The document outlines a music and math curriculum focusing on the integration of coding, rhythm patterns, and mathematical concepts, including Fibonacci sequences and Pythagorean triples. It describes various activities that involve body percussion and collaborative exploration, emphasizing the connections between music, movement, and mathematical structures. Resources and links to further materials support the implementation of these concepts in the classroom.

1. Music Math Coding
Friday Session 3, 13.45 - 14.45
Theatre Space
@wrightstufmusic

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Why Music & Math?
Students can
engage in music
instantly while
learning about Math.
Ideas are the focus!

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How does Coding Fit?
Coding is
another symbolic
language with
action.

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Coding is a language.
When writing code
students need to think
more about sound,
action and process.
Symbols help develop
this skill.

5. https://code.org/mc

6. http://ericrosenbaum.github.io/blockly/demos/musicblocks/

7. http://ericrosenbaum.github.io/blockly/demos/
musicblocks/

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What you will need.
iTunesU requires IOS
Devices for private
courses.
Public courses can be
accessed on any
platform.

9. iTunesU Music Math Coding

10. Steve Reich Clapping Music.

11. Games centred around rhythm
making, body percussion and
multiple time signatures.
Use iTunes Playlists.

12. Fibonacci
1. Movement Games in 3, 4, 5.
2. Exploration of Numbers App.
3. Golden Spiral Body Percussion.
4. Fibonacci Drumming Composition.

13. Movement
Students create the following in times of 3, 4, 5 and 7.
All in time with the features of the studied extract.
a) Lower Level (on the floor) body percussion
sequences.
b) Middle Level (standing but using stamping,
patsching, clicking) pattern sequences.
c) Upper Level (arms above head, head, shoulders)
pattern sequences.
The teacher must always model what is expected and
demonstrate aspects of repetition and rhythmic
grouping.

16. Exploration
Students explore the Fibonacci number sequence in
nature and mathematics. Including a discussion on
sound waves and codes.
a) Teacher allows student exploration of numbers app.
b) YouTube Video on Math in Music (QR Code)
c) Math & Music YouTube Playlist: https://goo.gl/ivfJCb
By investigating the properties and application of math
to music students make valuable connections.

17. Golden Spiral Body Percussion
Students watch the Disney video (in playlist) on the Golden
Mean (golden section) in architecture. This is to form the
understanding of a pre-determined structure in Math.
• Always start the lesson moving to music of mathematical
patterns (like Fibonacci numbers 3, 5, 8).
Using the Golden Sections divided up into each Fibonacci
numeral, students create body percussion pieces that translate
each numeral into a pattern.
For example, 34 might be 3 claps and 4 patches.

18. Name: MYP Music 6/7 Music & Mathematical Patterns
My Rhythm Pattern:
My Rhythm Pattern:
My Rhythm Pattern:
Reflection:
If our inquiry is based on
communicating pattern and design,
how well did your group do this
today?

19. Pythagoras
1. Movement Games for 3, 4, 5.
2. Movement Games in 180˚.
3. Pythagorean Triples on MadPad.

20. Movement
Students create the following in times of 3, 4, 5 and 7.
a) Start to add spacial awareness where students need to move
around the room or jump on certain beats. (Money Pink Floyd)
b) Test inner listening by removing physical actions except for
the first or last beats of each cycle. (Take 5 Dave Brubeck).
c) Use music without a clear pulse to allow students freedom of
movement and expression (I was brought to my senses,
Sting).
d) The interior angles of a triangle add to 180˚ which gives us a
unique way to perform a pattern and then rotate! For
example: 50 + 60 + 70 = 180 transfers to 5 beats then rest, 6
beats then rest, 7 beats then rest = turn 180˚ and repeat.

21. Pythagoras
Students watch the Disney videos on Pythagoras with Donald
Duck. Then demonstrate Pythagoras Theorem for a right-angled
triangle.
a) Collect a key group of numbers like 3 - 4 - 5 and develop
rhythmic patterns for each number.
b) Students experiment with combining different groupings of
body percussion sequences using Pythagoras numbers.
c) Using the iPad app MADPAD students work in groups to
perform their Pythagoras Number patterns.

22. A more detailed PDF is attached to go through this component.

27. Talam
1. Clapping Tala from South India.
2. Singing Numbers over the Talam as a
pentatonic scale.

28. Tala
In India Tala’s are rhythmical cycles that have different
amounts of beats and different groupings. Using the
YouTube Playlist there is a larger explanation of this.
Students are led by the teacher using RagaSudha Pro
to outline Southern Indian Tala Clapping.
Students experiment with counting from 3 to 16 using
this method and then practice singing a drone and
pentatonic scale over their clapping.
Because 1 2 3 5 6 will all work mathematically!

30. Name: MYP Music 6/7 Music & Mathematical Patterns
Statement of Inquiry.
Repetition can communicate ideas of pattern and design.
Colotomic Structure is when you use specific instruments to show time intervals or patterns in Gamelan.
It is like the musicians know a secret code that creates the structure of the piece they are playing. For example:
i) a small gong (kenong) striking once every odd-numbered measure;
ii) a larger gong (kempul) striking each 4th, 8th, 12th, and 16th measure;
iii) the large gong (gong ageng) sounding on the 1st and 16th.
"Colotomic Structure." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d. Web. 02 Oct. 2016.
Shotham, Ramesh. “Ramesh Shotham.” Ramesh Shotham, 2015, shotham.org/globaltala-workshop/the-south-indian-
tala-system/.
Laghu is a clap of the hand
followed by counting of the fingers.
Drutam is a clap of the hand
followed by a wave of the hand.
Anudrutam is a just a clap of the
hand.

31. Cipher Notation
1. Clapping patterns of divisions.
2. Notating Gamelan with cipher notation.
3. Experimenting with multiple parts.

32. Name: MYP Music 6/7 Music & Mathematical Patterns
Slendro:
Cipher Notation: means using numbers (like a code) to represent musical notes.
In this case, a 0 = rest, 33 = play note ‘3’ twice and a 1 with an arrow = play the higher or lower notes.
Key Concept.
Communication
Related Concepts.
Composition & Structure
Why do you think these are
important terms?
Beats: 1 2 3 4
Notes:
Beats: 1 2 3 4 5 6 7 8
Part 1
Part 2
Part 3
Part 4
Part 5
Beats: 1 2 3 4 5 6 7 8
Notes:
Beats: 1 2 3 4 5 6 7 8
Gongs 0 0 0 3 0 2 0 1
Ciblon 1 1 1 2 1 2 1 12
Global Context. Scientific
and Technical Innovation.
Simpson, Mike. “Gamelan Tuning Systems - Slendro &Amp; Pelog.” YouTube, Www.inspire-Works.co.uk, June 2010, www.youtube.com/
watch?v=3ku9ih2pu9g.
“Instruments and Class Teaching Packs.” Drums for Schools Catalog, drumsforschools.com/.

33. Cipher Notation
This is how Gamelan is notated - with numbers! There are two
scales (Slendro 5 notes and Pelog 7 notes).
a) Clap using Ta, Ta-a and Ta-te the rhythmic subdivisions of
each ‘Part.’
b) Students experiment with the notation system on
xylophones or classroom Gamelan.
c) Using the grid provided students create their own Cipher
Gamelan composition to share with the class in groups.
* If you do not have a Gamelan set you can also use the
Virtual Gamelan App using the QR code on the right.

34. Slendro 6 1 2 3 5 6 1

35. Experiment with the Scale and Rhythm.

36. Experiment with Slendro patterns.

37. Cryptology
1. Bach, Haydn, Ravel.
2. Encoding your own name in music.

38. Name: MYP Music 6/7 Music & Mathematical Patterns
Global Context. Scientific
and Technical Innovation.
Key Concept.
Communication
Related Concepts.
Composition & Structure
Why do you think these are
important terms?
x
b
a
Pythagoras Triples.
Codes in music are easy to make. We have been using number patterns to clap,
count, dance and even sing. Let’s try using technology and create another set of
compositions from numbers - this time Pythagoras’ idea of the perfect triangle.
Codes in Music Part 1.
Ever heard of the composer J.S. Bach? Did you know he wrote
musical ‘Cryptograms’ (codes within his music) to spell his name?
Other composers did the same thing. Have a listen for Bb A C B (In
German Bb is first as H is B Natural). Now try your own name!
……………………………………………………………………………………………
Angel, Amanda. “WQXR - New York's Classical Music Radio Station.” WQXR, New York Public Radio,
22 Mar. 2013, http://www.wqxr.org/#!/story/277113-top-five-deployments-b-a-c-h/.
______________________________________
Try this set of Pythagorean Triples to create
music using MADPad. Use the grids to divide
up patterns in your group and then perform
what you make!
3 - 4 - 5
5 - 12 - 13
7 - 24 - 25

39. Name: MYP Music 6/7 Music & Mathematical Patterns
Key Concept.
Communication
Related Concepts.
Composition & Structure
Codes in Music Part 2.
1. What is the point of looking at Maths and Music?
…………………………………………………………………………………………….……
2. What have we discovered that connects all the thinkers, composers and codes?
…………………………………………………………………………………………………………………………………
3. What are some of the ways to communicate musical ideas that we have discovered?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Angel, Amanda. “WQXR - New York's Classical Music Radio Station.” WQXR, New York Public Radio, 22 Mar. 2013, http://www.wqxr.org/#!/story/277113-top-five-
deployments-b-a-c-h/.
Menuet sur le nom d’Haydn by Maurice Ravel
used the composer Haydn’s name as a
Cryptogram. Using the French encryption
option on the right he found that the following
notes could be used to encode ‘HAYDN’ as
B-A-D-D-G.
EricTranPiano. “Ravel: Menuet Sur Le Nom d'Haydn.” YouTube,
YouTube, 2015, www.youtube.com/watch?v=xrgsm3-0aww.
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z
x

40. What is your name as a musical Cipher?

41. Name: MYP Music 6/7 Music & Mathematical Patterns
Codes in Music Part 2.
1. Can you turn your name into a Musical Cryptograph?
……………………………………………………………………………
2. If there are any strange letters in your name can you add them to the Cipher?
……………………………………………………………………………
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z
1 2 3 4 5 6 7
To create from our code we are going to use Pythagoras to help us!
3. Can you take one of the Pythagorean Triples from last lesson and use it to create another cryptogram?
This time choose one of the sets of numbers below. Then using the single digits write out your musical code
using the French Cryptograph above. (For example: 3 is C, 4 is D, 5 is E).
3 - 4 - 5
5 - 12 - 13
7 - 24 - 25 ………………………………………………………….
4. Now using both Cryptograms we are going to write them onto
manuscript to hear what they sound like together. Using the website
FLAT.io you need to type in the notes generated as your codes to
create your own piece of music for piano!

42. Can you combine elements of Pythagoras with your Coded piece?

43. Student Example by Peter (Code: B E F E D)

44. Student Example by Ellinor's (Code: E E E B G A D)

45. En-Coding Music
1. Using Hopscotch and Tynker to create
amazing math music coding projects.
2. Combine patterns of numbers and
code.

46. https://www.tynker.com
https://www.gethopscotch.com

51. Reflection Time.

52. Thank you
wrightstuffmusic.com
Music Educator @ Amadeus International
School Vienna