Teaching musical acoustics with simple models and active learning

Abstract

When teaching musical acoustics to undergraduates, some have difficulty understanding how acoustical principles are related to music production. These difficulties are mitigated by using simple physical models and employing active learning activities. Three models are particularly helpful: mass-spring systems, string and tube resonances, and Helmholtz resonators. Students can gain hands-on experience with these models in both personal and guided laboratory experimentation. Examples of both types of experiments are provided to illustrate how they enable students to better understand the acoustics of musical instruments. These active learning activities highlight similarities and differences between the different families of musical instruments. The active learning activities are particularly impactful when students write about their experiences using proper acoustical terminology. The resulting understanding of acoustical principles enhances music education.