups, normalization of neuropsychological testing instruments, and clinical observations of spatial ability disturbances in people with different cultural backgrounds and various spatial requirements, are required to construct a neuropsychological theory of brain organization of spatial cognition.
26
Crickmore, Leon. „A Re-Valuation of the Ancient Science of Harmonics“. Psychology of Music 31, Nr. 4 (Oktober 2003): 391–403. http://dx.doi.org/10.1177/03057356030314004.
Der volle Inhalt der QuelleAnnotation:
Harmonics was the theoretical arithmetic underpinning the tuning of musical instruments in ancient times. It was a numerical science based on ratios of string-length. The ancients believed that the planets circled the heavens in similar mathematical proportions, and that, by analogy, these also corresponded to powers in the human psyche. Harmonics survived as such until the 17th century. Only recently, however, have musicologists made a breakthrough to a more comprehensive understanding of its coherence and cultural significance. This article offers a short re-valuation of harmonics. It seeks to stimulate debate about the relevance of the relationships between number and tone to contemporary thought, and whether an understanding of harmonics has anything to contribute to future interdisciplinary research into the evolution of music and the human mind.
27
Abylkasymova Alma Esimbekovna,, Kusherbaeva Maikul Rakhmanberdievna, und Tamaev Sabit Tamaevich,. „METHODOLOGICAL PROBLEMS OF PHYSICS AND MATHEMATICS IN THE WORKS OF AL FARABI“. BULLETIN 6, Nr. 388 (15.12.2020): 332–40. http://dx.doi.org/10.32014/2020.2518-1467.215.
Der volle Inhalt der QuelleAnnotation:
This year, at the UNESCO level, the 1150th anniversary of Abu Nasir al-Farabi (870-950), a world famous figure in all fields of science born in Otyrar, is the center of science and education, culture in the Middle Ages. The idea of the great scientist, who at one time was able to analyze at a high level the works of Aristotle and Plato, who became the great philosopher of their time, has not lost its relevance to this day, having formed a new system of thinking through his scientific works and raise the intellectual level of the scientific worldview.He knew that one of the main goals of science was to serve the good of mankind and bring real benefits to the development of civilization. His works have been translated into several languages and recognized throughout Europe. Thanks to the Kazakh intelligentsia, the heritage of the scientist was returned to our country in the 60-70s of the 20th century. Since then, a lot of work has been done to study the works of the great scientist, namely: from 1978 to 1993, he published about four hundred works in various areas of pharabology in the Kazakh and Russian languages, and from 1991 to 2012, including 85 monographs from 1998 to 2012, materials of 38 scientific and practical conferences from 2000 to 2009, from 1992 to 2012 published 225 scientific articles. And this year it is expected to further increase the research of the scientist's work. In the works of the great thinker, questions of mathematics and the teaching of mathematics also occupy a special place. According to Iraqi scientist Omar Farrukh, al-Farabi is the author of about 70 works on geometry, astronomy, music, calendars and measuring instruments. According to Farabi, mathematics deepens human knowledge and has a direct impact on the development of other sciences, and physics is the science of nature, its basic principles and parts, chances involving natural bodies, the interaction of natural data and elements that have a direct impact on the development of science. Therefore, these two sciences, which are the core of natural science education, require continuous addition and development. The most important methodological problems of physics and mathematics are considered in "The Essence of the Problem" by al-Farabi, Aristotle's commentary "Category" and other philosophical works, the idea of the universal application of mathematics in astronomy, mechanics, music, various applications (arithmetic and geometry). shows the close connection of mathematical concepts and methods with the real world. Also, from the pedagogical works of the scientist, one can notice that the problems of education and upbringing should be closely related. He said that “a person must first be given upbringing, not education, education without upbringing is the worst enemy of mankind. It will harm his life in the future”. Enriching and revising the scientific and philosophical works of the scientist, we see that he was one of the greatest personalities in the history of pedagogy. Therefore, this article provides an overview of a number of Al-Farabi's works in this area and describes the methodological aspects of interdisciplinary communication in teaching physics and mathematics.
28
Johnson, Christopher M., und Jenny E. Memmott. „Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results“. Journal of Research in Music Education 54, Nr. 4 (Dezember 2006): 293–307. http://dx.doi.org/10.1177/002242940605400403.
Der volle Inhalt der QuelleAnnotation:
The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth-or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.
29
McLachlan, Neil. „A Spatial Theory of Rhythmic Resolution“. Leonardo Music Journal 10 (Dezember 2000): 61–67. http://dx.doi.org/10.1162/096112100570468.
Der volle Inhalt der QuelleAnnotation:
Cyclic arrays, such as clock faces, have advantages over linear arrays for conceptualizing repetitive rhythmic structures. The author maps rhythms from African and Indonesian musics into cyclic arrays and analyzes them using concepts from Gestalt psychology, mathematical group theory and psycho-acoustics. The perceptual structures thus revealed exist between the different musical parts played on various instruments and contradict the usual processes of auditory segregation according to the physical locations of instrumentation. This prompts a proposal for a theory of musical despatialization to explain the psychological efficacy of these rhythms.
30
Qiu, Lvyang, Shuyu Li und Yunsick Sung. „DBTMPE: Deep Bidirectional Transformers-Based Masked Predictive Encoder Approach for Music Genre Classification“. Mathematics 9, Nr. 5 (03.03.2021): 530. http://dx.doi.org/10.3390/math9050530.
Der volle Inhalt der QuelleAnnotation:
Music is a type of time-series data. As the size of the data increases, it is a challenge to build robust music genre classification systems from massive amounts of music data. Robust systems require large amounts of labeled music data, which necessitates time- and labor-intensive data-labeling efforts and expert knowledge. This paper proposes a musical instrument digital interface (MIDI) preprocessing method, Pitch to Vector (Pitch2vec), and a deep bidirectional transformers-based masked predictive encoder (MPE) method for music genre classification. The MIDI files are considered as input. MIDI files are converted to the vector sequence by Pitch2vec before being input into the MPE. By unsupervised learning, the MPE based on deep bidirectional transformers is designed to extract bidirectional representations automatically, which are musicological insight. In contrast to other deep-learning models, such as recurrent neural network (RNN)-based models, the MPE method enables parallelization over time-steps, leading to faster training. To evaluate the performance of the proposed method, experiments were conducted on the Lakh MIDI music dataset. During MPE training, approximately 400,000 MIDI segments were utilized for the MPE, for which the recovery accuracy rate reached 97%. In the music genre classification task, the accuracy rate and other indicators of the proposed method were more than 94%. The experimental results indicate that the proposed method improves classification performance compared with state-of-the-art models.
31
Leng, Xiaodan, Gordon L. Shaw und Eric L. Wright. „Coding of Musical Structure and the Trion Model of Cortex“. Music Perception 8, Nr. 1 (1990): 49–62. http://dx.doi.org/10.2307/40285485.
Der volle Inhalt der QuelleAnnotation:
Guided by the Mountcastle organizational principle for the column as the basic neuronal network in the cortex, we developed the trion model. An essential feature of the model is that it is highly structured in time and in spatial connections. Simulations of a network of trions have shown that large numbers of quasi-stable, periodic spatial-temporal firing patterns can be excited. These patterns can be readily enhanced by only a small change in connection strengths, and the patterns evolve in certain natural sequences from one to another. With only somewhat different parameters than those used for studying memory and pattern recognition, much more flowing and intriguing patterns emerged from the simulations. The results were striking when these probabilistic evolutions were mapped onto pitches and instrument timbres to produce music: For example, different simple mappings of the same evolution give music having the "flavor" of a minuet, a waltz, certain folk music, or styles of specific periods of Western art music. A theme can be learned so that evolutions have this theme and its variations recur. We suggest that we have found a viable cortical model for the coding of certain aspects of musical structure in human composition and perception. Further, we propose that the trion model is relevant for examining creativity in those higher cognitive functions of mathematics and chess that are similar to music.
32
Hartanti, Sri, und Ramlah Ramlah. „Etnomatematika: Melestarikan Kesenian dengan Pembelajaraan Matematika“. Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, Nr. 2 (04.06.2021): 33. http://dx.doi.org/10.32884/ideas.v7i2.347.
Der volle Inhalt der QuelleAnnotation:
Abstrak
Media pembelajaran matematika secara kontekstual dikaitkan dengan kehidupan siswa sehari-hari sehingga akan mempermudah memahami karena siswa mengetahui secara jelas penerapannya. Tujuan penelitian ini adalah mendeskripsikan hubungan konsep matematis dalam kesenian tari jaipong yang dapat dijadikan topik bahasan dalam kegiatan pembelajaran matematika dan mendeskripsikan konstruksi konsep-konsep matematis yang ditemukan ke dalam matematika. Penelitian ini menggunakan metode kualitatif studi pustaka. Berdasarkan analisis data diperoleh hasil penelitian bahwa terdapat dua unsur dalam tari jaipong yang dapat diterapkan konsep matematis, yaitu gerakan penari dan alat-alat musik pengiring tari jaipong berupa seperangkat gamelan. Implikasi penelitian ini juga menemukan bahwa teori belajar yang mendukung penelitian ini adalah teori belajar konstruktisme sosial.
Kata Kunci
Eksplorasi, etnomatematika, tari jaipong
Abstract
Mathematics learning media is contextually linked to students’ daily lives so that it will make it easier to understand because students know clearly its application. The purpose of this study is to describe the relationship between mathematical concepts in jaipong dance which can be used as a topic of discussion in mathematics learning activities and to describe the construction of mathematical concepts found in mathematics. This research uses a qualitative method of literature study. Based on the data analysis, the research result shows that there are two elements in the jaipong dance that can be applied mathematical concepts, namely the dancer movement and musical instruments that accompany the jaipong dance in the form of a set of gamelan. The implication of this research is also finding that the learning theory that supports this research is the social constructivism learning theory.
Keywords
Exploration, ethnomathematics, dance jaipong
33
Kvet, Edward J. „Excusing Elementary School Students from Regular Classroom Activities for the Study of Instrumental Music: The Effect on Sixth-Grade Reading, Language, and Mathematics Achievement“. Journal of Research in Music Education 33, Nr. 1 (1985): 45. http://dx.doi.org/10.2307/3344757.
Der volle Inhalt der Quelle
34
Kittler, Friedrich. „Number and Numeral“. Theory, Culture & Society 23, Nr. 7-8 (Dezember 2006): 51–61. http://dx.doi.org/10.1177/0263276406069882.
Der volle Inhalt der QuelleAnnotation:
In his essay Thinking Colours and/or Machines Kittler hints at a key point in the emergence of modern European culture: the point at which ‘letters and numbers no longer coincide’. In this essay - first published in 2003 as Zahl und Ziffer - Kittler traces the split between numerals and numbers in sweeping historical detail. This is part of a much larger project, the aim of which is to think about technology, history and culture anew by considering the ways in which ‘letters, numbers, images and tones’ have been differentiated and re-integrated by developing notation systems and media technologies. In this present essay, Kittler is concerned specifically with the question of number. His argument is that numbers and numerals have not always stood apart. In Old Hebrew and even nursery rhymes, for example, numbers are in fact words. This might seem like a banal observation, but for Kittler it is crucial as historically, mathematics proper only developed ‘in cultures in which numbers are present as numerals’, a development which entailed the transformation of numbers from signifiers (‘a matter of hearing’) into signifieds (‘a matter of reading and writing’) and which rested on the emergence of storage and transmission media that Kittler calls ‘the media of mathematics’. This connection between media and mathematics is explored through a wide range of philosophical sources: Plato, Philolaus, Aristotle and Aquinas, to name but a few. Kittler is fascinated by the inscription technologies that make mathematics possible, and which at the same time structure cultural forms as well as our bodily experience of them. As he puts it in a programmatic aside, ‘media studies only make sense’ if they focus on how ‘media make senses.’ Hence his focus on the Greek phonetic alphabet: for Kittler, its superiority has less to do with its ability to reproduce the spoken words of any language, than with the fact that at one point it was used to handle language, music, and mathematics - that is, one and the same set of signs was used to encode letters, tones and numbers. This, however, was not an abstract undertaking but developed in constant feedback with specific instruments or media, especially the lyre and the bow. It was here that fundamental concepts such as logoi were first developed that were subsequently distorted, misunderstood and deprived of their musico-technical origins by philosophers such as Aristotle. Kittler’s essay is thus also part of a larger cultural project, indebted in particular to Martin Heidegger, whose aim it is to ferret out the different, as yet unrevealed beginning of occidental culture. Moreover, while it was necessary for the evolution of modern mathematics that numbers receive a notation system of their own that will allow for ratios and decimals, among others, it is obvious that Kittler sees the computer (as first envisaged in Alan Turing’s mathematical modelling) as a return of universal alphabet that operates in constant feedback with a medium that shapes our senses: ‘In the Greek alphabet our senses were present - and thanks to Turing they are so once again.’
35
Wehr-Flowers, Erin. „Differences between Male and Female Students' Confidence, Anxiety, and Attitude toward Learning Jazz Improvisation“. Journal of Research in Music Education 54, Nr. 4 (Dezember 2006): 337–49. http://dx.doi.org/10.1177/002242940605400406.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to examine the gender differences in the social-psychological constructs of confidence, anxiety, and attitude as they relate to jazz improvisation participation. Three subscales of the Fennema-Sherman Mathematics Attitude Survey (1976) were modified for this task, and surveys (N = 332) were given to students of various ages participating in jazz programs. Returned surveys (N = 137, 41 % return rate, 83 men, 54 women) were analyzed using a MANOYA design with gender, school level, and instrument choice as the independent variables. A main effect was found for gender, and a subanalysis revealed significant differences between men and women on all three dependent variables confidence, anxiety, and attitude at the level of p < .05. Cronbach's alpha reliability coefficients were. 93 for confidence, . 93 for anxiety, and .88 for attitude. Results suggest that social-psychological issues are influencing female participation in jazz improvisation.
36
Spasov, Miroslav. „Using Strange Attractors to Control Sound Processing in Live Electroacoustic Composition“. Computer Music Journal 39, Nr. 3 (September 2015): 25–45. http://dx.doi.org/10.1162/comj_a_00313.
Der volle Inhalt der QuelleAnnotation:
This article explores the possibility of using chaotic attractors to control sound processing with software instruments in live electroacoustic composition. The practice-led investigation involves the Attractors Library, a collection of Max/MSP externals based on iterative mathematical equations representing nonlinear dynamical systems; Attractors Player, a Max/MSP patch that controls the attractors' performance and live processing; and the two compositions based on the software: Strange Attractions for flute, clarinet, horn, and live electronics, and Sabda Vidya No. 2 for flute, tenor saxophone, and live electronics. In the article I discuss some specific attractors' characteristics and their use in interactive composition, relying on the experience from the performances of these two compositions. The idea is to highlight the experience with these nonlinear systems and to encourage other composers to use them in their own works.
37
Siever, Dave. „Stimulation Technologies: "New" Trends in "Old" Techniques“. Biofeedback 43, Nr. 4 (01.12.2015): 180–92. http://dx.doi.org/10.5298/1081-5937-43.04.11.
Der volle Inhalt der QuelleAnnotation:
Optimal functioning of the brain and mind is essential for good mental health and well-being. Unfortunately, disruptions in specific brain region function may arise for a variety of reasons, which include adverse genetic predispositions, poor nutrition, illness and cerebral accidents, developmental hormonal shifts, and negative life events resulting in overload and stress reactions. Fortunately, there are low-cost, easy-to-use, and effective electronic brain-stimulating technologies available today. These stimulation technologies include audiovisual entrainment (AVE) devices (e.g., light and sound machines), as well as electrostimulation technologies such as cranio-electro stimulation and transcranial direct current stimulation. The instruments are all designed to aid individuals with modulating their own cortical arousal levels, whether to regain lost functionality or to enhance outcomes such as improved social interactions, athletic performance, mathematical problem-solving, or creating new art and music. This article reviews a range of current techniques used for stimulating and modulating brain regions for positive gain.
38
Miragaia, Rolando, Francisco Fernández, Gustavo Reis und Tiago Inácio. „Evolving a Multi-Classifier System for Multi-Pitch Estimation of Piano Music and Beyond: An Application of Cartesian Genetic Programming“. Applied Sciences 11, Nr. 7 (24.03.2021): 2902. http://dx.doi.org/10.3390/app11072902.
Der volle Inhalt der QuelleAnnotation:
This paper presents a new method with a set of desirable properties for multi-pitch estimation of piano recordings. We propose a framework based on a set of classifiers to analyze audio input and to identify piano notes present in a given audio signal. Our system’s classifiers are evolved using Cartesian genetic programming: we take advantage of Cartesian genetic programming to evolve a set of mathematical functions that act as independent classifiers for piano notes. Two significant improvements are described: the use of a harmonic mask for better fitness values and a data augmentation process for improving the training stage. The proposed approach achieves competitive results using F-measure metrics when compared to state-of-the-art algorithms. Then, we go beyond piano and show how it can be directly applied to other musical instruments, achieving even better results. Our system’s architecture is also described to show the feasibility of its parallelization and its implementation as a real-time system. Our methodology is also a white-box optimization approach that allows for clear analysis of the solutions found and for researchers to learn and test improvements based on the new findings.
39
Manapa, Imanuel Yosafat Hadi. „ETNOMATEMATIKA: KEKAYAAN BUDAYA KABUPATEN ALOR SEBAGAI SUMBER MEDIA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR“. Numeracy 8, Nr. 1 (24.06.2021): 1–24. http://dx.doi.org/10.46244/numeracy.v8i1.1396.
Der volle Inhalt der QuelleAnnotation:
Ethnomatematics presents as a bridge between culture and mathematics. Awareness of the importance of preserving culture early on and presenting the context of real situations in the mathematical learning process is the basis of this research. Ethnomatematika sourced from the local culture of Alor Regency is very rich and can be used as a media of mathematics learning but has not been explored in depth. The purpose of this study is to associate ethnomatematics of Alor Regency with the context of learning in elementary schools. This research is qualitative with an explorative, descriptive, and ethnography approach. Data retrieval techniques using interviews, observations, and documentation. Data collection was carried out in January to February 2021. The results of the study found elements of ethnomatematics derived from traditional clothing and accessories, dowry, traditional clothing, earthenware, war tools, musical instruments, fishing instruments, traditional houses, and traditional games. Ethnomatematics product can be used on the basic competencies of plane geometry, solid geometry, symmetry, mirroring, symmetry, arithmetic, interline relationships, angular types, inter-angle relationships, and measurements in elementary schools.
Abstrak
Etnomatematika hadir sebagai sarana untuk menjembatani antara budaya dan matematika. Kesadaran akan pentingnya melestarikan budaya sejak dini dan menghadirkan konteks situasi nyata dalam proses pembelajaran matematika merupakan landasan dilakukannya penelitian ini. Etnomatematika yang bersumber dari budaya lokal Kabupaten Alor sangat kaya dan dapat digunakan sebagai media pembelajaran matematika namun selama ini tidak dieksplorasi secara mendalam. Tujuan dari penelitian ini adalah untuk mengaitkan etnomatematika Kabupaten Alor dengan konteks pembelajaran di sekolah dasar. Penelitian merupakan kualitatif dengan pendekatan eksploratif, deskriptif, dan etnografi. Teknik pengambilan data menggunakan wawancara, observasi, dan dokumentasi. Pengumpulan data dilakukan pada bulan Januari hingga Februari 2021. Hasil penelitian menemukan unsur etnomatematika yang berasal dari pakaian adat beserta asesorisnya, mas kawin, pakaian adat, gerabah, alat perang, alat musik, alat menangkap ikan, rumah adat, serta permainan masyarakat lokal. Produk etnomatematika ini dapat digunakan sebagai media pembelajaran pada kompetensi dasar bangun datar, bangun ruang, kesimetrisan, pencerminan, aritmatika, hubungan antar garis, jenis-jenis sudut, hubungan antar sudut, dan pengukuran di sekolah dasar.
Kata Kunci: Etnomatematika, Media Pembelajaran Matematika, Sekolah Dasar
40
SENGUPTA, R., N. DEY, A. K. DATTA und D. GHOSH. „ASSESSMENT OF MUSICAL QUALITY OF TANPURA BY FRACTAL-DIMENSIONAL ANALYSIS“. Fractals 13, Nr. 03 (September 2005): 245–52. http://dx.doi.org/10.1142/s0218348x05002891.
Der volle Inhalt der QuelleAnnotation:
Tanpura is a multi-stringed accompanying drone instrument extensively used in classical music in India. The instrument is plucked by finger. We know that jitter, shimmer and complexity perturbations (CP) are found also in tanpura signals. The source of origin of these perturbations was reported to be related to some sort of nonlinearity associated with the strings and their mode of attachment. The objective of the present study is to see in what way fractal-dimensional analysis may be helpful to relate the apparent nonlinearity and also if there is any relation of these dimensions with different part of the signals like attack time, quasi-steady state and the decay. In the paper fractal dimension, D0 and generalized dimensions, D2 to D10 and their dynamic behavior over time are studied for 15 tanpuras having four strings each, tuned to Pa (5th note), Sa (tonic), Sa (tonic) and Sa′ (lower octave tonic). The obeying of power law indicates nonlinearity in the production source system. The presence of multifractality is studied through an examination of relationship between q and Dq and the functional relationship between Dqs.
41
Flø, Asbjørn Blokkum. „Materiality in Sound Art“. Organised Sound 23, Nr. 3 (Dezember 2018): 225–34. http://dx.doi.org/10.1017/s1355771818000134.
Der volle Inhalt der QuelleAnnotation:
This article investigates the recent resurgence of kinetic sound art in light of the relationship between art and material. It does this by studying the history of mechanical musical instruments and kinetic art, the role of immateriality in the history of Western art, and the renewed focus on materiality in the arts. Materiality is key to understanding the resurgence of kinetics in sound art. The first part of this article studies the historical narratives of materiality in sound art, while the second part investigates materiality in my own works as more contemporary examples. Here the text turns to exploration of the material and acoustic properties of metal rods and plates, and suggests that direct contact with sound-producing objects provides opportunities for new art forms where the morphology of sound can be developed in dialogue with the physical objects and the surrounding space. By examining the underlying acoustic principles of rods and plates, we get a deeper understanding of the relationship between mathematical models and the actual sounding objects. Using the acoustic model with basic input parameters enables us to explore the timbral possibilities of the sound objects. This allows us to shape the spectrum of acoustic sound objects with great attention to detail, and makes models from spectromorphology relevant during the construction of the objects. The physical production of sound objects becomes both spectral composition and shaping of spatial objects. This highlights the importance of knowledge of both materials and acoustic principles, and questions the traditional perception of sound art and music as immaterial art forms.
42
MONTAGU, JEREMY. „Instruments“. Early Music XIX, Nr. 4 (November 1991): 629–34. http://dx.doi.org/10.1093/earlyj/xix.4.629.
Der volle Inhalt der Quelle
43
MONTAGU, JEREMY. „Instruments“. Early Music XV, Nr. 2 (Mai 1987): 247–49. http://dx.doi.org/10.1093/earlyj/xv.2.247.
Der volle Inhalt der Quelle
44
MONTAGU, JEREMY. „Instruments“. Early Music XVI, Nr. 2 (Mai 1988): 255–60. http://dx.doi.org/10.1093/earlyj/xvi.2.255.
Der volle Inhalt der Quelle
45
MONTAGU, JEREMY. „Instruments“. Early Music XVII, Nr. 2 (Mai 1989): 226–34. http://dx.doi.org/10.1093/earlyj/xvii.2.226.
Der volle Inhalt der Quelle
46
MONTAGU, JEREMY. „Instruments“. Early Music XVII, Nr. 4 (November 1989): 565–68. http://dx.doi.org/10.1093/earlyj/xvii.4.565.
Der volle Inhalt der Quelle
47
MONTAGU, JEREMY. „Instruments“. Early Music XX, Nr. 3 (August 1992): 471–74. http://dx.doi.org/10.1093/earlyj/xx.3.471.
Der volle Inhalt der Quelle
48
Montagu, Jeremy. „Instruments“. Early Music XXI, Nr. 4 (November 1993): 661–64. http://dx.doi.org/10.1093/earlyj/xxi.4.661.
Der volle Inhalt der Quelle
49
SEARLE, ARTHUR. „Instruments“. Early Music 13, Nr. 2 (Mai 1985): 268–74. http://dx.doi.org/10.1093/earlyj/13.2.268.
Der volle Inhalt der Quelle
50
MONTAGU, JEREMY. „Instruments“. Early Music 14, Nr. 1 (Februar 1986): 80–86. http://dx.doi.org/10.1093/earlyj/14.1.80.
Der volle Inhalt der Quelle