A Case Study of Middle Schoolers' Use of Computational Thinking Concepts and Practices during Coded Music Composition
Yifan Zhang, Douglas Lusa Krug, Chrystalla Mouza, David C. Shepherd, Lori Pollock · 2022
Researchers and practitioners have demonstrated various benefits of introducing computational thinking (CT) through music composition coding. While researchers have studied the impacts on participant attitudes towards CT and their learning of CT concepts, more case studies are needed on both learning CT concepts as well as CT practices, i.e., the processes of constructing music coding projects. This paper presents a case study of middle schoolers in an informal learning environment focused on integrating music composition with coding in TunePad. Specifically, we collected and analyzed logs of coding events, final code products, and surveys to explore both CT concept use and CT practices exhibited by the participants as they completed open-ended music coding activities to create their own melodies with specific music and CT requirements and recommendations.