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Dear reviewer, my learning diary is updated, sorry!
:-)

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The module is interesting and full of ideas, but there is something I would say. I teach students who are 14-19 years old. With the exception of the introduction of some topics I find very difficult to use music and dance by linking it to the mathematical topics that are covered. Only the subject of periodic functions, sine and cosine, has a natural connection with the music.

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I teach maths in a secondary school and so the music can be a way to introduce some topics or to show some applications  of sinusoidal functions. Most of the discussion, however, is of traditional type. Students must  know and be able to manipulate the formulas and in this case music is not very useful.
When we deal with the acoustics (in physics) of course the sound occupy a central role.

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https://illuminations.nctm.org
http://www.numberphile.com/ and related Youtube Channel
http://electronics.howstuffworks.com/gadgets/travel/gps.htm There are some interesting applications, like GPS

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I teach in secondary school, also in the year preceding the university. In my school we invite former students to describe their current studies, of course, also those who chose mathematics, physics or engineering.

Many students think that after the degree in mathematics they can only do teachers, not the most popular profession in these days. I will explain the other possibilities in the field of applied mathematics, like finance.

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On some stretches of the Italian highways, the average speed is controlled between two points. If the average speed is greater than the maximum allowed, you are fined. Similar methods are used in many countries
The Lagrange's theorem guarantees that if the average speed is greater than the maximum, there was at least an instant in which the limit was exceeded.

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For this technique we used similar triangles. In order to accomplish our estimation of the tree height we needed a student (with a known height) in point B.
We chose a place (point A) from which to measure the height of the tree. It was a place where we could lie on our stomach and have a clear view of the tree. The first student chose a place to stand so that the point A, the head of the student C and the top of the tree D was collinear.
We  measured also the distances AB and BE. From the similarity of triangles ABC and ABE we calculated the height of the tree.

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In the study of exponential and logarithmic I tried to show as much as possible the real world applications: exponential growth, growth with logistic function, decay of radioactive substances, Richter and momentum scales for earthquake and so on.
Students also realized a physical experiment to "discover" th Newton's law of coooling. The students worked in groups, made the measurements and worked out the data with a spreadsheet.

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During the last school year passed I began to prepare for some topics, video lessons. I and my students have verified that the video lessons are a useful tool for personalization. The most brilliant students watch it only once, while others may put the video pause, take notes, see her again several times. Students and their parents have told me that they liked the experiment. For a math teacher requires much preparatory work, because of the figures formulas, graphs to prepare.

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I teach in a secondary school. My students are 14-19 years old. Often already at 14 they have a negative attitude towards mathematics "I am unable in math. My efforts are useless." In some cases there is some truth: the situation seems quite compromised.
Mostly students prefer mechanical problems "applies the rule" rather than more problematic, but challenging and interesting situations.
In other cases the difficulties will later manifest: the subject requires constant effort and if you do not have a good knowledge of many fundamental topics is impossible to deal with the new ones.