Lesson Summary

Summary

EarSketch teaches computer science through music composition and remixing. No prior knowledge of either computer science or music is needed. Students can express their own unique style. EarSketch also lends itself well to student collaboration as well as a discussion on proprietary ownership.

EarSketch consists of three components:

  1. A free online curriculum that teaches programming concepts using Python while teaching music composition and remixing.
  2. A free online software toolset, which contains a code editor to write and test Python code and a Digital Audio Workstation (DAW) to actually play the music.
  3. A social media website. EarSketch is retiring the social media site before the 2015-2016 school year. Students may collaborate via the social media website this year if teachers desire.  Under the terms of the social media site's use, shared files are donated to the community. Students currently create an account on the site to gain access to cloud file storage for their files.  No other use of the file sharing site is required either by EarSketch or CS Matters lessons.  

 Students create an account to get Cloud storage for their files.

  • This curriculum does not ask students to post anything on this or on any public web site.   
  • The curriculum does provide a place to review advantages and pitfalls of social media sites. Especially note that student projects posted on this site are no longer the property of the student artist and are freely open for anyone to use as their own.
  • No downloads or installs are needed. EarSketch runs inside a web browser with recent versions of Chrome, Firefox, or Safari. (Internet Explorer < 12 is not supported.)
  • Students need ear buds or headphones for these lessons.

Outcomes

  • Students will understand the basics of music including beat, measure, track, and effects.  
  • Students will use the Python programming language to create and remix their own music.  
  • Students will apply Python programming concepts - iteration, user-defined functions, debugging

Optionally from Sections 2 and 3.

  • Students will apply Python programming concepts - list creation, access, modification and traversal
  • Students will use the Python programming language to create and remix their own music including effects and musical forms
  • Students will use the Python programming language to create and remix their own music including randomness and stochastic composition
  • Students will explore sonification -a way to use non-speech audio to convey information, or in other words, turning data into sound.
  • Students use Python to enable the computer to analyze audio.
  • Students will implement recursive Python programs

 Overview

The Lesson is divided into three sections.  

Section 1 is anticipated to take about 5 sessions to complete these EarSketch units.

Section 2 is anticipated to take about 5 sessions to complete these EarSketch units.

Section 3 is optional and is anticipated to also take about 5 sessions to complete these Earsketch units.

Each session will have the following elements.

  1. Getting Started: (5 min)
  2. Guided Activities (5 sessions)
  3. Wrap Up (5 min)

Sources

The Earsketch lessons are all taken from http://earsketch.gatech.edu/category/learning/welcome.

 

 

Learning Objectives

CSP Objectives

Big Idea - Creativity
  • EU 1.1 - Creative development can be an essential process for creating computational artifacts.
    • LO 1.1.1 - Apply a creative development process when creating computational artifacts. [P2]
  • EU 1.2 - Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem.
    • LO 1.2.1 - Create a computational artifact for creative expression. [P2]
    • LO 1.2.2 - Create a computational artifact using computing tools and techniques to solve a problem. [P2]
    • LO 1.2.3 - Create a new computational artifact by combining or modifying existing artifacts. [P2]
    • LO 1.2.4 - Collaborate in the creation of computational artifacts. [P6]
    • LO 1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
  • EU 1.3 - Computing can extend traditional forms of human expression and experience.
    • LO 1.3.1 - Use computing tools and techniques for creative expression. [P2]
Big Idea - Abstraction
  • EU 2.1 - A variety of abstractions built on binary sequences can be used to represent all digital data.
    • LO 2.1.1 - Describe the variety of abstractions used to represent data. [P3]
  • EU 2.2 - Multiple levels of abstraction are used to write programs or create other computational artifacts.
    • LO 2.2.1 - Develop an abstraction when writing a program or creating other computational artifacts. [P2]
    • LO 2.2.2 - Use multiple levels of abstraction to write programs. [P3]
Big Idea - Algorithms
  • EU 4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a computer and are implemented using programming languages.
    • LO 4.1.1 - Develop an algorithm for implementation in a program. [P2]
    • LO 4.1.2 - Express an algorithm in a language. [P5]
Big Idea - Programming
  • EU 5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create new knowledge, or to solve problems (to help people, organizations, or society).
    • LO 5.1.1 - Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. [P2]
    • LO 5.1.3 - Collaborate to develop a program. [P6]
  • EU 5.3 - Programming is facilitated by appropriate abstractions.
    • LO 5.3.1 - Use abstraction to manage complexity in programs. [P3]
  • EU 5.4 - Programs are developed, maintained, and used by people for different purposes.
    • LO 5.4.1 - Evaluate the correctness of a program. [P4]
  • EU 5.5 - Programming uses mathematical and logical concepts.
    • LO 5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
Big Idea - Impact
  • EU 7.2 - Computing enables innovation in nearly every field.
    • LO 7.2.1 - Explain how computing has impacted innovations in other fields. [P1]
  • EU 7.3 - Computing has global effects — both beneficial and harmful — on people and society.
    • LO 7.3.1 - Analyze the beneficial and harmful effects of computing. [P4]

Math Common Core Practice:

  • MP1: Make sense of problems and persevere in solving them.
  • MP2: Reason abstractly and quantitatively.
  • MP5: Use appropriate tools strategically.
  • MP6: Attend to precision.
  • MP7: Look for and make use of structure.
  • MP8: Look for and express regularity in repeated reasoning.

Common Core Math:

  • F-IF.1-3: Understand the concept of a function and use function notation
  • F-BF.1-2: Build a function that models a relationship between two quantities
  • F-LE.5: Interpret expressions for functions in terms of the situation they model

Common Core ELA:

  • RST 12.3 - Precisely follow a complex multistep procedure
  • RST 12.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases
  • RST 12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media
  • RST 12.9 - Synthesize information from a range of sources
  • WHST 12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
  • WHST 12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
  • WHST 12.6 - Use technology, including the Internet, to produce, publish, and update writing products

NGSS Practices:

  • 2. Developing and using models
  • 3. Planning and carrying out investigations
  • 4. Analyzing and interpreting data
  • 5. Using mathematics and computational thinking

NGSS Content:

  • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Essential Questions

  • How can a creative development process affect the creation of computational artifacts?
  • How can computing and the use of computational tools foster creative expression?
  • How can computing extend traditional forms of human expression and experience?
  • How are vastly different kinds of data, physical phenomena, and mathematical concepts represented on a computer?
  • How does abstraction help us in writing programs, creating computational artifacts and solving problems?
  • How are programs used for creative expression, to satisfy personal curiosity or to create new knowledge?
  • How does abstraction make the development of computer programs possible?
  • How do people develop and test computer programs?
  • Which mathematical and logical concepts are fundamental to computer programming?
  • How does computing enable innovation?
  • What are some potential beneficial and harmful effects of computing?
  • How do economic, social, and cultural contexts influence innovation and the use of computing?

Teacher Resources

Student computer usage for this lesson is: required

Students will need earbuds or headphones for these lessons.

EarSketch consists of three components:

The software toolset component includes the EarSketch code editor and digital audio workstation environment to write code and make music. It runs inside a web browser with the latest versions of Chrome, FireFox, or Safari. Internet Explorer is not supported and the digital audio workstation will not load. You must use a browser that supports Web Audio.  (Internet Explorer 12 plans to include support for Web Audio.)

Teachers should review the first two modules of the student curriculum to learn the components of EarSketch: Unit 1 (Getting Started) and Unit 2 (Effects and Beats).

Next, teachers should access the teacher curriculum, which is designed to help computer science teachers with little or no music knowledge begin teaching EarSketch in their classrooms. It presents music concepts, rhythms, pattern and variety, and effects as they relate to music programming in EarSketch. 

Finally, teachers should complete the student curriculum to get an idea of what students will be learning and doing.

Lesson Plan

Section 1 Introduction to EarSketch

Session 1

Getting Started (5 min)

Journal Prompt: What are possible advantages there are to creating and mixing music on a computer?

Responses should be collected from each student and used to create word cloud. Project the following four benefits to programming music and ask, "Are any of these missing?"

  1. You can automate repetitive, tedious tasks.
  2. You can experiment with music more easily.
  3. You can roll die. (Introducing randomization into music.)
  4. You can turn data into music. (What happens if you interpret data in a musical way?)

Students should select one of these four points and record throughts and observations as to their meanings.

Guided Activities (40 min)

Direct students to Unit 1: Getting Started with EarSketch (http://earsketch.gatech.edu/uncategorized/unit-1).

Within the first unit, they should explore the section 1.1. Introduction to the DAW (Digital Audio Workstations) (http://earsketch.gatech.edu/uncategorized/unit-1#chap11). Students should research the following definitions and procedures, then share them with a partner.

Definitions

  1. DAW
  2. measure
  3. track

Procedures

  1. How does one play (run) an EarSketch script?
  2. How does one isolate and play just one track in an EarSketch script?

Once students have completed this task, demonstrate the following sections for them:

  1. 1.3. Anatomy of an EarSketch Project (http://earsketch.gatech.edu/uncategorized/unit-1#chap131). Especially important is the process of creating, opening, running, editing, and saving EarSketch python scripts both on the EarSketch cloud as well as in the classroom.
  2. 1.4. Intro to Music Programming in EarSketch (http://earsketch.gatech.edu/uncategorized/unit-1#chap140). Especially important is the structure of an EarSketch script, the use of constants and variables, and the purpose and usage of fitMedia().

It is important that students know how to use the curriculum and the online development environment as the subsequent sessions will have students working independently with these tools.

Wrap Up (5 min)

Students should reflect on the questions and thoughts they recorded at the beginning of class. They should reflect on the following:

  1. Which questions have been answered?
  2. Which questions remain?
  3. What new questions arose?

Assignment

Assignment 1.1

This assignment can be found within the curriculum resources at Unit 6 > Lesson 1 > EarSketch Units > Unit 1.

 

Session 2

Getting Started (5 min)

Journal: Students should open their Assigment 1.1 (homework from the previous section) and discuss with their elbow partners what they learned while completing it. They should record in their journals two insightful observations made either in the previous session or during the completion of the assignment. Any questions remaining after these discussions should be posted up by students.

Guided Activities (40 min)

Direct students to Unit 2: Effects and Beats (http://earsketch.gatech.edu/uncategorized/unit-2).

Beats & Effects (25 min)

Within the second unit, they should go through each of the following sections and complete the exercises, making the appropriate modifications to the EarSketch script introduced and modified in Unit 1:

  1. 2.1 Intro to Effects (http://earsketch.gatech.edu/uncategorized/unit-2#chap21).
  2. 2.2 Intro to Beats (http://earsketch.gatech.edu/uncategorized/unit-2#chap22).

Once these exercises are completed, students should provide written responses to the following questions:

  1. What is an effect?
  2. How does one use setEffect()?
  3. TASK: Describe beats, meter, and rhythm.
  4. How can strings be used to create custom beat patterns?

Pair Programming (15 min)

Students should work in pairs to complete Quiz 2.1.

Wrap Up (5 min)

Spend some time identifying and responding to issues students might have run into.

Assignment

Students with registered accounts on EarSketch can save and name files in the cloud which simplifies file managment.  Distribute and assign Assignment 2.2.   

 

Session 3

Getting Started (5 min)

Collect: Assignments 1.1 and 2.2

Journal: Students should discuss with their elbow partners the first two assignments, reflecting on the lessons learned and identifying any questions that are lingering. Unresolved questions should be posted on the board.

Guided Activities (40 min)

Some time should be used here to respond to questions students posted at the beginning of the session. If questions are regarding upcoming material, answer these during the next activity.

Unit 3 Exercises & Prompts (25 min)

Direct students to Unit 3: For Loops, User-Defined Functions, Debugging (http://earsketch.gatech.edu/category/unit-3).

Students should individually complete the exercises presented at the end of the following sections:

  1. 3.1 For Loops (http://earsketch.gatech.edu/category/unit-3#chap41).
  2. 3.4 Debugging (http://earsketch.gatech.edu/category/unit-3#chap33).

The Python encountered in these sections should be review. Students should write responses (individually) to the following:

  1. What values are assigned to the variable i by the following Python statement: for i in range(1,10)
  2. What is a fill?
  3. What boolean or logical operators are available in Python?
  4. How can a variable be made to simultaneously hold two values?
  5. TASK: Describe two strategies for debugging programs.

Pair Programming (15 min)

Students should get into pairs and complete Quiz 3.1.

Wrap Up (5 min)

Collect the quiz. Students should share responses to the 5 prompts from earlier in the session. Remind students that they will review Assignment 3.1 at the start of the next class just as they did today for Assignment 2.2.  In the next class, students will collaborate to create the Section 1 project based on EarSketch units 1 - 3.

Assignment

Students should complete Assignment 3.1 for the next session.

 

Session 4

Getting Started (5 min)

Journal: Students should discuss with elbow partners the lessons they learned from session 3 (including the assignment and quiz). Any unresolved questions should be posted to the board.

Guided Activities (40 min)

Before continuing, any questions regarding last session's formative quiz or assignment 3.1 should be answered.

Students should work together to complete the project for units 1 through 3. This project can be found under Unit 6 Resources > Lesson 01 - Earsketch > Projects > Project Unit 1-3_1.docx. The final product should be one working program per group.

Wrap Up (5 min)

Students should reflect on what they liked about cooperating with one another and on what they want to improve in preparation for the upcoming "Create" performance tasks.

Assignment

Students should prepare for the section 1 exam using the assignments, quizzes and EarSketch units 1-3 as resources.

 

Session 5 (Section 1 Assessment)

Getting Started (5 min)

Students should upload their collaborative projects from session 4, including the .wav output of the music they created.

Guided Activities (40 min)

Students will take the section 1 test (units 1-3). The test to be administered can be found at the following location: Unit 6 Resources > Lesson 01 - Earsketch > Section Tests > Unit 1-3 Test.docx.

Time permitting, discuss the current music sharing sight and the ethical issues surrounding public sites. If students require more time to complete their collaborative projects, some could be given here as well.

Wrap Up (5 min)

Going foward, host a version of March Musical Madness. Hold a single elimination tournament to select the class musical section 1 champion.  If going on to sections two and three, consider doing just one round of the contest.  Each week allow pairs to enter their best product either from something newly created or modified.

 

Section 2 Dynamic Music Generation (Optional)

Session 6

Getting Started (5 mins)

Students should brainstorm lessons learned from the first section. Since they will be working in pairs throughout this entire section (excluding the project and the exam), this is a good time to also discuss standards for collaboration and cooperation. Partners and work groups should be specified here.

Notes gathered during this section, along with the EarSketch API documentation, will be allowed for the section 2 exam. This means that students should take good notes and save them in order to increase their scores on the test.

Guided Activities (40 mins)

Unit 4 (25 mins)

Direct students to Unit 4: Lists, Effects in More Detail, Musical Form (http://earsketch.gatech.edu/category/unit-4).

Working in pairs, they should tackle the sections in this unit. 

Formative Assessment (15 mins)

Working in pairs, students should complete Quiz 4. This quiz can be found under resources at the following location:  Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 4.

Wrap Up (5 mins)

Students should identify questions or concerns and share those that they think are most important, supplementing their notes with important comments.

Assignment

Select two assignments from the following list (these assignments can be found under the following: Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 4).

  1. Assignment 4.1 
  2. Assignment 4.2
  3. Assignment 4.3
  4. Assignment 4.4
  5. Assignment 4.5

 

Session 7

Getting Started (5 mins)

Assess student progress from the previous session. Student working groups should identify questions or concerns. It is crucial that major concerns are addressed as soon as possible.

Guided Activites (40 min)

EarSketch API & Unit 5 (25 min)

Introduce the students to the EarSketch API (http://earsketch.gatech.edu/category/learning/reference/earsketch-api). Important is to impart the usefulness of this document - how might somebody take advantage of an API to accomplish a certain task?

After the API has been properly introduced, direct students to Unit 5: Randomness (http://earsketch.gatech.edu/category/unit-5). Working in their groups, students should work through this EarSketch unit.

Formative Assessment (15 min)

Working in pairs, students should complete Quiz 5.1. This quiz can be found under resources at the following location:  Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 5.

Warp Up (5 min)

Students should identify questions or concerns and share those that they think are most important, supplementing their notes with important comments.

Assignment

Select and assign one of the following to assignments (these assignments can be found under the following: Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 5):

  1. Assignment 5.1
  2. Assignment 5.2

 

Session 8

Getting Started (5 mins)

Assess student progress from the previous session. Student working groups should identify questions or concerns, making sure to share all concerns pertaining covered material before the following session.

Guided Activities (40 mins)

Unit 5 (25 min)

Direct students to Unit 6: Sonification (http://earsketch.gatech.edu/category/unit-6).

Working in pairs, they should tackle the sections in this unit. 

Formative Assessment (15 min)

Working in pairs, students should complete Quiz 6.1. This quiz can be found under resources at the following location:  Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 6.

Warp Up (5 min)

Students should identify questions or concerns and share those that they think are most important, supplementing their notes with important comments.

Assignment

Assignment 6.1

This assignment can be found within the curriculum resources at Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 6.

 

Session 9

Getting Started (5 mins)

Assess student progress from the previous session. Student working groups should identify questions or concerns, making sure to share all concerns pertaining covered material before the following session.

Guided Activites (45 mins)

Have your students select and complete (in pairs) one of the following two projects. These projects can be found under Unit 6 Resources > Lesson 01 - EarSketch > Projects:

  1. Project Unit 4-6_1.docx
  2. Project Unit 4-6_2.docx

Assignment

Students should consolidate their notes and prepare for the section 2 exam next session. REMINDER: It is an open note exam.

 

Session 10

Getting Started (5 mins)

Journal: Have students reflect on the ethical concerns raised by digital media innovations such as EarSketch. In their journals, they should write down a specific ethical issue associated with the use of EarSketch. They should also point out one additional piece of online technology that raises digital media related ethical concerns.

Guided Activity (40 mins)

Distribute and administer the section 2 exam. This exam can be found at the following location: Unit 6 Resources > Lesson 01 - EarSketch > Section Tests > Unit 4-6 Test.docx.

Wrap Up (5 mins)

Host a version of March Musical Madness. Hold a single elimination tournament to select the class musical section 2 champion. If going on to section three, consider doing just one round of the contest. Each week allow pairs to enter their best product. It can be derived from the in-class work or be a completely new, out-of-class creation.

 

Section 3 Teaching Computers to Listen (Optional)

Section 3 is optional and is anticipated to also take about 5 sessions to complete these EarSketch units.  Students should be working very independently during this unit in prepartion for the Create Task.

11 EarSketch Unit 7: Teaching Computers [1 session]

12 EarSketch Unit 9: Recursion [1 session]

13 Project 3 [2 sessions]

14 Summative Assessment

Session 11:

Getting Started

 

Guided Activities

Unit 7: Teaching Computers

 

Formative Assessment

Quiz 7.1.docx

Assignment:

7.1

Wrap Up:

In pairs. then study groups students identify questions or concerns and share those they think are most important and supplement their notes with important comments.

 

Session 12:

Getting Started

Assess student progress from Session 11.  Groups identify questions or concerns and share any items of concern before day 2 of this section.

 

Guided Activities

Unit 9: Recursion

Formative Assessment

Quiz 9.1

Assignment:

9.1

Wrap Up:

In pairs. then study groups students identify questions or concerns and share those they think are most important and supplement their notes with important comments.

 

 

Session 13 and 14:

Getting Started

Assess student progress from Session 12.  Groups identify questions or concerns and share any items of concern before days 3 and 4 of this section. 

 

Guided Activities

Project Unit 7-9_1.docx

Project Unit 7-9_2.docx

 

Assignment:

Prepare for Section 3 exam.

Wrap Up:

In pairs. then study groups students identify questions or concerns and share those they think are most important and supplement their notes with important comments.

 

 Session 15:

Guided Activities

Unit 7-9 Test.docx

Wrap Up:

Host a version of March Musical Madness.  Hold a single elimination tournament to select the class musical Section 2 champion.  If going on to three consider doing just one round of the contest.  Each week allow pairs to enter their best product either from somethnnewly created or modified.

Assignment:

None

 


Evidence of Learning

Formative Assessment

Section 1:  

Quiz 1.4-1, 1.4.2, 2.1-1, 2.1.2, 3.1, 3,2 and 3.3

 

Section 1:  

Quiz 4, 5.1 and 6.1

 

Section 1:  

Quiz 7.1 and 9.1

 


Summative Assessment

Section 1:  

Project Unit 1-3_1 and Unit 1-3 Test 

 

Section 2:

Project Unit 4-6_1 and Unit 4-6 Test

 

Section 3:

Project Unit 7-9_1 and Unit 7-9 Test