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This paper describes the design of an online learning platform that empowers musical creation and performance with Python code. For this platform we have developed an innovative computational note- book paradigm that we call TunePad playbooks. While playbooks borrow ideas from popular computational notebooks like Jupyter, we have designed them from the ground up to support creative mu- sical expression including live performances. After discussing our design principles and features, we share findings from a series of artifact-centered interviews conducted with experienced TunePad users. Our results show how systems like ours might flexibly sup- port a variety of creative workflows, while suggesting opportunities for future work in this area. 

Computer science educators often use multiple creative computing platforms to motivate and support students learning computer science. Arguably, we understand little about the complementary ways in which the various platforms build on students' prior experiences. This study compares two CS+music platforms used by middle school students in a summer camp to understand the unique affordances of each platform at activating and building upon prior music and computing experiences. We assess interest formation through pre and post student surveys and via interviews on the final day of the camp. The findings suggest that using different approaches to CS+music platform design may help engage students with different levels of prior music and coding experience. 

Over the last decade, large multitouch displays have become commonplace in museums and other public spaces. While there is preliminary evidence that exhibits based on tangible technologies can be more attractive and engaging for visitors than displays alone, very little empirical research has directly compared tangible to large multitouch displays in museums. In this paper, we present a study comparing the use of a tangible and a multitouch tabletop interface in an exhibit designed to explore musical rhythms. From an observation pool of 791 museum visitors, a total of 227 people in 82 groups interacted with one of the two versions of our exhibit. We share the exhibit design, experimental setup, and methods and measures. Our findings highlight advantages of tangible interaction in terms of attracting and engaging children and families. However, the two exhibits were equally effective at supporting collaborative interaction within visitor groups. We conclude with a discussion of the implications for museum exhibit design vis-à-vis visitor engagement and learning. 

TunePad is a free, online platform designed with the goal of empowering diverse communities of learners to create and share music through code. We are interested in the idea of music as a pervasive form of literacy with abundant connections to concepts of computer programming. Over the past three years we have developed and refined successive prototypes with over 500 middle school and high school students in a variety of learning spaces including schools, libraries, summer camps, and other out-of-school programs. This paper shares the current TunePad design along with data from three summer camps for middle school students that involved daily work with the platform. Through these camps we saw significant gains in learners’ attitudes around computer programming as measured through pre-post surveys. We also share a theoretical perspective on music and coding as an intersection of literacies that we reflect on through student-created artifacts. 

In 2017, Paulo Blikstein, Dor Abrahamson, and the Interaction Design and Children Community established an annual award in the memory of Edith Ackermann to recognize the work of two scholars, one emergent and one eminent. These individuals would be acknowledged for their accomplishments but also tasked with a mission to complete for the following year's conference. Through a series of meetings they would produce an artifact that would be shared with IDC. In 2018, Michael Horn was recognized as the emergent scholar and Heidi Schelhowe was recognized as the eminent scholar. Through a series of conversations culminating in an in-person visit, Mike and Heidi have written this essay in which they share resonating themes from their conversations.