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This study conducts a novel approach to redesign EarSketch, an expressive computer science (CS) learning environment that inte- grates music composition into computing education, with a specific focus on inclusivity for blind and visually impaired (BVI) learners. This approach centers on the participation of teachers, students, and the community as co-designers, leveraging their insights and ex- periences to enhance the program’s accessibility and effectiveness. By actively involving the stakeholders in the development process, the study aims to address the unique educational challenges and needs of learners who are visually impaired more effectively. The participatory design approach is expected to not only maintain the intrinsic appeal of EarSketch but also to expand its accessibility, ensuring that it becomes a more inclusive tool in computer sci- ence education. The ultimate goal is to establish a more adaptable and inclusive educational paradigm within STEAM, particularly in computing education and music, that is responsive to the diverse needs of all students, including those with visual impairments. The contributions of this paper are design recommendations based on our data that can be applied to the design of EarSketch and other expressive CS environments for BVI learners. 

EarSketch is an online learning environment that uses the Web Audio API to teach computer science and computational thinking through music technology, production, and remixing. It is designed to broaden participation in computer science and music education for beginning learners by providing a free, web-based application coupled with curricula for informal and formal learning contexts and a library of audio content spanning multiple popular genres. This paper describes an analysis of EarSketch’s accommodations for students who are blind or visually impaired (BVI) and initial improvements to the system to improve accessibility. This paper also presents the findings of a user study designed to determine the biggest accessibility issues for EarSketch users who are BVI, and a discussion of how accessibility improvements can help broaden participation in computing and music education and, more broadly, how all web audio application developers can integrate accessibility considerations into their work. 

To engage diverse populations of students who may not self-select into computing courses, a curriculum for a middle school music technology + computer science course that addresses learning standards for both subjects was developed and deployed. Students who engage with the curriculum learn modern music production techniques and computational thinking concepts. This is through a mix of traditional approaches to music technology education (digital audio workstations) and computational approaches via a culturally relevant learning platform that introduces students to coding through music production and remixing. This poster reflects on the last two years of curriculum design and deployment, teacher training, and student and educator engagement and feedback to provide insight into the teaching (and learning) of computational thinking in the music technology classroom.