1) In the book, canti/tonai work differently depending on how they’re performed: fast/sharp forms would behave differently than slow/smooth forms, for example. Have students play a certain piece in several different styles, changing the dynamics each time. Then have them discuss which version of the piece they liked best.

2) “The Firefly Lullaby (Adieu, Adieu, ma Luciole)” is the only literal song in the book. Have students compose a melody to fit the lyrics.

1) Rewrite a scene from the novel from a different character’s point of view.

2) Write a “What If?” scenario for a particular scene from the book, changing one critical detail (e.g., “What if Jay was a girl?” “What if Ark had been chosen by Brio instead?”).

1) “The Firefly Lullaby (Adieu, Adieu, ma Luciole)” is an original poem/song written in the book. Have students translate the meaning into their native language.

2) Many of the cantus words throughout the novel stem from music terminology, based on foreign languages (with some adjusted/fake spellings). Have students look up the words in a music glossary or Google translate to uncover the meanings of the canti. Then have them explore the impact that knowing the meaning of the canti has on any scenes in the book.

1) The aesthetic of the novel is based on the late 19th century. What aspects of the novel are relevant to that time period in Western history? Have students identify and research a few.

2) The premise of muses in the book is based on the etymology of the word music: “the art of the muses.” Have students research the Greek muses and relate them to muses in Brio.

3) Have students research the art/evolution of music in a certain country/culture. They can also research the history of a certain genre.

1) The novel plays with several math-based code systems. Have students research common codes and cyphers and then write their own. They can then exchange with a partner to work out their coded message.

2) The novel references the world’s currency in several places. In one instance, Jay pulls out “half a Mark, two Clinks, and nine Whits” from his pocket, which add up to c. 54. Have students work out the value of half a Mark (and a Mark), a Clink, and a Whit based on the number of coins and total value.

Sedrinel is made up of five nations: Merideyin, Southin, Eastir, Nurthica, and Wystia. Have students draw their own map of what they imagine these places to look like. Have students include and identify land formations as they go.

Mount Vakra is an active volcano that the city of Cindertown is built on. Research different types of volcanoes, including modern-day or ancient examples of explosive or effusive eruptions.

1) Have students design their own airship.

2) Have students design a set of mechanical arms for Rye.

3) Have students design a solution for the weight ratio problem for the Cartwright sisters’ airship prototype, the Morning Star. (Chapter 23)

The acoustics of music rely on pitch, volume, timbre — many variables that influence sound waves. Have students investigate how sound waves work and how changing one of these variables changes sound waves.

Have students write an essay or host a class debate on this question: If someone was possessed by a dischord and carried out criminal/despicable deeds, but then was freed from their possession, should that person be held accountable for their actions while under a dischord’s influence?

If you had a patron muse, what would it be? What would it look like? What would be its primary features and characteristics? Have students draw their own muse and write an explanation for its design.

Share them with me and I can add them here! Contact me.