>whether it is a good idea to try to introduce students to the acoustic/mathematical derivation of the scale
I did this when I was teaching my roommate about theory, but he has a degree in math, so it seemed like the logical approach.
That said, teaching theory is incredibly good practice, so I like to do it whenever possible, and in my experience, the best time to explain the mathematical foundations of music is when they start to ask questions about it. It's like the matrix - if they're not ready for it, it's just too much.
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>whether it is a good idea to try to introduce students to the acoustic/mathematical derivation of the scale
I did this when I was teaching my roommate about theory, but he has a degree in math, so it seemed like the logical approach.
That said, teaching theory is incredibly good practice, so I like to do it whenever possible, and in my experience, the best time to explain the mathematical foundations of music is when they start to ask questions about it. It's like the matrix - if they're not ready for it, it's just too much.