Summer SAVY, Session 3 Day 2, “Math & Music” (5th-6th)
Today’s math and music class dove deep into the world of copyright. We began by discussing what makes a work qualify as copyright infringement versus simply drawing inspiration from another artist’s creation. The conversation sparked some lively debate as students explored how originality and influence intersect in music. To make it interactive, we played a quiz where students guessed whether pairs of songs had actually gone to court and were ruled guilty of infringement. This activity made the complex topic much more tangible and engaging. I encourage you to ask your students about the verdict and whether they agree or not! We specifically talked about the following pairs:
- Sam Smith’s “Stay with Me” and Tom Petty’s “Won’t Back Down”
- Olivia Rodrigo’s “Deja Vu” and Taylor Swift’s “Cruel Summer”
- Olivia Rodrigo’s “Good 4 U” and Paramore’s “Misery Business”
- Robin Thicke and Pharrell Williams’ “Blurred Lines” and Marvin Gaye’s “Got to Give It Up”
- Ed Sheeran’s “Thinking Out Loud” and Marvin Gaye’s “Let’s Get It On”
After that, students brainstormed ideas for creating an equation that could help determine if copyright infringement had occurred. This creative challenge encouraged them to think critically and mathematically about legal and artistic concepts. Then, using well-known songs like “Row, Row, Row Your Boat” and “Happy Birthday,” the class tested their new copyright equation to see if these songs would pass the “copyright test” based on their defined criteria. It was interesting to see how students applied abstract ideas to real-world examples while refining their understanding of both music and law. They were quite passionate about passing the copyright test! It even brought up student-led discussion about parodies and Weird Al Yankovic’s artistic integrity!
After lunch, the focus shifted to fractions – a fundamental math concept closely tied to music. We reviewed how to add and subtract fractions, then moved on to multiplying and dividing them. Students practiced solving equations with variables that included fractions and worked on simplifying large fractions. They were then thrown into the deep end with another “around the class” practice problem activity with challenging practice problems. Throughout the activity, I reinforced that asking questions and making mistakes is okay! The problems took basic fraction skills and applied them in new ways.
My hope is that your student came away with questions and an interest in learning more about how to solve fractional equations! Connecting math to music, we explored how fractions relate to time signatures, which dictate rhythm and beat in musical compositions. Students discovered that understanding fractions helps make sense of how music is structured and performed.
Overall, day two was packed with rich discussions, hands-on activities, and meaningful connections between math and music. The class not only sharpened their fraction skills but also gained insight into the complexities of inspiration and copyright. It was a day full of learning and creativity! You have sent me wonderful kiddos to work with, and I can’t wait to see them and the musical creations they will make tomorrow!
Thanks!
Zoe