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Award ID contains: 1515767

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  1. ; (, Building Interdisciplinary Bridges Across Cultures)
    “Teaching a Computer to Sing” investigates how middle school students—aged ten to fourteen—build critical thinking and problem-solving skills through informal, yet cogent learning activities in a voluntary after-school choral program. This presentation explores how deploying age-appropriate, music-centered, and technology-mediated pursuits gives middle school students a chance to explore the connections between academic fields that are normally offered as isolated, grade-specific courses in formal classrooms. 
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    Accepted Manuscript Full Text Available
  2. ; (, Journal of computing sciences in colleges)
    This paper reports on an after‐school program that introduced middle school students to computing through music. The program ran for two years, from October 2015 through April 2017. It involved singing, encoding music with ABC notation, and programming music with Pencil Code. We describe the program’s goals and the activities students pursued, as well as suggestions for improvement. While rigorous evaluation of such a program is difficult, we present survey and focus group results that show that students’ attitudes toward the program were positive and that they did learn some programming. 
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    Accepted Manuscript Full Text Available
  3. (, ACM inroads)
    Comparing Scratch to Pencil Code for teaching computing through music immediately reveals a major difference: Scratch represents notes as MIDI numbers, while Pencil Code represents notes as letters using ABC notation. To someone who reads music, Pencil Code is clearly preferable because it is far easier to map, for example, a major third to C and E than 60 and 64. But to those who generate music algorithmically, ABC is not as easy as MIDI. For example, a major third in the key of D is not D and F, it is D and F#. Using MIDI values, however, the interval is always 4 semitones: 62 (D) + 4 = 66 (F#), just as before. 
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    Accepted Manuscript Full Text Available