Students use iMuSciCA to divide a string length (or membranophone area) in equal parts keeping tension (and radius in case of string) in constant value and then listen to its different corresponding lengths (or areas). Students perform a composition based on segment divisions and reconstruct their models to achieve same results by altering tension. PLEASE CLICK ON THE LINK BELOW
Students take the division of the string using the intercept theorem by the Let’s Hear Thales’ theorem” scenario and start investigating synergies of consonances and dissonances derived by the triangles produced in each section. Students experiment with their own similar triangles by composing their sequences of tones derived from their sides and eventually by constructing the virtual instruments to play them. This scenario introduces an extension using areas also instead of strings. For this reason teacher introduces “round” and not exact numbers.
"Let's play Sectio Canonis" is an iMuSciCA scenario.
Students take the division of the string using the intercept theorem by the Let’s Hear Thales’ theorem” scenario and start investigating synergies of consonances and dissonances derived by the triangles produced in each section.
Let's play Sectio Canonis is an iMuSciCA scenario.
In the scenario “Let's Play sectio canonis v2” students develop a segment division in 2, 3, 4, 5, and 6 equal parts.
They investigate the properties of each part along with the triangles produced.
Students use iMuSciCA to divide a string length (or membranophone area) in equal parts keeping tension (and radius in case of string) in constant value and then listen to its different corresponding lengths (or areas). Students perform a composition based on segment divisions and reconstruct their models to achieve same results by altering tension.
In the scenario “Let's Play sectio canonis v2” students develop a segment division in 2, 3, 4, 5, and 6 equal parts.
They investigate the properties of each part along with the triangles produced. They continue measuring further divisions and they write down their conclusions. At the end, students explore the larger sides of the triangles and their properties forming a minor chord. The ideal teaching requirements for this scenario is to be implemented by a Music teacher and a Physics or Mathematics teacher.
Students will investigate mathematical functions and will create a soundscape using the iMuSciCA sonification tools. The soundscape will be able to be played in virtual instruments of their own design
iMuSciCA Scenario about research concerning the parameters which influence the pitch on a string. Assignment: “Make your own string instrument”: choose the right parameters to make each string ready to produce the correct tone.
Alexandra Moshou & Petros Stergiopoulos
Computer Room
How to determine an epicenter
1. https://seismolab.gein.noa.gr/data-search/
2. https://seismolab.gein.noa.gr/snac-automatic-alerts-30d/
Sonification of seismological waves
Sonifying Thales' Theorem
iMuSciCA Scenario about the natural ‘eigen’ frequencies of instruments
This is a powerpoint presenting the rhythmical steps of the song "OSON ZEIS FAINOU" ("WHILE YOU LIVE SHINE") following the syllables of the lyrics.
FULL VIDEO at http://connect.ea.gr/seikilos/output/SEIKILOS+B+%5B%CE%A0%CF%81%CE%BF%CF%83%CE%B1%CF%81%CE%BC%CE%BF%CE%B3%CE%AE%5D.flv
This scenario is focused on the preparation of short concert arranged by the students using a combination of virtual and physical musical instruments. The scenario introduces the steps for experimenting virtual instruments that produce parts of a certain chord that will be defined by the teacher.
Reflection Test on Symmetries involving Music