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With Computational Thinking in Sound, veteran educators Gena R. Greher and Jesse M. Heines provide the first book ever written for music fundamentals educators which is devoted specifically to music, sound, and technology. The authors demonstrate how the range of mental tools in computer science - for example, analytical thought, system design, and problem design and solution - can be fruitfully applied to music education, including examples of successful student work. While technology instruction in music education has traditionally focused on teaching how computers and software work to produce music, Greher and Heines offer context: a clear understanding of how music technology can be structured around a set of learning challenges and tasks of the type common in computer science classrooms. Using a learner-centered approach that emphasizes project-based experiences, the book provides music educators with multiple strategies to explore, create, and solve problems with music and technology in equal parts. It also provides examples of hands-on activities which encourage students, alone and in interdisciplinary groups, to explore the basic principles that underlie today's music technology and which expose them to current multimedia development tools.
With Computational Thinking in Sound, veteran educators Gena R. Greher and Jesse M. Heines provide the first book ever written for music fundamentals educators which is devoted specifically to music, sound, and technology. The authors demonstrate how the range of mental tools in computer science - for example, analytical thought, system design, and problem design and solution - can be fruitfully applied to music education, including examples of successful student work. While technology instruction in music education has traditionally focused on teaching how computers and software work to produce music, Greher and Heines offer context: a clear understanding of how music technology can be structured around a set of learning challenges and tasks of the type common in computer science classrooms. Using a learner-centered approach that emphasizes project-based experiences, the book provides music educators with multiple strategies to explore, create, and solve problems with music and technology in equal parts. It also provides examples of hands-on activities which encourage students, alone and in interdisciplinary groups, to explore the basic principles that underlie today's music technology and which expose them to current multimedia development tools.
Acknowledgements
Preface
Chapter 1: Computational Thinking in Music Courses: How to Get
Artsy Types to Start Thinking like Geeks and Vice Versa
Chapter 2: Imagination and Creativity: The School Based Paradox
Chapter 3: Interdisciplinary Teaching and Learning: Two Heads Might
Actually Be Better Than One
Chapter 4: Notation and Representation: Getting Them to Crack the
Code
Chapter 4 Coda
Chapter 5: Getting Them Started: I Didn't Know You Can Do That With
a Computer
Chapter 6: Platforms & Tools: Anything You Can Do I Can Do
Cheaper
Chapter 7: Logistics: Bit by Bit, Putting It Together
Chapter 7 Coda
Chapter 8: Assessment: Making the Grade
Chapter 8 Coda
Chapter 9: The Performamatics Model of Sharing and Networking:
We're All Connected
Gena R. Greher is a Professor of Music Education at UMass Lowell.
Her research focuses on creativity and listening skill development
in children and examining the influence of integrating multimedia
technology in urban music classrooms and music teacher education
through School-University partnerships.
Jesse M. Heines is a Professor of Computer Science at UMass Lowell.
His primary teaching responsibilities include object-oriented
programming and graphical user interfaces. His research focuses on
computer science education, particularly interdisciplinary
approaches that blend computer science with music and other fields
to enhance instructional effectiveness in both.
"For those interested in interdisciplinary thinking in general
education settings in college, this book provides a wonderful
accounting of how to do this with music, music technology and
computing. The writing here celebrates notions of creative
thinking, collaboration, project-centered learning, and
constructionist philosophy and is a must read for those who want to
explore the context of technological applications by today's
college students." --Peter R.
Webster, Ph.D., Vice Dean of Division of Scholarly and Professional
Studies, Thornton School of Music, University of Southern
California
"Computational Thinking in Sound is a long overdue resource
providing educators with practical strategies for developing and
facilitating authentic, interdisciplinary collaborations among the
Arts and STEM fields. Through a specific focus on the overlapping
processes and domains of computing and music, Greher and Heines
make the case that both musical and computational thinking are
everywhere and for everyone. Though many of the projects and
pedagogical strategies were designed and piloted for use with
undergraduate students, the middle and high school educator and
informal educators will also find this book highly useful,
especially to those who work with
MIT's Scratch visual programming environment." --S. Alex Ruthmann,
Associate Professor of Music Education & Music Technology, NYU
Steinhardt; President, Association for Technology in Music
Instruction
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