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Teaching a Computer to Sing:Preliminary FindingsTeaching a Computer to Sing:Preliminary Findings
Daniel A. WalzerDept. of Music
Jesse M. HeinesDept. of Computer Science
University of Massachusetts Lowell
Daniel A. WalzerDept. of Music
Jesse M. HeinesDept. of Computer Science
University of Massachusetts Lowell
30 July 201630 July 2016BIBAC ConferenceCambridge, EnglandBIBAC ConferenceCambridge, England
22Click picture to play videoClick picture to play video
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Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings1. Can middle schoolers follow the connections
from singing to digitized sound to MIDI and back to music and learn to program using the songs they like to sing?
1. Can middle schoolers follow the connections from singing to digitized sound to MIDI and back to music and learn to program using the songs they like to sing?
44
Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings1. Can middle schoolers follow the connections
from singing to digitized sound to MIDI and back to music and learn to program using the songs they like to sing?– Audacity– Scratch– Pencil Code
1. Can middle schoolers follow the connections from singing to digitized sound to MIDI and back to music and learn to program using the songs they like to sing?– Audacity– Scratch– Pencil Code
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Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings2. Conversely, can programming their
individual parts help students learn to sing in three- and four-part harmony?
2. Conversely, can programming their individual parts help students learn to sing in three- and four-part harmony?
66
Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings2. Conversely, can programming their
individual parts help students learn to sing in three- and four-part harmony?– Change from MIDI
to ABC Notation– Change from cus-
tom arrangements of pop songs to simpler “partnersongs”
2. Conversely, can programming their individual parts help students learn to sing in three- and four-part harmony?– Change from MIDI
to ABC Notation– Change from cus-
tom arrangements of pop songs to simpler “partnersongs”
77
Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings3. What resources, models, and tools are
needed to integrate STEM education into a middle school after-school choral program?
3. What resources, models, and tools are needed to integrate STEM education into a middle school after-school choral program?
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Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings3. What resources, models, and tools are
needed to integrate STEM education into a middle school after-school choral program?– Resources: Computers
we can control– Models: Singing
breakComputing– Tools: Appropriate
music
3. What resources, models, and tools are needed to integrate STEM education into a middle school after-school choral program?– Resources: Computers
we can control– Models: Singing
breakComputing– Tools: Appropriate
music
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Teaching a Computer to SingResearch Questions / FindingsTeaching a Computer to SingResearch Questions / Findings4. Can involving adults who
match students’ racial or cultural backgrounds posi-tively affect the “people like me don’t [or can’t] do that” belief that so often stifles efforts to attract underrepresented groups to STEM?
4. Can involving adults who match students’ racial or cultural backgrounds posi-tively affect the “people like me don’t [or can’t] do that” belief that so often stifles efforts to attract underrepresented groups to STEM?
1010
Teaching a Computer to SingGoals for Our Second YearTeaching a Computer to SingGoals for Our Second Year• Capture the “Wow!”• Capture the “Wow!”
1111
Teaching a Computer to SingGoals for Our Second YearTeaching a Computer to SingGoals for Our Second Year• Capture the “Wow!”• Integrate gaming• Capture the “Wow!”• Integrate gaming
1212
Teaching a Computer to SingGoals for Our Second YearTeaching a Computer to SingGoals for Our Second Year• Capture the “Wow!”• Integrate gaming• Put on a
show or produce a CD
• Capture the “Wow!”• Integrate gaming• Put on a
show or produce a CD
1313
Teaching a Computer to SingGoals for Our Second YearTeaching a Computer to SingGoals for Our Second Year• Capture the “Wow!”• Integrate gaming• Put on a
show or produce a CD• Have more
fun!
• Capture the “Wow!”• Integrate gaming• Put on a
show or produce a CD• Have more
fun!
1414
• Working with kids after they’ve been in school for 8+ hours is hard
• Working with kids after they’ve been in school for 8+ hours is hard
Teaching a Computer to SingSummaryTeaching a Computer to SingSummary
1515
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
Teaching a Computer to SingSummaryTeaching a Computer to SingSummary
1616
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
• There is a need for more concrete, larger, over-arching goals to tie sessions together
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
• There is a need for more concrete, larger, over-arching goals to tie sessions together
Teaching a Computer to SingSummaryTeaching a Computer to SingSummary
1717
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
• There is a need for more concrete, larger, over-arching goals to tie sessions together
• There is no substitute for working with a quality teacher and quality student assistants
• Working with kids after they’ve been in school for 8+ hours is hard
• Attitudinal changes were hard to see, but some were detected by our evaluation team
• There is a need for more concrete, larger, over-arching goals to tie sessions together
• There is no substitute for working with a quality teacher and quality student assistants
Teaching a Computer to SingSummaryTeaching a Computer to SingSummary
Daniel A. WalzerDaniel_Walzer@uml.edu
Jesse M. HeinesJesse_Heines@uml.edu
Daniel A. WalzerDaniel_Walzer@uml.edu
Jesse M. HeinesJesse_Heines@uml.edu
This project is supported by Award No. 1515767 from the National Science Foundation (NSF) Division of Research On Learning (DRL). Any opinions, findings, conclusions, or recommendations expressed in this presentation are solely those of the authors and do not necessarily reflect the views of the National Science Foundation.
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