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For a category B with finite products, we first characterize pseudofunctors from B to Cat whose corresponding opfibration is cartesian monoidal. Among those, we then characterize the ones which extend to pseudofunctors from internal groups to 2-groups. If B is additive, this is the case precisely when the corresponding opfibration has groupoidal fibres.

White light can be decomposed into different colors, and a complex sound wave can be decomposed into its partials. While the physics behind transverse and longitudinal waves is quite different and several theories have been developed to investigate the complexity of colors and timbres, we can try to model their structural similarities through the language of categories. Then, we consider color mixing and color transition in painting, comparing them with timbre superposition and timbre morphing in orchestration and computer music in light of bicategories and bigroupoids. Colors and timbres can be a probe to investigate some relevant aspects of visual and auditory perception jointly with their connections. Thus, the use of categories proposed here aims to investigate color/timbre perception, influencing the computer science developments in this area.

Mathematical music theory helps us investigate musical compositions in mathematical terms. Some hints can be extended towards the visual arts. Mathematical approaches can also help formalize a "translation" from the visual domain to the auditory one and vice versa. Thus, a visual artwork can be mathematically investigated, then translated into music. The final, refined musical rendition can be compared to the initial visual idea. Can an artistic idea be preserved through these changes of media? Can a non-trivial pattern be envisaged in an artwork, and then still be identified after the change of medium? Here, we consider a contemporary installation and an ensemble musical piece derived from it. We first mathematically investigate the installation, finding its patterns and structure, and then we compare them with structure and patterns of the musical composition. In particular, we apply two concepts of mathematical music theory, the Quantum GestART and the gestural similarity conjecture, to the analysis of Qwalala, realized for the Venice Biennale by Pae White, comparing it to its musical rendition in the homonymous piece for harp and ensemble composed by Federico Favali. Some sketches of generalizations follow, with the "Souvenir Theorem" and the "Art Conjecture."

How can discrete pitches and chords emerge from the continuum of sound? Using a quantum cognition model of tonal music, we prove that the associated Schrödinger equation in Fourier space is invariant under continuous pitch transpositions. However, this symmetry is broken in the case of transpositions of chords, entailing a discrete cyclic group as transposition symmetry. Our research relates quantum mechanics with music and is consistent with music theory and seminal insights by Hermann von Helmholtz.

“Welcome in the Mile High City”, benvenuti nella città a un miglio di altitudine, è la scritta che accoglie i visitatori a Denver, nello stato del Colorado, nella profonda America delle Montagne Rocciose. Denver è nota agli amanti di sport ed esplorazioni, nonché agli appassionati di paleontologia, per i numerosi fossili di dinosauri. Ed è nota agli studiosi per il gigantesco Convention Center, scelto come sede per il Joint Mathematics Meetings dello scorso gennaio 2020 (JMM 2020), vedi Figura 1.

Musical gestures connect the symbolic layer of the score to the physical layer of sound. I focus here on the mathematical theory of musical gestures, and I propose its generalization to include braids and knots. In this way, it is possible to extend the formalism to cover more case studies, especially regarding conducting gestures. Moreover, recent developments involving comparisons and similarities between gestures of orchestral musicians can be contextualized in the frame of braided monoidal categories. Because knots and braids can be applied to both music and biology (they apply to knotted proteins, for example), I end the article with a new musical rendition of DNA., Comment: 23 pages, 16 figures

Can we use mathematics, and in particular the abstract branch of category theory, to describe some basics of dance, and to highlight structural similarities between music and dance? We first summarize recent studies between mathematics and dance, and between music and categories. Then, we extend this formalism and diagrammatic thinking style to dance., preprint

If abstraction makes mathematics strong, it often makes it also hard to learn, if not discouraging. If math pedagogy suffers from the lack of engaging strategies, the pedagogy of mathematical music theory must deal with the additional difficulty of double fields and double vocabulary. However, games and interdisciplinary references in a STEAM framework can help the learner break down complex concepts into essential ideas, and gain interest and motivation to approach advanced topics. Here we present some general considerations, followed by two examples which may be applied in a high-school or early college level course. The first is a musical application of a Rubik’s cube, the CubeHarmonic, to approach group theory and combinatorics jointly with musical chords; the second is an application of category theory to investigate simple musical variations together with transformations on a visual shape.

Mathematics, and more generally computational sciences, intervene in several aspects of music. Mathematics describes the acoustics of the sounds giving formal tools to physics, and the matter of music itself in terms of compositional structures and strategies. Mathematics can also be applied to the entire making of music, from the score to the performance, connecting compositional structures to acoustical reality of sounds. Moreover, the precise concept of gesture has a decisive role in understanding musical performance. In this paper, we apply some concepts of category theory to compare gestures of orchestral musicians, and to investigate the relationship between orchestra and conductor, as well as between listeners and conductor/orchestra. To this aim, we will introduce the concept of gestural similarity. The mathematical tools used can be applied to gesture classification, and to interdisciplinary comparisons between music and visual arts., Comment: The final version of this paper has been published by the Journal of Mathematics and Music

The mathematical formalism of category theory allows to investigate musical structures at both low and high levels, performance practice (with musical gestures) and music analysis. Mathematical formalism can also be used to connect music with other disciplines such as visual arts. In our analysis, we extend former studies on category theory applied to musical gestures, including musical instruments and playing techniques. Some basic concepts of categories may help navigate within the complexity of several branches of contemporary music research, giving it a unitarian character. Such a 'unification dream,' that we can call 'cARTegory theory,' also includes metaphorical references to topos theory.

Mathematics can help investigate hidden patterns and structures in music and visual arts. Also, math in and of itself possesses an intrinsic beauty. We can explore such a specific beauty through the comparison of objects and processes in math with objects and processes in the arts. Recent experimental studies investigate the aesthetics of mathematical proofs compared to those of music. We can contextualize these studies within the framework of category theory applied to the arts (cARTegory theory), thanks to the helpfulness of categories for the analysis of transformations and transformations of transformations. This approach can be effective for the pedagogy of mathematics, mathematical music theory, and STEAM.

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Parametric equations can also be used to draw fruits, shells, and a cornucopia of a mathematical still life. Simple mathematics allows the creation of a variety of shapes and visual artworks, and it can also constitute a pedagogical tool for students.