Page 183 - IJET_July2021_final

Some additional activities can be it or not?
suggested for Rhythm:
d. A student can create a piece of
a. Children can be asked to find out music, and then another student
the ratio of their three sounds in can be asked to find out the
one cycle. respective positions of sounds
produced by the two characters. So,
For example: What is the ratio of
these sounds A, B and C in one by doing this, they can understand
cycle? the mathematical grammar behind
their music – combination and
What is the fraction of sound A used timing of sounds (beats).
in the composition?
e. Children can be asked to investigate
b. Otherwise, they can be asked to position for a particular sound
create a musical piece where the using coordinates and create a
ratio of three sounds is 1:2:5 (say). rhythm based on some set of
For example: What can be the coordinates. For example in (a, b)
different combinations of this ratio , if a corresponds to the position
(A: B: C :: 1:2:5)? Play these and check of vertical line (from left) and b
how these combinations sound. corresponds to the position of

c. Based on the pattern they create, point on line/marking (count as 1,
they can be asked to listen to 2 or 3 from the bottom of vertical
different compositions and tell marking), then sounds can also be
which pattern they like the most represented through coordinates.
and why? Is there any symmetry in
3. Melody Maker
Figure-4: Melody Maker Interface

Source: https://musiclab.chromeexperiments.com/Melody-Maker/
Developer: Yotam Mann and Eric Rosenbaum

Indian Journal of Educational Technology 173
Volume 3, Issue 2, July 2021