Abstract:

In the educational field of computer science there is increasingly experimentation with the use of learning contexts. Traditionally, often the choice was made for ‘mathematical’ exercises, such as the ‘shortest path’ algorithms. These days there are alternative possibilities to learn how to code. Examples are robotics or programming virtual reality. Another option can be learning programming by combining computer science with arts education. This can be done by coding visual objects, e.g. with the Processing programming language, but also through creating tunes and beats with development environments such as EarSketch, TunePad (both Python-based) or Sonic Pi (Ruby language). The question is to what extend such contexts are suitable for learning the concepts of programming. Will students actually ‘learn’ instead of just ‘playing’ with code. And what is needed to ensure transfer of the learned concepts to other contexts?

This paper examines the experiences of in an international group of students who have participated in a two weeks summer course, learning the programming language Python through the use of the online environment for coding music named TunePad. The participants handed in musical artefacts created through coding. Also they filled in learner reports and thus providing information on their motivation and opinions on what was learned. The results can give insight into the benefits and constraints of interdisciplinary courses that combine arts with programming; an educational strategy which can be considered part of the STEAM approach: the integration of arts into the STEM fields (Science, Technology, Engineering and Math).

Even though many experts consider the use of music in education to be motivational, such contexts can also be seen as too overwhelming for student learning. Doesn’t the fact that music is a broad field in itself, take away from learning programming concepts? What aspects of the context music can add or take away from the possibility to acquire content knowledge of computer programming? Up to now, not much research is done on the cognitive side of using music to teach programming.

If a context seems far removed from common practices in the professional and academic field, it is helpful to develop meaningful mental maps of transferable knowledge. What specific teaching and learning sequences within the music context can foster development of such mental maps; what transversal potential can be distinguished in contexts in general and music specifically; and how does high road transfer compare to low road transfer using this context?

Through analysis of the learner reports of the participating students, but also by dissecting the coded music artefacts, more insight will be gained regarding the use of the context music to teach programming. The paper aims to describe the effects of using music as a context for teaching how to code, it will evaluate which aspects of music can ensure permanent and flexible skills and knowledge regarding coding concepts, and design an approach towards the use of such a context in a learning environment.

The reader of this paper might get inspired to think about the use of surprising contexts in their own respective field of education.

Keywords:

Programming, education, steam, computer science, contexts.