2017-08, Hug, Daniel, Petralito, Serge, Hauser, Sarah, Lamprou, Anna, Repenning, Alexander, Bertschinger, Didier, Stüber, Nadine, Cslovjecsek, Markus, Petralito, Serge

Motivated by the essential role of music in children’s lives, the potential of sound as sensory modality, and the importance of teaching Computational Thinking, there is great pedagogical potential in the integration of musical and computational thinking into “Computational Music Thinking”. In this paper we report a pilot study exploring research and design approaches in creating learning environments and tools, which stimulate the interest of children and adolescents for both computer science and music in a sustainable way in the context of creative, self-guided activities. For the purposes of the study, two online tools, AgentCubes online, a 3D game design environment, and Ludosonica, an interactive music composition and performance system, were employed in a series of workshops designed for primary and secondary school children. Results from the study generally con rm the pedagogical potential of Computational Music Thinking and point toward promising future research directions.

2016-07, Hug, Daniel, Stüber, Nadine, Repenning, Alexander, Cslovjecsek, Markus, Hauser, Sarah, Agotai, Doris, Miyazaki, Shintaro, Escherle, Nora, Assaf, Dorit, Woodward, Sheila

Computers have not only changed the way we live and work, but also how we create and consume music. Music software and apps are nowadays widespread in music education (Bauer, 2014). But the potential of the computer as actual musical „computing device“ is rarely exploited. In the area of computer science education the need to approach programming as creative and playful activity has been acknowledged since several years (Repenning et al., 2015). „Computational thinking“, as approach to problem solving that can be executed by both humans and computers (Wing, 2006), is being fostered in schools in the context of STEM (Science, Technology, Engineering, Math) education. And it is increasingly acknowledged that the notion of STEM should be extended to „STEAM“, the "A" standing for "the Arts", in order to foster transdisciplinary, holistic and innovative thinking. The use of algorithms and computing machinery has a long tradition in music, from the “musical dice games” to musical automatons and the computer music of the 20th century. Learning procedural and time-based concepts such as rhythm, melody and polyphony involves some kind of computational music thinking. Algorithmic composition offers children many opportunities to develop their own understanding of "musicality" from an inside perspective, by defining their own rules for generating "organized sound", and by understanding the "rules" and structures underlying various musical phenomena, practices and cultures. Recent works have demonstrated approaches to implement computational principles in classroom or workshop settings (Greher & Heines, 2014; Burnard et al., 2014). Therefore, we see great pedagogical potential in the integration of musical and computational thinking to “Computational Music Thinking”, which we would like to share and discuss with the community.