For classical educators striving to “integrate the disciplines,” music provides an invaluable instrument of integration. Music studies harmonize with every core discipline of the curriculum: the music of various periods vocalizes the movements of history, the formal structures of music correspond to the formal structures of poetry, the theory of music applies principles of mathematics, the physics of music makes audible the laws of science. Music even bridges education’s theoretical and technical divide, as it can be both contemplated with the mind and practiced with the hands.
In an earlier post, I talked about how melody is one of the primary elements of music that enables a listener to better grasp and appreciate a piece of music. Rhythm is the other element that helps to structure music and is half of what defines music. Music is taking dominion over sound in time. With either strict or non-strict rhythmic forms, music places sound in time.
One of the organizing factors in all of music is the melody. If music is sound organized in time (or rather the taking of dominion over sound and time), then melody is one way to help interpret or understand a piece of music. In her book The Anatomy of Melody: Exploring the Single Line of Song, Alice Parker states an apology for melody in her forward:
In a previous post on the foundations of music appreciation, I began to consider the idea that music goes beyond our sense of preference and actually is indicative of the created order. This implies several significant points that should be listed and/or repeated: