# Diversions in Mathematics 3a: The Cauchy-Schwarz inequality (part 1)

### Preface

After a long time, I have decided to resurrect the mathematics part of this blog! I started Diversions in Mathematics as a way for me to try to explain mathematics to the general public. This continues to be the main goal of this series of blogposts — for a more detailed introduction, please read the introductory remarks. I wrote two posts in this series, but then abruptly stopped. Part of the reason was that my studies got in the way, but I was also unsure exactly what material to present, and how to present it. I wrote down some of my thoughts on this matter in a previous update post.

One of the main issues as a writer is to consider the readers’ background in mathematics. For posts targeting the general public (like the previous two Diversions), I have tried to assume as little as possible while maintaining the discussion at an intelligent level, i.e. without “dumbing down” anything) However, this already assumes familiarity with many mathematical concepts taught in high school, or at least, some level of maturity in regard to abstract reasoning. Consequently I have decided to relaunch Diversions in Mathematics with high school mathematics as a foundation.

In this blogpost, I will introduce the Cauchy-Schwarz inequality, one of the most fundamental results in mathematical analysis, with the aim of connecting various topics that are typically studied in the Year 12 HSC maths curriculum in NSW. The main article is below.

Continue reading “Diversions in Mathematics 3a: The Cauchy-Schwarz inequality (part 1)”

# On the importance of chamber music

On 19 and 20 January, I had the pleasure of teaching at the Zhang Violin Summer School for young violinists (AMEB grade 3 to A.Mus equivalent). This was a 4-day intensive course, where students received training in preparing solo repertoire and chamber music, as well as Dalcroze eurhythmics. I was invited to take chamber music lessons, a task that I gladly accepted. There was quite a wide range of ages: the youngest students were in years 1 and 2, while the eldest ones were senior school students. As a result, there was a similar range of experience in chamber music. Teaching at the summer school has reinforced my belief of the high importance of chamber music in music education, and in this blogpost I would like to share some of my thoughts on the subject.

First of all, I remark that it is a happy coincidence that the summer school was held at Barker College, where I was a former student. It was at Barker that I first experienced playing chamber music — specifically, the string quartet. As it turned out, I played string quartets throughout my entire education at Barker College, and it was one of the most important factors in my development as a musician — not only as a performer, but also as a composer! The main point that I will emphasise is this: playing chamber music makes great demands on the musicians involved, in technical aspects (i.e. the physical part of instrumental playing) as well as conceptual (i.e. intellectual understanding of the music). These demands are quite different from those encountered in solo playing, and furthermore, I will try to argue that chamber music should play a significant role in a student’s musical development.