Music and Math in the Alps Hosted by Mozart and Euler

The Experience… Musician Wolfgang Amadeus Mozart and Mathematician Leonhard Euler spent time in the Austrian and Swiss Alps where much of their inspiration comes from. Our students will have a similar setting

Integrating Curriculum Geometric Transformations (Rotations, Reflections, Translations) integrated with musical compositions and how their notes can be rotated, reflected and translated to make similar and different notes.

Student Itinerary Begin at birthplace in Salzburg and pick up itinerary 1. Transport to Salon to listen to an early composition and exchange mathematical ideas, Pi, etc. 2. Transport to Vienna Woods to create timeline and answer corresponding mathematical questions. 3. Transport to University of Basel for lesson on Patterns and transformations 3. Transport to Austrian Alps to play rock climbing game and begin to ascend mountain. The more correct answers, the higher you will go. 4. Gather at the fountains to reflect, give feedback and participate in a badge voting/assessment session.

Discovering Pi Students will listen to Mozart’s Music while discussing with Euler his approach to discovering pi (π) in a classic 1700’s style Salon

Creating a timeline in the Vienna Woods (Lesson 1) Students will be given events- they will need to use resources to look up when the events took place and create their own timeline. Resources to use to look up dates http://www.makingmusicprayingtwice.com/kids-activities/mozart http://www.kidzworld.com/article/1292-wolfgang-amadeus-mozart-biography Resources to use to make timeline https://www.hstry.co/ http://www.dipity.com/ http://www.capzules.com/

Pattern Lesson (lesson 2) Students will transport to the University of Basel, where Euler studied, to complete the lesson Students will have to identify certain patterns, rotations, reflections, translations and symmetry they see within certain sheet music. Students will discuss how these geometric patterns will make the music sound the same or differently Students will identify different translations that will make pitch and/or tempo different

Assessment on the Alps Students will answer mathematical questions based on their timelines and geometry lesson For Every Question they answer correctly, they will climb higher to the top of the mountain.

Questions to be asked (Assessment 1): 1.  How old was Mozart when he began composing in 1762? 2. A year later he went on a musical tour with his dad and sister.  How old was he? 3. If he moved to Vienna in1780, what was his age? 4.  Mozart married two years later.   What was his age? 5. Approximately how many compositions did he write per year since he began composing?

Ascent to Pinnacle (Assessment 2) After reaching the top of the Alps, students will make their way to Pinnacle by answering geometry related questions 1. If notes are translated vertically, how will the pitch differ? 2. If notes are dilated within a measure, how will the tempo differ? 3. If notes are rotated 180 degrees, how will that effect the music?

Student Reflecting and Badge Voting Students gather at the fountains for peer voting The Badge categories: Navigational skills of avatar Collaborative/teamwork skills  Leadership Abilities Organizational skills

Rubric 20% Proper chronological order of timeline events 20% Accuracy of math questions answered 20%  Speed of math questions answered   20% Timeline Completed  10%  Follows rules of game accurately 10% Completes within required time

Why is a Virtual Space useful for this curriculum? Students can experience the Alps and different venues in a more interactive way than they could in a classroom They will be able to see how a Musician and a Mathematician lived in the same era and area Helps join interdisciplinary areas into one common ground

The BIGGER Picture : Advantages for Adopting “Music and Math in the Alps” Unique series of interdisciplinary lessons Provides the right balance of work and play Administrative support will help increase professional development of staff Student scores will increase School viewed as a STEM leader Potential students will be attracted Gives students an opportunity they may not have elsewhere Allows students to interact with unfamiliar peers in a different way/setting Graduates will be accepted to high school of their choice Non-controversial cause for benefactors to support Win-win situation for teachers and students