Teaching Computational Thinking through Musical Live Coding in Scratch S. Alex Ruthmann and Jesse M. Heines Depts. of Music and Computer Science, UMass Lowell Gena R. Greher, Dept. of Music Charles Saulters II (student), Dept. of Music Paul Laidler (student), Dept. of Computer Science S. Alex Ruthmann and Jesse M. Heines Depts. of Music and Computer Science, UMass Lowell Gena R. Greher, Dept. of Music Charles Saulters II (student), Dept. of Music Paul Laidler (student), Dept. of Computer Science March 12, ACM SIGCSE Milwaukee, WI 2010 ACM SIGCSE Milwaukee, WI

2 2 connecting Computer Science to Music and Art through interdisciplinary courses –synchronized vs. hybrid courses originally conceived to attract and retain CS majors by connecting theory to practice –but also exposes non-CS majors to higher levels of computing than typically seen in “GenEd” courses supported by NSF CISE CPATH connecting Computer Science to Music and Art through interdisciplinary courses –synchronized vs. hybrid courses originally conceived to attract and retain CS majors by connecting theory to practice –but also exposes non-CS majors to higher levels of computing than typically seen in “GenEd” courses supported by NSF CISE CPATH

3 3 Sound Thinking: Goals of Original Course Must clearly deal approximately equally with both computing and music –GenEd Committee was adamant that Science majors must learn about music while Arts majors must learn about computing Not just sound... music –aesthetics as well as mechanics –encouraging creativity –allowing students to work with their own music Must clearly deal approximately equally with both computing and music –GenEd Committee was adamant that Science majors must learn about music while Arts majors must learn about computing Not just sound... music –aesthetics as well as mechanics –encouraging creativity –allowing students to work with their own music

4 4 Sound Thinking: Add’l Goals of Revised Course Integrate music and CS theory more closely –create exercises and experiences where students can see the relationships more clearly Switch from web-based sound production using JavaScript to sound coding in Scratch –integrate Scratch throughout the course –basic tasks to generative music to live coding Create more course activities that can be replicated by others Integrate music and CS theory more closely –create exercises and experiences where students can see the relationships more clearly Switch from web-based sound production using JavaScript to sound coding in Scratch –integrate Scratch throughout the course –basic tasks to generative music to live coding Create more course activities that can be replicated by others

5 5 Nicole’s Audacity Mash-Up: Satan Lives Inside Your Radio Click picture to play audio Click picture to play audio Click picture to play audio Click picture to play audio

6 6 Jenna’s Flow- chart: All You Need Is Love Click picture to play video Click picture to play video Click picture to play video Click picture to play video

7 7 Ken’s Scratch Mash-Up Click picture to play audio Click picture to play audio Click picture to play audio Click picture to play audio

8 8 In-Class Development Click picture to play audio Click picture to play audio Click picture to play audio Click picture to play audio

9 9 In-Class Development Click picture to play audio Click picture to play audio Click picture to play audio Click picture to play audio

10 Musical Live Coding

11 IchiBoard Instrument

12 IchiBoard Instrument

13 Performamatics: Acknowledgments Additional Co-PIs Gena Greher – Music, Education Program Jim Jeffers – Art Sarah Kuhn – Regional Economic & Social Development Fred Martin – Computer Science Karen Roehr – Art Nancy Selleck – English, Theatre Program This work is supported by the National Science Foundation as CPATH Award No Additional Co-PIs Gena Greher – Music, Education Program Jim Jeffers – Art Sarah Kuhn – Regional Economic & Social Development Fred Martin – Computer Science Karen Roehr – Art Nancy Selleck – English, Theatre Program This work is supported by the National Science Foundation as CPATH Award No

S. Alex Ruthmann Jesse M. Heines S. Alex Ruthmann Jesse M. Heines March 12, ACM SIGCSE Milwaukee, WI 2010 ACM SIGCSE Milwaukee, WI

15 Outline (25 min total, incl Q&A) not to be included in the presentation Jesse and Alex live coding performance (2-3 min) 2. Jesse introduces Performamatics and history of Sound Thinking (2 min) 3. Jesse presents overview of course structure with examples (3-4 min) a.CS concepts in music b.[skip] scaffolding: “what is computational thinking in a music course?” c.[skip] why we went from JavaScript to Scratch d.[skip] CS vs. GenEd teaching e.Audacity assignment: Nicole Dwyer – with audio f.Flowcharting assignment: Jenna Hoy – All You Need Is Love – with video g.Music sequence in Scratch assignment: Ken Budka – with audio 4. Alex presents live coding work (8-9 min) 5. Alex and Jesse wrap up (2 min) 6. Q&A (5 min) 1. Jesse and Alex live coding performance (2-3 min) 2. Jesse introduces Performamatics and history of Sound Thinking (2 min) 3. Jesse presents overview of course structure with examples (3-4 min) a.CS concepts in music b.[skip] scaffolding: “what is computational thinking in a music course?” c.[skip] why we went from JavaScript to Scratch d.[skip] CS vs. GenEd teaching e.Audacity assignment: Nicole Dwyer – with audio f.Flowcharting assignment: Jenna Hoy – All You Need Is Love – with video g.Music sequence in Scratch assignment: Ken Budka – with audio 4. Alex presents live coding work (8-9 min) 5. Alex and Jesse wrap up (2 min) 6. Q&A (5 min)

16 Performamatics: Interdisciplinary Course Models Synchronized –pairings of upper-level courses for majors –joint project developed within the two courses –courses remain independent Hybrid –courses open to all students across the university –General Education (“GenEd”) credit –integrated, two instructors in the classroom Synchronized –pairings of upper-level courses for majors –joint project developed within the two courses –courses remain independent Hybrid –courses open to all students across the university –General Education (“GenEd”) credit –integrated, two instructors in the classroom

17 Performamatics: Focus Today: CS+Music GUI Programming + Music Methods Sound Thinking GUI Programming + Music Methods Sound Thinking

18 Found Instruments Project: Music Methods Assignment Using only household object(s), create a musical “instrument” that can produce several pitches or timbres. Create a composition for your instrument. Devise a system of creative notation that others will be able to understand well enough to perform your composition without specific instruction from you. –Your system must not resemble standard musical notation in any way, shape, or form. Using only household object(s), create a musical “instrument” that can produce several pitches or timbres. Create a composition for your instrument. Devise a system of creative notation that others will be able to understand well enough to perform your composition without specific instruction from you. –Your system must not resemble standard musical notation in any way, shape, or form.

19 Found Instruments Project: GUI Programming Assignment Create a computer program to implement one of the music students’ found instruments. Your program must be designed so that others can understand it well enough to create compositions without specific instruction from you. Create a computer program to implement one of the music students’ found instruments. Your program must be designed so that others can understand it well enough to create compositions without specific instruction from you.

20 Mike’s Notation For His Found Instrument: His Jacket

21 Chris’s Composing Program for Mike’s Found Instrument

22 Mike’s Composition: Eine Kline Jacket Music Click picture to play video Click picture to play video Click picture to play video Click picture to play video