CV

CV: Erynn Sangster

Personal Statement

Personal Profile

I am an enthusiastic individual who supports the idea that Primary School Pupils need an exciting classroom teacher to help them with their development of English.I am currently at Dundee University studying MA (Hons) Primary Education. I have passed and finished my first year and during it I experience 6 weeks of placement in a P4 classroom where I had full responsibility for lessons, safety and organisation. I have accumulated high teamwork, communication, patience, reliability and responsibility skills through my education, extra-curricular activities and work experience.

Skills

Communication/Teamwork

Through my experience in being a dancer/choreographer I use this skill to instruct and work with other dancers effectively.
My previous part-time jobs involved using this skill to deal with customers and to work along side other employees smoothly.

Thinking

I have great thinking skills to find solutions to problems, I used this a lot during my previous jobs if we would get customer complaints or questions.
In my school placements and dancing I am able to come up with new ideas and to be creative to make the lessons more engaging.

Organisation

I built up my time management skills when doing lessons so I would not run over or under the allocated time. Also making sure I stick to deadlines set by the university.
Making sure my lesson plans matched up and followed the experiences and outcomes of the Curriculum for Excellence.

Interpersonal

I approach things in a positive way and I have enthusiasm for working with children.
Promote positive behaviour in the classroom through praise and rewards and use sanctions for poor behaviour to encourage/remind the pupils of the rules and expectations.

Education

Kemnay Academy August 2010 – June 2016

National 5: Business Management (A), German (A), Maths (B), English (A), Art & Design (A), Biology (B).

Higher: English (B), Art & Design (A), Biology (C), Business (A), Drama (C).

Advanced Higher: Art and Design (Expressive) (B)

University of Dundee September 2016 – 2020

MA (Hons) Education

Education modules have included, teaching across the curriculum, values, pedagogical, discovering mathematics, languages and educational studies.

Work Experience

Sales Floor Customer Assistant August 2014 – December 2014

Marks & Spencer

Customer Assistant February 2015 – September 2016

Michael Howden

Co-operative

Communication and teamwork skills were used when working with customers.

Primary School Student Teacher March 2017 – May 2017

Alison Macgregor

University Primary School Placement

During my 6 week period of working at the school I had a lot of responsibility over children to uphold while working alongside the classroom teacher. I had to plan lessons for each day and make sure I was organised with resources for each of them. I had the responsibility whilst planning lesson to make sure my l time management was correct and making sure each child was getting the help they needed, for the care and well-being of each child and supporting each individual with their needs.

Nursery Assistant June 2017 – August 2017

Rachel Farman

Wee Rascals Summers Nursery

I practised my discipline and praising skills along with experiencing very early development of reading, writing, talking and listening skills from the children. I worked alongside a couple other assistants in each room and worked with children ranging from 6 months to 5 years old.

Interests & Achievements

I do dance and lacrosse at university; these sport support teamwork and communication.

Costa Rica Outlook Expedition June 2015

A 3-week expedition to Costa Rica with a team from my school. Whilst there we were in charge of our food, travel/accommodation and money. It was up to us to get us through these 3 weeks. We had 3 phases, a turtles project, trekking and rest/relaxation. It really tested our teamwork skills and made us all more independent as individuals.

Prefect & House Captain August 2015

I was a prefect at Kemnay Academy. This involves setting examples to younger years and keeping the school grounds in order. Managing queues at lunch and break and presenting ones self as a responsible citizen. Being as House Captain made us work as a house team to earn points and be enthusiastic towards the younger years.

Dance Leadership Level 4 November 2015

Grade 5 Saxophone March 2014

Grade 5 Tap May 2016

Rock Challenge February 2015

Identification of Learning Opportunities

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Learning Opportunities

Teaching English to French pupils.
Teaching English in all subjects – Mathematics, Art, Music, Physical education, Science etc.
Learning about the French school system.
Identifying the similarities and differences between the teaching in France and Scotland.
Learning the French language and vocabulary through listening and observing pupils.
Communicating with French pupils in both French and English.
Going on school trips to the French theatres and cinemas.
Learning how French schools deal with behaviour.
Learning how the French structure their class lessons.
Through experience, learn how French pupils’ pickup up English as a second language.
Responsibility of different stages in the school.
Learning about the culture and values of the school.

Placement Proposal

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The placement that I am applying for is in a primary school Orléans, France. I will be an English language assistant in a French primary school, which will involve me teaching the French pupils how to speak English.

I chose this setting as I wanted to keep working with children in a school setting but was interested in teaching English to a totally different mother-tongue nationality and in a new cultural setting, together with the experience of the opposed classroom set up and routine.

The benefits of this placement I hope to gain are, being able to experience how to teach the very basics of English and also learn myself from it which will benefit working with young early years children back in Scotland. I hope to gain an understanding on how a different nationality picks up a new language, in particular English, as English is thought to have very difficult rule to remember and follow. I have only ever learnt in German in depth so I also hope to pick up a bit on French whilst living over there for 6 weeks, which will be a benefit when teaching in Scottish schools if I have to teach a bit of French. I will get to opportunity to be part of and experience a foreign schools way of working, including their routines, work patterns, outdoor learning and meal times. This will be an interesting comparison so what I am used to in Scotland and from that I will be able to see the advantages and disadvantages form both sides.

When I go over to Orléans I hope to bring my previous extensive experience in schools and nurseries over the past couple of years. My summer job in a nursery will be useful as I got to teach English from the very early stages of learning to write, read and talk in English. I got the opportunity to analyse how children pick up English and what activities aid them on their way. I was lucky in 1^st year to get a primary 4 class, which is an advantage as they were still learning a lot of basic patterns of English; therefore I can bring my knowledge to the French school. I hope to bring my knowledge of behaviour management to the school, as I am unsure on how the behaviour in Orléans will compare to here in Scotland. I will be able to being my creative personality to the school as I think it will benefit my lessons to make them more interesting and engaging to aid the French pupils learning and memory.

Identification of Skills and Knowledge to be developed

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Skills

Improve French oral communication.
Improve French written communication.
Improve self-confidence teaching in front of a class.
Improve interest in pupil’s lives. French pupils daily lives and hobbies.
Improve responsibility for pupils. Schools trips.
Improve organisational skills.
Improve team-working skills with the teachers.

Knowledge

Knowledge of the French school system.
Knowledge in how to teach English as a second language.
Knowledge on how to break down the English language.
Knowledge on how to simplify sentences.
Knowledge on the French language and vocabulary.
Knowledge on how the French teach their subjects.
Knowledge on how the French deal with behaviour.
Knowledge on how much English is taught in the different stages of the school.
Knowledge on the similarities and differences in teaching France and Scotland.

Reflection on Experiences to date

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1^st Year Placement – Primary 4

During this 6-week placement I got an insight into the Scottish Primary Education system. I taught group and whole class lessons covering every curricular area. I learnt the processes and stages of teaching a lesson effectively, using engaging and positive techniques. I was challenged with have a class that had three children with learning difficulties and this was a good experience for me as I learnt a lot form them. I learnt how to deal with different behaviours effectively to get the results I wanted and how to build trust between a teacher and pupil. By the end of the placement I felt I had learnt and accomplished so much. My knowledge had grown drastically and I was able to teach a class on my own and deal with all kinds of behaviour, from the start of the day right until the end. My feedback from my tutor and class teacher was all positive and they guided me in the right direction for improvements, alternative ways and next steps.

I was lucky to have a supportive school through my placement, which really helped me improve my teachings. I feel next time I teach I will have a much more vast knowledge on how teaching works and how to teach as this experience taught me so much for my first year of university.

My action plan for my next placement is to use all the knowledge i collected from this placement and build upon it to make my knowledge even deeper and greater.

Nursery Assistant

During the summer after my first year of university had finished I become a nursery assistant for the summer. This was a great opportunity for me as it enabled me to carry on my knowledge from my first year placement into the nursery environment. I was responsible for children from the age of 2 to the age of 5. I got a sense of what it is like to work with the youngest children of the school system and learn what roles and duties it entails. These included; teaching, reading, preparing snack and lunch, doing creative activities, being responsible for outside play, toileting, cleaning and assessing children’s progress.

I had good experience in teaching the age 4/5 there alphabet and linking this to physical activities in the nursery room, e.g. find something beginning with E. I also had a good experience in teaching manners at meal times.

I decided form this experience that I prefer to work with older children had they have more prior understanding and knowledge which aids teaching. Whereas in the nursery it is a lot of play and less teaching. I feel I could have been more involved with the teaching aspect of the job as that is what I was studying at university. If I got this opportunity again I would ask to do more teaching along side the other assistants.

Audit of Skills, Knowledge and Personal Attributes

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Skills

Being able to deal with different types of behaviour
Organisational skills
Time management skills
Socialising skills
Team work
Leadership
Decision making
Flexibility
Presenting
Verbal communication
Writing
Problem solving
Research
Work experience

Knowledge

Knowledge from first year placement on how to deal with classroom behaviour
Knowledge about how a lesson is structured
Knowledge about how to make a lesson engaging and relevant
Knowledge on how to differentiate
Knowledge of equality and fairness in the classroom
Knowledge on pupils self-esteem and how to influence that
Knowledge on motivational strategies
Knowledge of the particular contexts and its role

Personal Attributes

Confidence in new situations
Respectful towards others
Being positive in every situation
Being easygoing and fun
Having an enthusiastic personality towards learning
Being disciplined
Being organised
Determination
Honesty

Connecting Science, Maths & Music

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In Peter’s workshop today we learnt about waves and vibrations. So what is a vibration? Where do you come across vibrations? And what happens during a vibration?

A vibration is the forward and backward motion of an object in a regular pattern. Vibrations can be so fast that you cannot see them. Vibrations start of big and become smaller and smaller unless energy is provided to keep the waves big. These vibration make sound occur.

Vibrations are detected by the ear. Once the sound travel to our ear, our ear drum vibrates and these vibrations are passed through the three small bones (called ossicles) to a spiral structure called the cochlea. Signals are passed from the cochlea to the brain through the auditory nerve, and our brain interprets these signals as sound.

We come across vibrations in every day life. A major vibration you would find it to communicate without is your vocal cords! Your vocal cord vibrate when you speak to make sound. In school when you ping a ruler or elastic band over an object you can often see the vibrations, the waves going backwards and forwards. If you go to a music festival and stand beside the huge loud speakers you can see and hear the bass vibrating the speaker. You can see and hear vibrations when they are at low frequencies.

Sound travels outwards in oscillations (backwards and forwards motion), in all directions, from the equilibrium point. The air around the equilibrium point creates the sound waves. Sound travels in longitudinal waves. Waves are made up of compressions and rarefactions. Compression happens when molecules are forced, or pressed, together. Rarefaction is just the opposite, it occurs when molecules are given extra space and allowed to expand.

Sounds waves need a medium to travel through, they will travel in a gas, liquid or solid – not empty space. The vibrations shake up the particles around them and these particle create a domino effect for the sound the travel. You can experiment with these three forms by making string telephones, talking underwater and putting a drinking glass to a wall.

To make something louder you need to add more energy to it, the term amplitude can be used to refer to loudness. Amplitude is the maximum height of the wave from its resting position – the greater the amplitude, the louder the sound. Pitch is to do with the frequency or number of vibrations per second. Frequency is measured in hertz (Hz). The closer together the waves are and the higher the pitch. On a guitar sting, the shorter the sting the higher the pitch will be as the vibration have less material to cover therefore the pattern of oscillations is more regular.

At the end of Peter’s workshop we got to experiment with vibrations and Beth, Beth and I experimented with music.

Liping Ma’s Profound Understanding of Fundamental Mathematics

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As I write this blog, semester 1 of 2nd year is almost at its end. I get misty-eyed when I think about this model nearly being over as I have enjoyed it so much and learned things I would never have known about otherwise. Truly fascinating module. It’s nothing to do with complex equations or any horrible higher maths recaps. I have mentioned in a serious blog how i didn’t like maths in high school but ‘Discovering Mathematics’ has made me appreciate it again as i now have a deeper and broader understanding of fundamental mathematics and how this links with wider contexts.

Our first ever lecture in this module introduced us to PUFM (profound understanding of fundamental mathematics). At first I just brushed it over as I said to myself I can research into it later on in the module as I didn’t understand it and quite frankly found it confusing.

Once I came across Liping Ma’s book and read up about her theory then I was able to understand it better and see the links in all my future lectures. Ma wanted to understand why the U.S.A were in a much lower rank for test results than China was. Ma (2010) concluded that the reason the U.S.A were so behind was because teachers didn’t obtain an extensive understanding of elementary mathematics. She figured that during a teachers training they should be made aware and become habitual with basic (fundamental) mathematics as this is what the teachers in China have knowledge on from the start (Ma, 2010).

“By profound understanding I mean an understanding of the terrain of fundamental mathematics that is deep, broad and thorough. Although the term ‘profound’ is often considered to mean intellectual depth, it’s three connotations , deep, vast, and thorough, are interconnected.” (Ma, 2010, pp. 120).

To achieve the expected knowledge that Ma thought a teacher should have, she came up with 4 principles that would enable a teacher to have a profound understanding of fundamental mathematics:

Connectedness – “A teacher with PUFM has a general intention to make connections among mathematical concepts and procedures…” (Ma, 2010, pp. 122). This means being able to make links and see connections between mathematical concepts in a wide range of things in society. Also the importance of highlighting this to students when teaching so that they can discover and see these links. In the students learning this would mean that their knowledge learnt would not be fragmented but rather connected.

Multiple Perspectives – “Those who have achieved PUFM appreciate different facets of an idea and various approaches to a solution, as well as their advantages and disadvantages In addition, they are able to provide mathematical explanations of these various facets and approaches…” (Ma, 2010, pp. 122). This means the teacher should respect the multiple aspects of problems and solutions, moving away from there only being one answer. Together with allowing students to inspect these multiple aspects so that they have a flexible understanding of the topic.

Basic Ideas – “Teachers with PUFM display mathematical attitudes and are particularly aware of the “Simple but powerful basic concepts and principles of mathematics” (e.g. the idea of an equation)” (Ma, 2010, pp. 122). This simply means that the teacher should encourage children to explore the points relating to problems. Bringing thoughts back to the basics of mathematics to embolden the students understanding and make the subject less daunting. Students learning and understanding will therefore be more broad and in depth about the subject.

Longitudinal Coherence – “Teachers with PUFM are not limited to the knowledge that should be taught in a certain grade; rather they have achieved a fundamental understanding of the whole elementary mathematics curriculum.” (Ma, 2010, pp. 122). This means that the teacher needs to be able to see where the student is at in their studies and how to progress the student further or fix the problems they are having. The teacher should be of a mind to return and look at learning done in the past, but also able to plan in line with the direction of the classroom’s curriculum and accommodate the students needs within their studies.

“As a mathematics teacher one needs to know the location of each piece of knowledge in the whole mathematical system, its relation with previous knowledge.” (Ma, 2010, pp. 115).

The you look deeper into the 4 principles you can see why mathematics is so important for people to know about. In school, when thinking about the use of connectedness, we need to look across all the curricular areas to see where the links are. This is something a teacher can’t miss out on as mathematics, as I’ve discovered in this module, is in everything that we do in our lives and its important that from an early age we can see how mathematics links with the world around us. When we look into multiple perspectives a myth crops up in my mind that I have heard through out my education, that is that “there is only one process of finding an answer”. This is false. There are many ways in which a problem can be solved, it’s all about teaching the different roots and pathways. The principle of basic ideas is as fundamental to fundamental mathematics as you can get as fundamental is another word for ‘basic’. As professional teachers we need to understand that when teaching young children mathematics, we need to peel back and look deep into the roots so that children progress correctly and will enjoy maths. When we talk about longitudinal coherence, we talk about how we can progress a student further. Teachers need to recognise where a student is at with their learning and identify the correct steps in further educating the student and building on their previous knowledge.

So what have I learned fully for this module? Apart from Liping Ma’s theory about fundamental mathematics, I have learned that mathematics is precisely EVERYWHERE!! Connectedness in full power. I think it is important that when becoming a teacher you need to be aware of this so that you can educate your students on this so they can fully appreciate and enjoy mathematics to the full with the right rooted understanding. Furthermore I am a strong believer in if you’re an enthusiastic teacher while teaching your students will also be enthusiastic about the subjects you teach them. During this module my belief become more true to me as my lecturers were the most enthusiastic mathematics teachers I’d ever seen. This is contagious and made me become even more enthusiastic about the subject myself. Reflecting back on my thought of maths in high school, I’m a changed ‘learner’.

Overall, i think if we suppose a child to have a deep understanding of a specific subject, then so must we.

References:

Ma, L. (2010). Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. 2^nd ed. New York: Routledge.

The Winning Equation in Sport 🥇

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In Richard’s lecture today we looked at the fundamental mathematics within sport. Before the lecture I knew there was a lot of maths within sports but I had never looked deeply into each part of a sport and how it’s applied to mathematics.

Firstly in the lecture, Richard had us look at an old football score table for 1888-1889 and compare it to the ones we see today. We looked at the rankings, the wins, loses and draws and how many the won for and lost against. To try and make sense of the old table we redesigned it by firstly putting the football team names in order from rank 1-12 and followed that with their point beside them. By ordering the team we used the fundamental mathematics category, from Liping Ma, of basic mathematical principles (Ma, 2010). We used counting to help us order and matching to match up the points form the old table to then new order of teams.

Once we had created the new table and a few minutes of problem solving time we came to understand by using algebra we could figure out the total number of point by multiplying the amount of games won by 2 and adding the number of games they drew. We wrote this out as Wx2 + D = P.

After speaking a bit about maths in sport, we worked in small groups to come up with ways in redeveloping an existing sport based on its fundamental mathematics. My group chose to redevelop the sport of netball. In the redevelopment of our version of netball we considered the length of the pitch, where the players pass to/move to during the game and the point systems, considering the goals/basket heights.

By extending the court length, this increases the chance for changeovers and more passes to up the chances of conflict with the other team. Thus makes the game more exciting and unpredictable.

In normal netball the ball is passed to attack, who are closest to the goal. But we decided to make it less simple and create a new rule stating that the defence player now stand on goal side and the centre pass has to pass to either WA or GA (who are now of the other teams goal side). This means there will be a longer distance to pass the ball to get a goal.

Instead of having just 1 hoop to score, we added 2 more hoops creating 3 hoops for possible scoring (a little like the Harry Potter sport of quidditch) which all symbolise different scores. Highest hoop equals a higher score, the lowest hoop equaling a lower score. We also considered from where the player throws the ball to score. We thought by splitting the key in two would make a more fair goal as it is easier to score when you are closer to the hoop. Therefore the closer half on the key gives you a lower score than the further away half of the key.

In our new version of netball there are a lot more fundamental mathematics taking place that the player needs to be aware of. The player will have to use basic mathematical principles (Ma, 2010) when deciding what hoop to try to score in. The use of addition and subtraction would be used to put the hoop score along with the place they have shot from together. They would have to think about what angles would give them the best chance of scoring a goal. They would have to consider the distance they would have to throw the ball as the pitch is a longer length now, perhaps the consideration of an extra pass in place in the midfield?

In my own time I wanted to research about mathematics used in lacrosse as i play it at university. There are many basic mathematical principles relating to lacrosse:

Perpendicular lines are used in lacrosse. To avoid your stick being check by an opponent you must keep it perpendicular to the ground as you can protect the whole stick with your body.
Horizontal line or 180 degrees line are used when starting a match in the middle of the field, when two players from opposite teams throw the ball up in the air.
The speed of the ball when it is passed. The speed can differ whether you are doing an air pass or a ground ball pass.
The speed of the ball can also be effected by the force you put into pulling the bottom of your stick back and pushing top of you stick forward to pass.
The angle of the stick when you pass and receive the ball. Your arms should represent an acute angle when pulling back to pass the ball.
The weight of the ball.
Body weight distributed between your feet when passing, receiving a shooting.
The motion and curve of the swing when throwing/passing the ball.
The motion of cradling the stick.
The diameter of the ball (approx. 25 inches).
Segment bisectors, the line that cuts the pitch into two equal parts goes through the middle of the midfield third.
Symmetry – the pitch is symmetrical when split directly down the middle.

In the future, during P.E lesson at school I would like to link the curricular areas and demonstrate to pupils how basic mathematical principles can be seen in the different types of sports they will be playing. I would encourage pupils to do sports outside of school as well and bring in their discoveries of maths within it. I remember in school we did a topic of DST (distance, speed and time). I could look at this with the pupils and apply sports to it. This would make maths a bit more enjoyable if they are passionate about a certain sport.

Overall, while playing a sport if you think about it mathematical and apply this is strategy it could improve your chances of winning for your team! The fundamental basic concepts that I spoke about (weight, motion, symmetry, angles, position, counting, adding, subtraction, multiplication, simple algebra, force, distance, speed and time (Ma, 2010, p.104). This therefore proves mathematics can be applied everywhere including playing a sport.

References:

Ma, L. (2010). Knowing and teaching elementary mathematics (Anniversary Ed.). New York: Routledge.

Edwards, A. (2012). [Website]. https://prezi.com/59smjt77b-sm/math-project-lacrosse/. (Accessed 09/11/17).

♪ Do Re Mi Fibonacci ♫

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My whole life I’ve been musical. My passion started when my mum bought me a harmonica and a second hand keyboard. I fell involve with music and have played an instrument ever since I was 8 years old. I started with the keyboard then progressed to cello, guitar, singing and saxophone. I did grades in saxophone and managed to get to grade 6 by the end of school. I was a key instrument in the school concert band which took me to 2 countries and many concerts around my home. I had a strict pattern of practising every night, much to my mum’s annoyance, and my sister also screeched her clarinet through the house most nights. My musicality and good rhythm combines with my other hobby of dancing, in particular tap which involves precise beats coming from your shoes.

Today in discovering mathematics, Paola talked about the links between maths and music. And not too surprisingly there’s quite a few.

Note values/rhythms
Beats in a bar
Tuning/Pitch
Chords
Counting songs
Fingering on music
Time signature
Figured bass
Scales
Musical Intervals
Fibonacci sequence

“Rhythm depends on arithmetic, harmony draws from basic numerical relationships, and the development of musical themes reflects the world of symmetry and geometry. As Stravinsky once said: “The musician should find in mathematics a study as useful to him as the learning of another language is to a poet. Mathematics swims seductively just below the surface.” (Sautoy, 2011).

As I have explored in a previous blog, the Fibonacci sequence (the golden ratio) exists in art and nature but did you know it’s also seen within music! If you’ve read my previous blogs you should be all clued up on it. The scales in music relate to the Fibonacci sequence, there are 13 notes in the span of any note within it’s octave. A scale has 8 notes in it, and within that the 3rd and 5th notes, along with the 1st note, create the simple foundations of any given chord. The scale is based on a tone, the tone is a weave of 2 steps and 1 step between notes (black and white) from the root tone (the 1st note of the scale) (Meisner, 2012).

The 5th note is the ruling note of the major scale. This note is also the 8th note of the 13 notes that are in an octave. This gives more proof to the theory of the Fibonacci sequence in music. What’s more, 8 ÷ 13 = 0.61538…, which resembles Phi (Meisner, 2012).

Compositions are frequently based on Phi. The timings in songs reflect the Fibonacci sequence in that when a song climaxes it often lands at 61.8% through the song. We can also find the golden ratio in the design of musical instruments. For example in the violin (Meisner, 2012).

I used to hate doing scales in music lesson. I would always make up rhymes to remember what notes are in which scales. But Paola taught us a mathematical process for know what every note is in every major scale! I wish i’d known this back in school. The pattern goes tone, tone, semitone, tone, tone, tone, semitone. A tone is when you skip a note in-between 2 other notes and a semitone is just one notes to the immediate next note. These all include the black notes (flats and sharps).

The pentatonic scale was a new concept that I hadn’t come across in my previous music knowledge. The scale is found all around the world is every country and is the foundations for a lot of classic hits. The pentatonic scale is made up of 5 key black notes. It has the same pattern as we discussed for the major scales, so a pentatonic C sharpe scale would go C#, D#, F, F#, G#, A#, C, C#.

In closing, interconnectedness is beaming in the subject of music and maths. Liping Ma’s theory is definitely becoming more and more accurate and clear. I can definitely see myself teaching music with connectedness in mind in the future to my classes, which will give them a more thorough understanding of it.

One more thing, did you know it’s impossible to tune a piano!

References:

Du Sautoy, M. (2011). ‘Listen by numbers: music and maths’ Guardian. Available at: http://theclassicalsuite.com/2011/06/listen-by-numbers-music-and-maths-via-guardian (Accessed: 08/11/17).

Meisner, G. (2012). [Website]. Available at: https://www.goldennumber.net/music/ (Accessed 08/11/17)