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INTRODUCTION1
Music acoustics shows that an elastic body resonates
with different ratios over its length e.g., in strings or air
column musical instruments. Any pitched sound, i.e.,
fundamental, can become the generator of a whole
collection of other accompanying sounds called partials,
harmonics, or overtones oscillators that are integer
multiples of the fundamental sounds frequency. Some
musical instruments generate inharmonics instead - e.g.,
bells. Inharmonics are oscillators that are not integer
multiples of the fundamental frequency [1]. This paper
does not discuss the collection of inharmonics; this paper
discusses the collection of overtones that are produced by
the vibration of an elastic body, collection called
harmonic series, and its visual representation
implications.
Aknowledgment to Dr. Bev Clark Head of Department of
Education/Unitec Institute of Technology, Auckland, NZ; Ron Samsom
and Chris OConnore/ University of Auckland, Auckland, NZ;
III.
ENHANCE
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CONCLUSION
Music stimulates both the left and right hemispheres
of the brain [7], and so pictures, and [8, 9]. The use of a
pictorial representation approach for music analysis,
performance, teaching and coaching is hence beneficial to
enhance students individualized learning in music, with
music, and beyond. By associating familiar images of
objects or clusters of objects to new contexts, students
relate in an almost subconscious, relaxed manner,
structural similarities between old and new situations, and
develop new understandings from old knowledge.
Pictorial representation can be incorporated in all
disciplines at all levels, and be contributing to the
development of creative and innovative practices in
education. Pictorial representation is supportive of all
learning, at all levels due to the individualized
(personalized) facets of what (content), why
(motivation), and how (strategies) one may use in
teaching and learning11.
[12]
[13]
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[15]
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Fig. 6 - Pictorial Representation Is the Musical Creativity of the
Universe [16]
[23]
References
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[6]
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