Sample from Computing Explorations of Computer Programming
Sample from Computing Explorations of Computer Programming
Embedded Files
Section 2.1
Section 2.1
Problem Selection to Audience Engagement
Problem Selection to Audience Engagement
Learning Goals
Learning Goals
Students define music as a component of Engagement Structure and identify characteristics of two musical engagement components: tempo and pitch.
CSTA Standards
CSTA Standards
3A-IC-24 Evaluate the ways computing impacts personal, social, economic, and cultural practices.
GA IST Standards
GA IST Standards
MC-CS-FCP 6.5 Develop a program specifically with the goal of solving a problem, creating new
knowledge, or helping people, organizations, or society.
Objectives and General Description
Objectives and General Description
The objective for this section is to transition the students perspective from selecting a problem to engaging through music. Students will work in pairs in this unit. Ideally, student pairs will be continued from the problem selection. Groups of 3 students can also be formed if needed, but pairs are ideal.
In this section, you will play musical introductions from commercials and movie themes without showing them your screen so that they can focus on the sound rather than the visuals. It will be much smoother if you already have the 3 musical introductions cued up so that you do not play any adds.
Activities
Activities
Activity 2.1.1 (Budget 30 minutes)
Students transition to musical engagement by identifying tempo and pitch related to emotional responses.
1. Hand out the Musical Engagement worksheet and explain to the class that we are moving from a focus on informing our audience to engaging them through music.
2. Connect your computer to play sounds for the class but not the display. Facilitate students recording the basic emotion (happy/carefree, sad, fear, anger), tempo (slow, medium or fast), and pitch (low, medium or high) they feel the music is trying to elicit for three different musical introductions. Facilitate class discussion after playing each introduction: TED Talk (only 8 seconds), Google Intro (only 7 seconds), Nintendo Switch (only 8 seconds).
3. Facilitate class discussion on the topic for each intro but do not tell them what it was for, reconnect your display, and share the opening video with the audio for each introduction so that the students see what each is about.
4. Present the Musical Tempo and Pitch PowerPoint slide and have students record the researched relationship between tempo, pitch, and emotions at the bottom of their Music Engagement worksheet.
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