This is an illustration taken from Fludd's Utriusque Cosmi Historia. In the illustration, the universe is compared to a monochord, touching on Pythagoreanism, cosmology, and physics. Renaissance science was nothing if not eclectic and interdisciplinary.
Three to four weeks prior to beginning a unit on sound, the teacher will want to accustom the students (and him- or herself) to hearing the intervals and being able to identify them. This could be done in many ways: with recorders, on the piano, on a guitar. Take five to seven minutes in the morning and build up this exercise over time.
First, simply play the intervals. Starting with the tonic, progress through the scale to the octave. (At first, stay within one octave.) Once the students get used to hearing the intervals, ask them to guess which interval is being played. It should not take long until most if not all of the students get to be pretty accomplished at discriminating between the different intervals. Explore the aesthetics of the intervals: which intervals are consonant? Which dissonant? Is one more beautiful than another? Why is this? Likewise, explore and discuss the affective aspects of the intervals. How does a particular interval make you feel? One could move from here, depending on the class, to a comparison of music written in major or minor keys. (For instance, Bach’s Brandenburg Concerto # 5 as a major key piece and Mozart’s Requiem, at least the “Introit,” as a minor key example).
According to legend, the last words of Pythagoras were, “Study the monochord!” Of course, he said this in Greek. The natural philosophers of the Renaissance, especially the English physician Robert Fludd, took Pythagoras up on his challenge. It is high time our own students did the same!
(This is really a duocord, but it is easier for the students). Take a guitar and tune the two lowest strings to the same note, say a G. Since the students can already identify the intervals, play the tonic. After the interval is identified, have one or two students measure the length of the strings. They should be the same length, for a ratio of 1:1. Then move to the octave, which yields a ratio of 1:2. Then proceed to one of the more consonant intervals, like a major third or a fifth. Then do the fourth and the sixth. Finally, measure the second and the seventh. The students will discover that the more consonant the interval, the simpler the ratio; the more dissonant the interval, the more complex the ratio. The intervals you find should be very close to those listed below:
This can lead further into a discussion of musical scales, the construction of musical (non-electronic) instruments, etc.
A Diagram of the Monochord. Robert Fludd includes several diagrams of monochords in his book Utriusque Cosmi Historia (On the History of the Cosmos). True to the interdisciplinary nature of Renaissance science, Fludd’s diagrams are not only scientific (in the modern sense) but also contemplative, imaginative works. Students can do a simplified diagram in the style of Fludd, including Fludd’s application of astronomical and elementary correspondences. It is important, though, in doing this to make sure the intervals are exact. So pick a number that is easy to divide for the tonic (say 20 centimeters). (See student work and example from Fludd).
Making a Musical Instrument. And why not! This could be for older students, but younger children could do modified versions. Possibilities include, but are not limited to, the following: a mountain dulcimer, a pentatonic lyre, a bamboo or reed flute. The important thing is in bringing measurement into the project alongside of craftwork.
Most schools have at least one piano. In this lesson, students will learn about resonance, sympathetic vibration and overtones. Materials needed: a piano, ears, voices
Resonance and Sympathetic Vibration. Open the piano is such a way that the strings may be seen. On an upright this entails taking off the front; for a grand or baby grand simply lift the lid. Depress the loudness pedal of the piano while having a student sing a note into the strings. The note will sound back. Repeat this with more students singing the same note. Then you may want to try having the students sing a chord (say, 1-3-5, C-E-G). This demonstration is aesthetically pleasing and also awakens a sense of wonder in the students. Terms to introduce: resonance, resonate, sympathy, acoustic, harmony.
Have students look up the etymologies of the words up in the dictionary. Discuss the denotations and connotations of these words. For instance: What does sympathy mean in a scientific context? What does it mean in a social context?
Overtones. Have the piano’s strings exposed as in part one. Depress the loudness pedal, then softly but sharply strike one of the keys. Have the students listen, paying attention to hearing not only the note struck, but also to any other notes. Try to have them identify which notes. Hold down a note or chord in a like manner so the note or notes don’t sound. Then, using the length of your other arm, crash down on the keys of the piano. The notes will sound. Delicately press down middle C so it doesn’t make any noise. Hit the C an octave below it. The middle C will sound. Depress other notes in the series: G above middle C (2nd overtone), C above middle C (3rd overtone), E above C, etc.
After resonance, sympathetic vibration, and overtones have been experienced, this is a wonderful conclusion to the unit.
Distribute the tuning forks among the students. First starting with all of the C forks, have students strike the forks and then hold the base/handle of the fork firmly to the tops of their desks. The desks will act as resonators and amplify the sound. Then move toward listening to the forks sounded in intervals (thirds, fifths, etc.). Next, experiment with major and minor chords being sounded. Finally, have all the students sound their tuning forks at the same time. The sound throughout is extraordinary, but the culminating demonstration is incredibly beautiful.
Have students learn the “Sit, Jessica” speech from The Merchant of Venice. (see link). Ralph Vaughn-Williams also has a musical setting of this passage that may be nice to share with students. (see item)
Have students perform the theophany scene from Shakespeare’s Pericles, Prince of Tyre. This could be done using the tuning forks to imitate the music of the spheres that Pericles hears. (see item)
Here's a final look at our 2016 PTA retreat....sigh, we weren't able to book our regular March dates, so we now have to wait till April 2017 for our next (9th) annual retreat.
Each year I marvel at the fabric choices Leigh Anne chooses for her quilts.....so unlike anything I'd ever select, yet I just love what she creates. NOTE to self: get out of your comfort zone!!
Linda Cantrell who is known nationally for her exceptionally well designed and executed applique quilts has been informing us for the last couple of years that she has entered 'quilter's block'. She tends to concentrate now on reading (lots and lots and lots of books on her Kindle) and knitting lots and lots of socks. Don't you just love this color combo too?
I also have to share this with you. Dear Gen handed me a gift bag.....what? why? I do have a BIG milestone birthday coming up next month but really, it's next month and we don't normally exchange presents. Much to my delight, inside were these 'Packer' colored socks Gen knitted for me. She had planned to give them to me during the playoffs, but when Green Bay lost she thought she better wait. Thank you Gen!! You know I'll treasure them....as they will now be my lucky game day socks.
Noticeably absent are photos or info about our actual 'free' time. We rent a big house that sleeps 14. There's a large kitchen table where we all gather for Happy Hour and after dinner. Honestly, we act like we aren't well fed 3 times a day here, considering the amount of snacks we bring and consume.
BUT, like the saying goes....What happens in Las Vegas...... You know the rest....and that's our motto. I can assure you, a big time is had by all, constant giggling and staying up way too late are always a given.
I'm not much of a game player but each year several games are brought and often we actually play them. This is a new one and what's funny about new games is that even after reading the rules....no one can remember them. Naturally that causes more hooting and hollering and lots of laughs.
Working in teams of 2, we really enjoyed this one because there was no math and not a lot of thinking necessary. Hey....if it's suitable for an 8 year old....we decided we could handle it.
I will share one of the many, many silly things that went on. One of our members is going to be a grandma for the first time. She learned while we were there that it will be a boy. So, the next morning I passed out blue strips of fabric for each of us to wear.....we waited to see if she noticed them. Obviously, with the one tied to Georgia's glasses just above her nose.....our snorts of laughter got her attention.
This year several videos were made which will NEVER be posted anywhere....we all promised!! Sorry that's such a tease. We have a tendency to get really silly and make phone calls to members who weren't able to join us. One of our members is an excellent mimic and has Lilly Tomlin's "ringy dingy' routine down pat. All I can say is it's hysterical and we get hysterical. Wish you all could be flies on the wall......
So....the moral of these three posts......do yourself a favor....grab a couple of like minded pals, go off and be carefree for whatever time you can spare. It will bring you much happiness and many memories.
Great fun, great socks! I'm doing just what you did next month. A quilting freind is flying down from the Northeast and we are renting a beach condo for several days of sewing, refreshing, relaxing. Who knows, it could grow into a group thing like yours.