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EarSketch: Teaching Computer Science
Through Music
Douglas Edwards Georgia Tech CEISMC
WHY EARSKETCH?
• Broaden par*cipa*on with authen'c STEAM – Create personal, culturally relevant music – Reference music industry paradigms (DAW) – Learn popular languages (Python, JavaScript)
• No prior music or CS background required
WHAT IS EARSKETCH?
• Python / JavaScript code editor + music API
• 4000+ loop sound library (or use your own) – Sound samples made by Young Guru,
Jay-‐Z’s producer & tour DJ
• Mul*-‐track digital audio worksta*on • Curriculum aligned with AP CS
Principles • Collabora*on, sharing, and export
tools • Teacher Community of Prac*ce • Free and runs in Chrome, Safari, and
Firefox (no downloads required) EarSketch
EARSKETCH INTERFACE
12
3
4
File Browser (Music
Samples, Scripts, & API)
Console (Shows errors & Print
statements)
Digital Audio Workstation (shows visual of tracks and plays music)
Code Editor (Code Mixing)
5Curriculum (Instruction
Manual)
Panel Control
s 1
543
Create an Account
WHERE IS EARSKETCH?
• Target: high school students – Introductory compu*ng courses (e.g. Computer Science Principles, AP CSP)
– Summer camps • Also:
– College-‐level courses – In a MOOC – Block version for upper elementary and middle school – Over 50,000 unique users
INTEGRATING EARSKETCH WITHIN AP COMPUTER SCIENCE PRINCIPLES COURSE
First Semester Second Semester
Unit 1 Unit 2 Unit 3 Units 4 and 5 Unit 6 Unit 7 The Internet Digital
Information Introduction to Programming in EarSketch
Abstraction, Algorithms & Data
Structures in EarSketch
Big Data and Privacy
Performance Tasks
EarSketch Integration into AP CSP
• Aligned to Georgia CSP and AP CSP programming standards & essen*al knowledge
• Teacher Lesson Plans and Annotated Slides • Slides include “Video how to” in EarSketch Interface Curriculum Panel or can
show slides as a separate powerpoint • 3 Units to teach introductory programming with a problem based project with
student check sheet rubric for each unit (9-‐12 weeks total) • Mini performance task for each major lesson in each unit • Mul*ple Choice Forma*ve Assessment Ques*ons for each lesson and unit exams
How can a music + CS interven*on increase par*cipa*on and engage a diverse popula*on of
students in compu*ng?
OUR KEY RESEARCH QUESTION • Study of the occupa*onal interests
of 22,000 teenagers (Journal of Voca*onal Behavior) • African-‐American males were about
half as likely to be interested in computer programming careers than white males but 33% more likely to be interested in musical careers than white males.
• The same trend was found in other underrepresented groups as well; girls, for instance, were more than 40% more interested in musical careers than in computer programming
SAMPLE RESEARCH RESULTS THUS FAR
1
1.5
2
2.5
3
3.5
4
4.5
5
Confidence Enjoyment Importance Mo*va*on Belonging Intent to Persist
Crea*vity
Pre vs. Post Engagement Survey Results by Gender Mean Values for Pre and Post
HS Female Pre HS Female Post HS Male Pre HS Male Post
Magerko et al. ACM TOCE 2016.
WHAT WILL YOU LEARN AT OUR SESSION?
• Gekng started with EarSketch • How to make coding in Python or Javascript using EarSketch accessible to students in 15 minutes or less
• How to Make Beats and Loop them with Code • How to record your own sound samples or upload samples from a sound library and remix them
• How to become part of the EarSketch teacher community
EarSketch
EarSketch receives funding from the Na*onal Science Founda*on (CNS #1138469 and DRL #1417835), the Scop Hudgens Family Founda*on, Google CS4HS, and the Arthur M. Blank Family Founda*on. Partnership with Georgia Tech’s Center for Music Technology, Digital Media program, Center for Educa*on Integra*ng Science, Mathema*cs, and Compu*ng, and Sage Fox Consul*ng, Moriarty Research and Evalua*on Associates, and Gwinnep County Public Schools.
EarSketch
WHEN AND WHERE IS THE EARSKETCH SESSION?
• Wednesday, June 28, 11:30 am–12:30 pm CDT (Central Daylight Time)
• Building/Room: HBGCC 005