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 is a web-based application, so there is no software to install. You need a current version of Chrome, Safari, Firefox, or Edge running on Mac, Windows, Linux, a ChromeBook, or a tablet with an attached keyboard. You also need headphones or speakers.

EarSketch consists of two 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.

 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.   
  • No downloads or installs are needed other than current web browsers.   EarSketch runs inside a recent web browser Chrome, Firefox, Safari or Microsoft Edge. (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
  • Students will apply Python programming concepts - list creation, access, modification and traversal

Optionally from Section 3.

  • 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 Getting Started with EarSketch  is anticipated to take about 5-6 sessions.

  1. Programming for Personal Expression
  2. Program Design and Functions
  3. Project 1
  4. Copyright and Correctness
  5. Section 1 Assessment

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

  1. Reusing Code
  2. Strings and Debugging
  3. Project 2
  4. Conditionals and Data Strucutres
  5. Section 2 Assessment

 

 

Section 3 is optional and is anticipated to also take about 5-6 sessions to complete these Earsketch units.

Each session will have the following elements.

  1. Getting Started: (5 min)
  2. Guided Activities (40 min)
  3. Wrap Up (5 min)

Sources

EarSketch curriculum is available at https://earsketch.gatech.edu/earsketch2/#. The EarSketch curriculum and teaching materials are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.

 

 

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]
      • EK 1.1.1B - Creating computational artifacts employs an iterative and often exploratory process to translate ideas into tangible form.
  • 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]
      • EK 1.2.1C - Computing tools and techniques are used to create computational artifacts and can include, but are not limited to, programming integrated development environments (IDEs), spreadsheets, three-dimensional (3-D) printers, or text editors.
      • EK 1.2.1E - Creative expressions in a computational artifact can reflect personal expressions of ideas or interests.
    • 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]
      • EK 1.2.3B - Computation facilitates the creation and modification of computational artifacts with enhanced detail and precision.
      • EK 1.2.3C - Combining or modifying existing artifacts can show personal expression of ideas.
    • LO 1.2.4 - Collaborate in the creation of computational artifacts. [P6]
      • EK 1.2.4A - A collaboratively created computational artifact reflects effort by more than one person.
      • EK 1.2.4B - Effective collaborative teams consider the use of online collaborative tools.
      • EK 1.2.4C - Effective collaborative teams practice interpersonal communication, consensus building, conflict resolution, and negotiation.
      • EK 1.2.4E - Collaboration facilitates the application of multiple perspectives (including sociocultural perspectives) and diverse talents and skills in developing computational artifacts.
      • EK 1.2.4F - A collaboratively created computational artifact can reflect personal expressions of ideas.
    • LO 1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational artifacts. [P4]
      • EK 1.2.5A - The context in which an artifact is used determines the correctness, usability, functionality, and suitability of the artifact.
      • EK 1.2.5D - The suitability (or appropriateness) of a computational artifact may be related to how it is used or perceived.
  • 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]
      • EK 2.1.1A - Digital data is represented by abstractions at different levels.
      • EK 2.1.1C - At a higher level, bits are grouped to represent abstractions, including but not limited to numbers, characters, and color.
  • 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]
      • EK 2.2.1A - The process of developing an abstraction involves removing detail and generalizing functionality.
      • EK 2.2.1C - An abstraction generalizes functionality with input parameters that allow software reuse.
    • LO 2.2.2 - Use multiple levels of abstraction to write programs. [P3]
      • EK 2.2.2B - Being aware of and using multiple levels of abstractions in developing programs help to more effectively apply available resources and tools to solve problems.
    • LO 2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [P3]
      • EK 2.2.3K - Lower-level abstractions can be combined to make higher-level abstractions, such as short message services (SMS) or email messages, images, audio files, and videos.
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]
      • EK 4.1.1A - Sequencing, selection, and iteration are building blocks of algorithms.
      • EK 4.1.1B - Sequencing is the application of each step of an algorithm in the order in which the statements are given.
      • EK 4.1.1C - Selection uses a Boolean condition to determine which of two parts of an algorithm is used.
      • EK 4.1.1D - Iteration is the repetition of part of an algorithm until a condition is met or for a specified number of times.
      • EK 4.1.1E - Algorithms can be combined to make new algorithms.
      • EK 4.1.1F - Using existing correct algorithms as building blocks for constructing a new algorithm helps ensure the new algorithm is correct.
    • LO 4.1.2 - Express an algorithm in a language. [P5]
      • EK 4.1.2A - Languages for algorithms include natural language, pseudocode, and visual and textual programming languages.
      • EK 4.1.2B - Natural language and pseudocode describe algorithms so that humans can understand them.
      • EK 4.1.2C - Algorithms described in programming languages can be executed on a computer.
      • EK 4.1.2E - Some programming languages are designed for specific domains and are better for expressing algorithms in those domains.
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]
      • EK 5.1.1A - Programs are developed and used in a variety of ways by a wide range of people depending on the goals of the programmer.
      • EK 5.1.1B - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may have visual, audible, or tactile inputs and outputs.
      • EK 5.1.1C - Programs developed for creative expression, to satisfy personal curiosity, or to create new knowledge may be developed with different standards or methods than programs developed for widespread distribution.
      • EK 5.1.1E - A computer program or the results of running a program may be rapidly shared with a large number of users and can have widespread impact on individuals, organizations, and society.
    • LO 5.1.2 - Develop a correct program to solve problems. [P2]
      • EK 5.1.2B - Developing correct program components and then combining them helps in creating correct programs.
      • EK 5.1.2C - Incrementally adding tested program segments to correct working programs helps create large correct programs.
      • EK 5.1.2D - Program documentation helps programmers develop and maintain correct programs to efficiently solve problems.
      • EK 5.1.2E - Documentation about program components, such as code segments and procedures, helps in developing and maintaining programs.
      • EK 5.1.2F - Documentation helps in developing and maintaining programs when working individually or in collaborative programming environments.
      • EK 5.1.2I - A programmer's knowledge and skill affects how a program is developed and how it is used to solve a problem.
      • EK 5.1.2J - A programmer designs, implements, tests, debugs, and maintains programs when solving problems.
    • LO 5.1.3 - Collaborate to develop a program. [P6]
      • EK 5.1.3A - Collaboration can decrease the size and complexity of tasks required of individual programmers.
      • EK 5.1.3B - Collaboration facilitates multiple perspectives in developing ideas for solving problems by programming.
      • EK 5.1.3C - Collaboration in the iterative development of a program requires different skills than developing a program alone.
      • EK 5.1.3D - Collaboration can make it easier to find and correct errors when developing programs.
      • EK 5.1.3E - Collaboration facilitates developing program components independently.
      • EK 5.1.3F - Effective communication between participants is required for successful collaboration when developing programs.
  • EU 5.2 - People write programs to execute algorithms.
    • LO 5.2.1 - Explain how programs implement algorithms. [P3]
      • EK 5.2.1A - Algorithms are implemented using program instructions that are processed during program execution.
      • EK 5.2.1B - Program instructions are executed sequentially.
      • EK 5.2.1C - Program instructions may involve variables that are initialized and updated, read, and written.
  • EU 5.3 - Programming is facilitated by appropriate abstractions.
    • LO 5.3.1 - Use abstraction to manage complexity in programs. [P3]
      • EK 5.3.1A - Procedures are reusable programming abstractions.
      • EK 5.3.1B - A procedure is a named grouping of programming instructions.
      • EK 5.3.1C - Procedures reduce the complexity of writing and maintaining programs.
      • EK 5.3.1D - Procedures have names and may have parameters and return values.
      • EK 5.3.1E - Parameterization can generalize a specific solution.
      • EK 5.3.1F - Parameters generalize a solution by allowing a procedure to be used instead of duplicated code.
      • EK 5.3.1G - Parameters provide different values as input to procedures when they are called in a program.
      • EK 5.3.1H - Data abstraction provides a means of separating behavior from implementation.
      • EK 5.3.1L - Using lists and procedures as abstractions in programming can result in programs that are easier to develop and maintain.
      • EK 5.3.1M - Application program interfaces (APIs) and libraries simplify complex programming tasks.
      • EK 5.3.1N - Documentation for an API/library is an important aspect of programming.
      • EK 5.3.1O - APIs connect software components, allowing them to communicate.
  • 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]
      • EK 5.4.1A - Program style can affect the determination of program correctness.
      • EK 5.4.1B - Duplicated code can make it harder to reason about a program.
      • EK 5.4.1C - Meaningful names for variables and procedures help people better understand programs.
      • EK 5.4.1D - Longer code segments are harder to reason about than shorter code segments in a program.
      • EK 5.4.1E - Locating and correcting errors in a program is called debugging the program.
      • EK 5.4.1F - Knowledge of what a program is supposed to do is required in order to find most program errors.
      • EK 5.4.1G - Examples of intended behavior on specific inputs help people understand what a program is supposed to do.
      • EK 5.4.1H - Visual displays (or different modalities) of program state can help in finding errors.
      • EK 5.4.1I - Programmers justify and explain a program’s correctness.
      • EK 5.4.1J - Justification can include a written explanation about how a program meets its specifications.
      • EK 5.4.1K - Correctness of a program depends on correctness of program components, including code segments and procedures.
  • EU 5.5 - Programming uses mathematical and logical concepts.
    • LO 5.5.1 - Employ appropriate mathematical and logical concepts in programming. [P1]
      • EK 5.5.1A - Numbers and numerical concepts are fundamental to programming.
      • EK 5.5.1D - Mathematical expressions using arithmetic operators are part of most programming languages.
      • EK 5.5.1E - Logical concepts and Boolean algebra are fundamental to programming.
      • EK 5.5.1F - Compound expressions using and, or, and not are part of most programming languages.
      • EK 5.5.1G - Intuitive and formal reasoning about program components using Boolean concepts helps in developing correct programs.
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 developed to help people, organizations or society solve 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 a 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 the dice. (Introducing randomization into music.)
  4. You can turn data into music and 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 create, manage and play (run) an EarSketch script?
  2. How does one select and play tracks in the digital audio workstation in EarSketch?

 

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

   1.4 Running a Script

   1.5 Adding Comments

   1.6 The DAW in Detail

   1.8 Sections of an EarSketch Script

   1.9 Creating a New Script

1.10 Composing In EarSketch

 

2  All programs process data, even those being developed for personal expression.  Demonstrate interactively the use of Python variables to store and retrieve data and to express values. Introduce student to the concept of abstraction and have students identify at least one detail that is hidden by each of data representation they review. 

   2.1 Rhythm

   2.2 Data Types

   2.3 Functions

   2.4 Numbers

   2.5 Variables

        2.6 Constants

Wrap Up (5 min)

It is important that students know how to use the curriculum and the online development environment.  Students should reflect on the process of creating, saving and retieving program in EarSketch.

  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 what they learned while completing it with their elbow partners. They should record in their journals two observations made either in the previous session or during the completion of the assignment. Any questions remaining after these discussions should be shared by students.

Guided Activities (40 min)

Beats, Effects and Tempo 

Program Design and Functions

Students work in pairs through the 8 sections below and add any questions they have to those posted during the getting started session.

Debugging and Documenting

Effects in EarSketch: setEffect

Tempo and Pitch

Students complete Quiz 2.1.

Wrap Up (5 min)

Identify and responding to questions students have shared.  Use other studetns as a resource to answer as many questions as possible.

Assignment

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 to respond to questions students posted at the beginning of the session. If questions are regarding upcoming material answer these during the next activity.

Students should work together to complete a  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 get into pairs and complete Quiz 3.1.  Collect an exit slip from students of any questions they need help with. Collect the quiz. 

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 again work in pairs to review Program Design and Functions using the following elements in the EarSketch curriculum.

Debugging and Documenting

   3.1 What is Debugging?

   3.2 Using the Console

   3.3 Documenting Code

   3.4 Common Errors

Effects in EarSketch: setEffect

4.1 Using Effects in EarSketch

Tempo and Pitch

   6.1 Tempo

   6.2 Pitch

   6.3 Transition Strategies

Wrap Up (5 min)

Students should reflect on how they benefited from cooperating with one another as partners and how they might beneifit from collaboration on the next project.

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 

Session 6

Getting Started (5 mins)

Students should brainstorm lessons learned from the first section. They will be working in pairs throughout this entire section so this is a good time to also discuss standards for collaboration and cooperation. Partners/ 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. 

Guided Activities (40 mins)

Student work in pairs through the Reusing Code sections below and post any questions they have.

Looping

   9.1 The For-Loop

   9.2 Components of a For-Loop

   9.3 Example Loop

   9.4 Following Control Flow

   9.5 Adding Effects with Loops

   9.6 Automating Effects with Loops

Musical Form and Custom Functions

10.1 Sections and Form

10.2 A-B-A Form

10.3 Custom Functions

10.4 Return Statements

 

Wrap Up (5 mins)

Using students as a resource whenever possible, answer any questions students have identified.

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. 

Assignment

Optional - Time permitting have stuend seletc a project and collaborate in its development.

With partner/work group, select an assignments from the following list (these assignments can be found under the following: Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 4).

Assignment 4.1 

Assignment 4.2

Assignment 4.3

Assignment 4.4

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)

Student work in pairs through theStrings and Making Custom Beats: makeBeat sections below and post any questions they have. 

12.1 Strings

12.2 Beat Patterns with Strings

12.3 makeBeat()

13.1 String Concatenation

Debugging Logic

15.1 Printing to the Console

15.2 The Debugging Process

15.3 Common Errors

 

 

Wrap Up (5 min)

Using students as a resource whenever possible, answer any questions students have identified.

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.

 

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):

Assignment 5.1

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)

Students should work together to complete a  project for units 1 through 3. This project can be found under Unit 6 Resources > Lesson 01 - Earsketch > Projects > Project Unit 4-6_1.docx. The final product should be one working program per group.

Time permitting students shoul work individually on  assignment 6.1. This assignment can be found within the curriculum resources at Unit 6 Resources > Lesson 01 - EarSketch > EarSketch Units > Unit 6.

 

Wrap 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

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.

 

 

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:

Project Unit 4-6_1.docx

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