Objective:

Students will analyze and discuss how music apps can be designed to accommodate a diverse range of users, addressing issues of bias and accessibility in technology design. 

Materials Needed:

• Chart paper and markers

• Printouts of app screenshots or paper mock-ups of music apps (such as a metronome, tuning app, and basic music creation app)

• Accessibility features list (e.g., voice control, text resizing, color contrast)

Steps:

• Introduction: 

  • Begin by asking students, "What features make apps easy or hard to use?" 

  • Discuss how different features can create barriers or provide support for people with disabilities or diverse needs. 

  • Introduce the concepts of bias and accessibility in technology design, specifically focusing on music-related apps.

• Group Activity: 

  • Divide the class into small groups, providing each with screenshots or paper mock-ups of music apps. 

  • Ask students to evaluate the app for accessibility, identifying features that might be challenging for users with disabilities (e.g., small text, lack of captions). 

  • Groups can use the accessibility features list as a reference to brainstorm improvements.

• Redesign and Discussion: 

  • Each group will design an “improved” version of their app on chart paper, incorporating more accessible features. 

  • Then they will present their redesigns to the class, explaining their choices and discussing how these changes promote inclusivity.

• Reflection: 

  • Conclude with a discussion on how accessible technology can benefit everyone, not just those with disabilities. 

  • Emphasize the importance of considering diverse needs when creating or refining any type of digital tool, connecting this to the broader role of technology in society.

Equity and Access: 

Pair students of varied experiences with technology and encourage them to support each other, allowing everyone to contribute their unique perspectives on app accessibility.

Real-World Application: 

Highlight how real app developers incorporate accessibility features to make technology more inclusive, emphasizing that students’ ideas could be used in future apps to benefit a wide range of users.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students evaluate and redesign an app with inclusivity in mind, fostering awareness of diverse needs.

• Communicating about Computing: Students articulate their redesigns and discuss how they address bias and accessibility in technology.

Standard(s):

• CA Arts 8.MA:Cn11

• CA CS 6-8.IC.21

Objective:

Students will use Scratch, App Lab, or another coding platform to create a music visualization, where animation or colors change in response to different elements of music. 

Materials Needed:

• Computers or tablets 

• Headphones (optional)

• Example music clips (royalty-free or school-approved)

Steps:

• Introduction: 

  • Start by playing a short music clip and asking, "What colors or shapes come to mind when you hear this music?" 

  • Discuss how visuals can enhance a music experience, and introduce the activity of creating a music visualization. 

  • Explain that students will use a coding platform to code visual elements that respond to music in ways that are accessible to all users, considering factors like color blindness or visual impairments.

• Exploration and Coding: 

  • Provide a brief tutorial on how to use a coding platform to create animations with simple color changes, movement, or effects in response to different music elements (e.g., tempo, pitch). 

  • Encourage students to design visuals that are high-contrast or that utilize sound cues, making their visualizations accessible to those with visual impairments.

• Testing and Refining: 

  • Have students test their visualizations with classmates, gathering feedback on the accessibility and effectiveness of their designs. 

  • They should make adjustments as needed, such as modifying color schemes or adding descriptive audio cues for those who may not be able to see the screen well.

• Presentation and Discussion: 

  • Each student presents their music visualization, describing their coding process and how they considered accessibility in their design. 

  • Lead a class discussion on the importance of inclusivity when creating media content, reinforcing the connection between art, technology, and accessibility.

Equity and Access: 

Provides pre-made coding templates for students who need additional support, ensuring that all students can participate regardless of coding experience.

Real-World Application: 

The teacher connects the lesson to careers in media arts and app design, where professionals use coding to create inclusive media experiences, reinforcing that their skills can contribute to real-world projects.

CS Practice(s):

• Creating Computational Artifacts: Students use a coding platform to create interactive, coded visualizations that respond to music.

• Foster an Inclusive Computing Culture: Students receive feedback on their visualizations and modify them to improve accessibility for diverse users.

Standard(s):

• CA Arts 8.MA:Cr1

• CA Arts 8.MA:Cn11

• CA CS 6-8.IC.21