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based on this?” Such questions can can be asked to increase or double the
be posed to children. tempo. This way they can understand
the speed of a melody (musical piece)
c. Fractions: The concept of fractions
can be involved through some questions in context of multiplication and division
based on investigation and actions: For of tempo. They can also realise that as
example: “What fraction of a particular the tempo increases, the duration of
row is coloured?”, “Make a melody completion of one cycle of arrangement
where 2/3 of the first row and ¾ of the of cells decreases and vice-versa.
last row are coloured” etc. e. Identifying a cell through [Row,
Column] coordinates: The contrast
d. Multiplication and Division:
Children can be asked to change the between sounds of a cell can be
tempo by half, one fourth, one third investigated through coordinates
of the current tempo. Likewise, they (without help of graph), especially high
pitched and low pitch.
4. Song Maker
Figure-5: Song Maker Interface (A Grid of bar length 3 and 2 Octaves)

Figure-6: Playing music in Song Maker

Sources: https://musiclab.chromeexperiments.com/Song-Maker/

Indian Journal of Educational Technology 175
Volume 3, Issue 2, July 2021