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played at maximum 6 positions (in their and also its position.
corresponding rows). If all the points of Note: Let the cycle of arrangement of
one vertical marking are occupied - it these sounds repeat for some time until
would sound together.
you realise or understand its pattern.

Steps to play and create rhythm How can children understand
(music):
Rhythm as a mathematical activity?
1. Go to https://musiclab. E. Geist (n.d.) highlights the importance
chromeexperiments.com
of rhythm (in general) as “Rhythm
2. Tap on Rhythm helps children learn to recognize one-
to-one correspondence and to identify
3. Tap on the topmost point on any
of the six lines. Similarly, tap on the and predict distinct patterns” (para.
middle point and on the lowermost 9). The discussed activity also involves
point of any of these lines. making sense of permutation and
combination of three types of sounds,
4. Each point corresponds to the pattern making, symmetry, counting
instrument played by the two the number of sounds and the position
characters. It also represents the of sounds (cardinal, ordinal and
corresponding sound. This way one nominal) and spatial thinking (Spatial
can check the different sounds on arrangement of sound on the interface
three ordered positions of lines. and Symmetry of arrangement/position

5. Select or tap on all of these points of sounds). Children can construct their
or some points and then select the own rules to make it and play. They
play option. can identify their rule in terms of their
musical pattern. Edelson & Johnson
6. Listen to the music created through (2003) suggest some pattern building
‘arrangement of different sounds’. activities (p. 3) through music. Some of
7. Likewise, one can create different these pattern building exercises can be
‘patterns’ by changing (increasing or explored with Rhythm in the following
decreasing) the number of sounds ways:

a. Naming or Codifying patterns:
Figure-3: Representation of sounds by letters

Source: https://musiclab.chromeexperiments.com/Rhythm/

Indian Journal of Educational Technology 171
Volume 3, Issue 2, July 2021