My interest in rhythm and structured patterns started through learning mridangam, a classical South Indian percussion instrument.
I have been learning mridangam for more than 7 years. Over time, this also led me to explore other percussion instruments such as:
Through regular practice, I began noticing that rhythm was not only about music. It also involved structure, counting, balance, repetition, and pattern recognition.
That slowly made me curious about how rhythm connects to mathematics, logic, and systems.
As I progressed in mridangam, I also began learning other percussion instruments in school.
Each instrument required a different form of timing, coordination, and rhythmic awareness.
Snare drum strengthened precision and control.
Marimba introduced melodic structure layered over rhythm.
School band required synchronization within a larger group.
This progression expanded my understanding of rhythm from individual practice to ensemble coordination.
It also helped me see that rhythm can look different in different settings while still following an underlying structure.
In 9th grade, I joined my high school band as a percussionist.
As part of the band, I:
This experience taught me:
It also showed me how rhythm connects not only to music, but also to teamwork, coordination, and shared timing.
In Summer 2024, during a family trip to Paris and Switzerland, I visited the Louvre Museum.
There I learned about Leonardo da Vinci not only as an artist, but also as a mathematician, engineer, and thinker who used:
That visit made me think more seriously about how music, math, design, and patterns could all be connected.
It became an important moment in how I started thinking beyond music practice and toward bigger questions about structure and systems.
During 10th grade and early 11th grade, I continued exploring these ideas whenever I had time.
I used:
I began asking questions such as:
At this stage, I had curiosity, but not yet a clear direction.
In early 11th grade, I decided to document my learning and observations.
At first, this was challenging because:
With guidance from my parents and continued reflection, I began shaping this into a structured long-term portfolio.
The goal became:
This project is still evolving and will continue to grow as I learn more.
One thing I began noticing while practicing mridangam is that many rhythm patterns follow repeating cycles.
For example, Adi Talam is an 8-beat cycle:
1 2 3 4 5 6 7 8
Each cycle repeats with precise timing and must resolve correctly before the next cycle begins.
In computing systems, processors also operate using repeating clock cycles, where signals repeat in a structured pattern:
0 1 0 1 0 1 0 1
Both rhythm and computing rely on timing, repetition, and structured patterns.
This observation made me curious about how musical rhythm might connect to ideas used in mathematics, computing systems, and engineering.
This is not just a music documentation project.
It represents a long-term effort to explore how structured thinking appears across different areas:
Through rhythm practice and structured writing, I am learning how:
This project helps me explore how ideas from music can connect to real-world problem solving and structured thinking.
As I continue learning, I hope to deepen my understanding of:
I plan to keep expanding this portfolio with:
This project is an ongoing learning journey, not a finished result.
This portfolio documents:
It reflects how my interests are evolving and how I am learning to connect rhythm, mathematics, and engineering ideas through observation, practice, and reflection.
I built YouTube channel around these interests and ideas, so I can explain rhythm patterns, show demonstrations, and continue exploring how music connects to math, logic, and engineering thinking. Please follow
| Platform | Link |
|---|---|
| YouTube | Mridangam Patterns with Rishi |
| @mridgangampatternswithrishi |