For centuries, a stark division has been present between artistic pursuits and more calculation-based subjects like science and mathematics. Individuals have tended to categorize their abilities as if excelling in arts exists in a separate universe from success in mathematics, reinforcing a perceived dichotomy. The common practice of associating arts with the right brain hemisphere and analytical skills with the left brain further perpetuates this division. While this approach may offer insights into the way the brain works in certain aspects, this oversimplification ignores the complex interplay between creativity and logic, which is inherent in both artistic and mathematical pursuits. In reality, a closer examination reveals profound connections. In this essay, I will be focusing on music and its direct connection to mathematics.
The relationship between mathematics and music has been explored for a long time. Ancient Greek philosophers like Pythagoras observed the mathematical ratios in musical intervals, and these principles still influence musical theory today. One of Pythagoras’ key insights was recognizing the relationship between the length of a vibrating string and the pitch produced. He observed that when a string is plucked, the resulting sound is influenced by the length of the string. Specifically, if a string is divided into two parts (in a 1:2 ratio), the resulting pitch is an octave higher. If the string is divided into three parts (in a 2:3 ratio), the pitch is a perfect fifth higher, and so on. These simple ratios formed the basis of Pythagorean tuning and laid the groundwork for the understanding of musical harmony.
Pythagorean tuning, though simple in concept, had implications that reverberated through the history of Western music. It provided a systematic approach to tuning musical instruments, ensuring that intervals were consonant and harmonious. This tuning system became influential in ancient Greek music and persisted well into the Renaissance. This example specifically underlines the connection between mathematical rules and musical harmony, these two fields also enhance each other in many ways.
The “Mozart Effect” is a term coined to describe a set of research results suggesting that listening to Wolfgang Amadeus Mozart’s music may have a temporary positive impact on certain cognitive functions. The idea gained widespread attention in the early 1990s, following a study published by Rauscher, Shaw, and Ky in the journal “Nature” in 1993. The researchers reported a short-term enhancement of spatial-temporal reasoning skills in college students after they listened to Mozart’s sonata for two pianos in D major for about 10 minutes. As a student who is currently studying in high school, coping with many cognitive skills required for schoolwork, I experience this effect as an individual. Before researching this effect, I have already made a habit of listening to classical music as I study mathematics and physics. As someone who normally does not prefer that genre, I realized it helps specifically when I am extremely anxious. Hence, finding out about scientific research that verifies my experience is fascinating.
Music has a profound impact on human emotions, cognition, and behavior. It is used therapeutically, and studies have shown its positive effects on mood, stress reduction, and cognitive function. As technology advances and music is starting to be created by using the
means of artificial intelligence, music may be formed solely based on a mathematical approach. In this century, people are starting to see this profound connection. The integration of Arts into the traditional STEM disciplines (Science, Technology, Engineering, and Mathematics) has given rise to a comprehensive educational framework known as STEAM. The inclusion of Arts in STEM is a deliberate and strategic move to acknowledge the importance of creativity, design thinking, and aesthetic considerations in the development and application of scientific and technological solutions. This shift aims to foster a more well-rounded approach to education, recognizing that innovation often thrives at the intersection of multiple disciplines. However, this can only be fully achieved by recognizing the importance of musical education as a part of academic education like any other discipline. Therefore academists should consider integrating music into the curriculum and avoid categorizing students as “artistically inclined” or “mathematically gifted”.
