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Designing Music Composing Software with and for Middle School Students: A Collaborative Project

Designing Music Composing Software with and for Middle School Students: A Collaborative Project. 2009 CMS/ATMI Joint Meeting October 22-24, Portland, OR. S. Alex Ruthmann Jesse M. Heines University of Massachusetts Lowell.

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Designing Music Composing Software with and for Middle School Students: A Collaborative Project

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  1. Designing Music Composing Software with and for Middle School Students: A Collaborative Project 2009 CMS/ATMI Joint Meeting October 22-24, Portland, OR S. Alex Ruthmann Jesse M. Heines University of Massachusetts Lowell

  2. A collaboration between the UMass Lowell Computer Science, Art, Music, and English departments in the area of exhibition and performance technologies • Supported by the National Science Foundation, Award No. CNS-0722161

  3. The common thread is that many tasks, performed by multiple people, must come together on a tight schedule by a specific date to achieve a desired result • Each team member must “perform” his or her task so that it can be integrated into a final product, regardless of whether that member participates visibly in the culminating event

  4. Rationale for music education • Hands-on • Interdisciplinary • Project approach for learning technology • Real world context with real world application

  5. Students gain first hand experiences in: • Understanding the benefits and pitfalls of implementing -- and possibly designing -- technology applications in the classroom • Understanding students who are growing up under the influence of media • Understanding the interdependence of sound, image & technology

  6. Rationale for computer science • Application of CS concepts • Work in interesting application domains • Work in interdisciplinary project teams • Strong exposure to human factors • Attract students not traditionally interested in majoring in CS

  7. Job Prospects: Science & Engineering as presented by Eric Roberts, Stanford Univ., at SIGCSE ’08

  8. Job Prospects: Computer Science as presented by Eric Roberts, Stanford Univ., at SIGCSE ’08

  9. Students gain first hand experiences in: • Addressing creative challenges • especially ones that require more creativity than typically dreamed up by CS professors • Getting out of the classroom and the lab • Getting out of their comfort zone • Working with non-geek users

  10. Music Performamatics:The Found Instrument Project

  11. Found Instruments Project • Conceived by Prof. Gena Greher, Dept. of Music, Coordinator of Music Education

  12. Found Instruments Project • Taken to the next level by Prof. Jesse Heines, Computer Science Dept., Undergraduate Coordinator

  13. Step 1: Find Instruments • Chris (CS), Joe (Music), and Sophanna (CS) playing their found instruments

  14. Step 2: Devise Notations • Maggieexplaining hernotation forplaying asteam iron

  15. Step 3: Test Notations • Maggie showing Sophanna how to play her steam iron notation

  16. Step 2: Devise Notations • Maggie’s notation

  17. Step 3: Test Notations • Sophanna trying to play the steam iron using Maggie’s notation Click picture to play video

  18. Step 4: Write Programs • Sophanna’s computer program for writing Maggie’s steam iron notation

  19. Step 5: Test Programs • Maggie and Mike trying Sophanna’s program and recommending revisions

  20. Music Student Observations • “I love hearing different perspectives from people in totally different areas of study.” • “It’s really easy to forget what it was like to not be a musician and how you would have thought about music back then.”

  21. Music Student Observations • “I thought that their systems depicted a much more technical view of things than what we had in mind.” • “It’s very productive to have them come to class with us to share different ideas.” • “It is always just interesting to see the differences but similarities between both of the majors.”

  22. Discovery of Commonalities • “... somebody else on campus [who] has nothing to do with us [that is, a CS student] has everything to do with us.” • “They are in a creative process just as much as we are when we create music… I saw a lot of similarities between what they were doing and what we were doing.” Click to play video

  23. Mike’s Jacket Notation

  24. Eine Kline Jacket Music Click picture to play video

  25. Chris’s Jacket Program - 1 • Initial screen

  26. Chris’s Jacket Program - 2 • Setting the beat and dragging icons

  27. Chris’s Jacket Program - 3 • Selecting an icon & positioning a cursor

  28. Chris’s Jacket Program - 4 • Deleting an icon - where’s the cursor?

  29. Chris’s Jacket Program - 5 • Inserting icons with keyboard shortcuts

  30. Chris’s Jacket Program - 6 • Where did the icon get inserted?

  31. Additional Challenges • Culturally, as well as physically, divided

  32. Additional Benefits • Focus on process as well as product • Transformation of teaching as well as learning • Effect on professors as well as students

  33. www.performamatics.org • Gena Greher -Music Gena_Greher@uml.edu • Jesse Heines -Computer Science Jesse_Heines@uml.edu • University of Massachusetts Lowell

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