EarSketch: An integrated approach to teaching introductory computer music

2013 ◽  
Vol 18 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Scott McCoid ◽  
Jason Freeman ◽  
Brian Magerko ◽  
Christopher Michaud ◽  
Tom Jenkins ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Music ◽  
Integrated Approach ◽  
School Students ◽  
Music Production ◽  
Introductory Course ◽  
Digital Audio Workstation ◽  
Music Research ◽  
Python Programming

EarSketch is an all-in-one approach to supporting a holistic introductory course to computer music as an artistic pursuit and a research practice. Targeted to the high school and undergraduate levels, EarSketch enables students to acquire a strong foundation in electroacoustic composition, computer music research and computer science. It integrates a Python programming environment with a commercial digital audio workstation program (Cockos’ Reaper) to provide a unified environment within which students can use programmatic techniques in tandem with more traditional music production strategies to compose music. In this paper we discuss the context and goals of EarSketch, its design and implementation, and its use in a pilot summer camp for high school students.

Music Production Clusters

2020 ◽  
pp. 47-50
Author(s):  
Joseph Michael Pignato
Keyword(s):  
High School ◽  
High School Students ◽  
General Music ◽  
Music Curriculum ◽  
School Students ◽  
Traditional School ◽  
Music Production ◽  
School Music ◽  
Industry Experience ◽  
Production Software

The lesson described in this chapter was originally designed for middle and high school students as part of their general music curriculum. The goal of the lesson is to create spaces for students that resemble those used by musicians outside of traditional school music contexts to simulate practical music industry experience (e.g., those environments one might find in a recording studio, in a project studio, or at a DIY music venue). This lesson encourages discovery-based learning, using common music production software, hardware, and instruments. The materials, context, and instructions will illustrate how teachers can create environments in which their students will engage, explore, discover, create, and collaborate.

scholarly journals A Study of High School Students’ English Learning Enjoyment (ELE) in China

2021 ◽  
Vol 3 (3) ◽  
pp. 142-153
Author(s):  
Yibo Zhi ◽  
Honggang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Core Competencies ◽  
Integrated Approach ◽  
Senior High School ◽  
Three Dimensions ◽  
English Learning ◽  
School Students ◽  
Learning Enjoyment ◽  
Senior High School Students

English Learning Enjoyment (ELE) potentially sustains students’ motivation of English learning, especially under China’s fresh context where National English Curriculum Standards for Senior High Schools issued in 2017 has directed teachers to cultivate students’ core competencies of English as a subject. Its theoretical framework was established by Dewaele and MacIntyre (2014) on Foreign Language Enjoyment (FLE) and then subcategorized by Li Chengchen et al. (2018) into ELE-Private, ELE-Teacher, and ELE-Atmosphere. The three dimensions have thus made it possible for the following quantitative research, where an enormous space remains on senior high school students in China, despite exhaustive studies beforehand with either overseas background or distinctive educational contexts. This quantitative study will concentrate on the general levels of ELE, both overall and for each dimension. Thus with Li Chengchen et al.’s (2018) ELE Scale came the investigations of 351 senior high school students of all grades with diverse academic levels, whose data were analyzed through SPSS in terms of general levels (both mean values and standard differentiations). The results have looked at an intermediate and converging level of Overall ELE with a more prominent level of ELE-Teacher than ELE-Private and ELE-Atmosphere. Inspired by the results comes a disclosure of students’ positivity in English learning under the guise of their inclination to teachers’ efforts instead of automatic drive or constructive environment for authentic language development. Thus an integrated approach is recommended by dint of an elaborate picture of ELE-Private and ELE-Atmosphere to reclaim the lost authentic “self” of senior high school students.

scholarly journals Teaching and Learning STEM in Peruvian High Schools with an Emphasis on Electrical Engineering and Computer Science

10.29007/nl7c ◽  
2020 ◽  
Author(s):  
Arturo Miguel de Priego
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Teaching And Learning ◽  
Electrical Engineering ◽  
Integrated Approach ◽  
School Students ◽  
Virtual Experiments ◽  
Ongoing Work ◽  
And Mathematics

This paper presents an ongoing work to involve Peruvian high school students in scientific research, engineering design, and mathematical modeling. It describes extracurricular workshops and classroom sessions to discover natural laws and solve real problems in local communities. The emphasis is on teaching and learning electrical engineering and computer science with an integrated approach to science, technology, engineering, and mathematics. The paper also introduces a project- based and inquiry-based curriculum for high school, and GRISEL, a tool for virtual experiments with electronic design and computer programming.

scholarly journals An Integrated Approach To Recruiting And Retaining Appalachian Engineering Students

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16
Author(s):  
Gary Winn ◽  
Robin Hensel ◽  
Reagan Curtis ◽  
Lydotta M. Taylor ◽  
Gene Cilento
Keyword(s):  
High School ◽  
High School Students ◽  
Time Management ◽  
Engineering Students ◽  
Ecological Model ◽  
Academic Career ◽  
Integrated Approach ◽  
Content Standards ◽  
School Students ◽  
Academic Difficulty

Recruiting and retaining Appalachian engineering students is difficult for a variety of ecological and cultural reasons. At West Virginia University an NSF STEP grant1* has allowed the development specific interventions to evolve from an ecological model we describe here. The interventions include web-based, realistic engineering design exercises linked to state and federal content standards and objectives; a week-long residential summer camp addressing social and academic challenges for rural and minority students; a full set of retention efforts including "rescue courses" targeting struggling college freshmen in early stages of academic difficulty coupled with required study labs to underscore time management and persistence skills early in a freshman's academic career. Process and impact measures suggest that this package of interventions is effective in building interest in engineering not only in high school teachers but in the high school students themselves. While freshman retention has improved remarkably to an all time high of 84%, we conclude that it may take longer than five years to establish among youth in Appalachia an "engineering identity" as a cultural norm. We discuss the key aspects of our 5 year NSF project along with findings and conclusions.

Complete the Beat (Beginner)

2020 ◽  
pp. 21-24
Author(s):  
Ian Cummings
Keyword(s):  
High School ◽  
High School Students ◽  
Popular Music ◽  
School Students ◽  
Music Production

The activities detailed in this chapter were designed for beginner-level high school students in a music production class that meets daily for an average time of 40 minutes. The aim of this activity is to focus on each of the three main elements of drum patterns found in popular music: snare, kick, and hi-hat. The activity is broken up into three tasks in which students complete a drum pattern that contains two of the three elements. After completing the three tasks, students will have focused on each of the three main drum sounds individually and will be better prepared to create their own original drum patterns.

Hunting for Pops and Clicks

2020 ◽  
pp. 259-262
Author(s):  
Ryan Van Bibber
Keyword(s):  
High School ◽  
High School Students ◽  
Listening Skills ◽  
School Students ◽  
Recording Equipment ◽  
High Quality ◽  
Music Production ◽  
Pro Tools ◽  
Deep Listening

This activity hones high school students’ deep listening skills, along with their ability to edit audio in Pro Tools. It introduces the primary editing tools of the user’s DAW, including selection, grabber, trimmer, zoom, scrubber, and fade tools. Students will learn how to use these tools by removing pops and clicks from a faulty audio recording. As recording equipment can be expensive, this lesson may help those who are looking to increase the quality of their music while working with gear that is lacking. It also shows those new to music production the methodical and detail-oriented work needed to create high quality music.

Musicalizatech: A collaborative music production project for secondary and high-school students

2017 ◽  
Vol 10 (1) ◽  
pp. 93-116 ◽  
Author(s):  
Francisco Cuadrado ◽  
Isabel Lopez-Cobo ◽  
Beatriz Valverde ◽  
David Varona
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Music Production ◽  
Collaborative Music

The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses

2013 ◽  
Vol 44 (4) ◽  
pp. 683-729 ◽  
Author(s):  
James E. Tarr ◽  
Douglas A. Grouws ◽  
Óscar Chávez ◽  
Victor M. Soria
Keyword(s):  
High School ◽  
High School Students ◽  
Linear Models ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
Implementation Fidelity ◽  
Integrated Approach ◽  
Achievement Test ◽  
School Students ◽  
Subject Specific

We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.

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