Unit 6. Data Visualization
Revision Date: Sep 08, 2019 (Version 3.0)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:
Students create an account to get Cloud storage for their files.
Outcomes
Optionally from Section 3.
Overview
The Lesson is divided into three sections.
Section 1 Getting Started with EarSketch is anticipated to take about 5-6 sessions.
Section 2 is anticipated to take about 5 sessions to complete these EarSketch units.
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.
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.
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.
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?"
Students should select one of these four points and record throughts and observations as to their meanings.
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.
1. 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:
1.8 Sections of an EarSketch Script
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. Review the concept of abstraction from previous units in the course (Lessons 2-1, 3-1, 4-7) and have students identify at least one detail that is hidden by each of data representation they review.
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.
Assignment 1.1
This assignment can be found within the curriculum resources at Unit 6 > Lesson 1 > EarSketch Units > Unit 1.
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.
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.
Effects in EarSketch: setEffect
Identify and responding to questions students have shared. Use other studetns as a resource to answer as many questions as possible.
Distribute and assign Assignment 2.2.
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.
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.
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.
Students should complete Assignment 3.1 for the next session.
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.
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.
Effects in EarSketch: setEffect
4.1 Using Effects in EarSketch
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.
Students should prepare for the section 1 exam using the assignments, quizzes and EarSketch units 1-3 as resources.
Students should upload their collaborative projects from session 4, including the .wav output of the music they created.
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.
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.
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.
Student work in pairs through the Reusing Code sections below and post any questions they have.
9.6 Automating Effects with Loops
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.
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
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.
12.2 Beat Patterns with Strings
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.
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
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.
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.
Students should identify questions or concerns and share those that they think are most important, supplementing their notes with important comments.
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.
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.
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
Students should consolidate their notes and prepare for the section 2 exam next session. REMINDER: It is an open note exam.
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.
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.
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 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
Formative Assessment
Assignment:
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
Formative Assessment
Assignment:
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
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
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
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
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