Type I: Engaging African Americans in Computing through the Collaborative Creation of Musical Remixes

格鲁吉亚理工学院提出了一个项目，利用音乐创作来吸引和留住非裔美国人参与计算实践。与其他种族群体相比，非洲裔美国人参与计算的程度相对较低。 最近的研究表明，电脑游戏，曾经被认为是CS教育的“银弹”，并最终在计算机科学的兴趣之间的关系并不像许多人所假设的那样强烈，特别是对非洲裔美国人，因此，有必要更多的文化动机的方法。目前现有的方法直接激励非裔美国人在CS地址计算前的主题或用于招募学生进入高中课程，但是，有没有目前的方法在解决文化动机的核心CS主题的高中生。 该项目代表了这样一种方法：开发一个名为EarSketch的音频合成环境，使学生能够创建计算混音（即由操纵小音乐样本和节拍的代码片段组成的音乐作品）。这种侧重于嘻哈音乐混音的做法可能（a）回避电脑游戏在吸引少数群体参与方面的文化问题，因此在吸引这些群体参与方面更为成功;（B）通过在“循环”和“节拍”的更易接近的层次上操作，而不是在更精细的层次上操作，使计算音乐更容易被那些没有接受过经典训练的人所接近。（c）让学生创作与文化相关的文物，对他们有深刻的意义。EarSketch课程最初将部署在高中学生的夏季研讨会中，最后将在拉尼尔高中的高中CS课程中进行试点。学生将学习如何在数字音频工作站（MIDI）软件中混音音乐，以及如何编写代码以在此环境中通过算法生成混音，从与CS一致的计算概念的角度接近混音：原则国家课程（例如创建计算工件，使用抽象和模型，并在团队中有效工作）。EarSketch旨在激励学生学习和应用计算概念，以实现音乐目标，例如创建添加剂，重复和变化的纹理结构。该课程还借鉴了结对编程的思想，并利用社交媒体作为分享和协作的手段，同时增加了学生创造性地重用和重新混合彼此的独特功能。的作品，就像音乐混音一样。一个EarSketch社交媒体分享网站将使学生能够分享他们的创造性作品和混音其他？的工作，通过重用，修改和扩充代码，样本和节拍。

The Georgia Institute of Technology proposes a project to engage and retain African-Americans in computing using music composition for the contextualization of computing practices. African-American participation in computing is relatively low compared to other ethnic groups. Recent research has shown that the relationship between computer games, once thought a "silver bullet" for CS education, and an eventual interest in computer science is not as strong as many have assumed, especially for African Americans; therefore, there is a need for more culturally-motivated approaches. Currently existing approaches for directly motivating African Americans in CS address pre-computational topics or are used for recruiting students into high school programs; however, there are no current approaches in addressing culturally motivated core CS topics for high school students. This project represents one such approach: the development of an audio composition environment, called EarSketch, which enables students to create computational remixes (i.e. musical compositions that are comprised of code snippets that manipulate small musical samples and beats). This approach with its focus on hip hop remixes may (a) sidestep the cultural issues that computer games have had in the engagement of minorities and therefore be more successful in engaging these constituencies; (b) make computational music more accessible to those without classical training by operating on the more accessible hierarchical level of "loops" and "beats" as opposed to the finer-grained note and event level of classical Western composition; and (c) allow students to create culturally relevant artifacts that have a deep meaning to them. The EarSketch curriculum will be initially deployed in summer workshops for high school students with a final piloting in a high school CS course at Lanier High School. Students will learn how to remix music in digital audio workstation (DAW) software and how to write code to algorithmically generate remixes within this environment, approaching remixing from the perspective of computing concepts aligned with the CS: Principles national curriculum (e.g. creating computational artifacts, using abstractions and models, and working effectively in teams). EarSketch is designed to motivate students to learn and apply computational concepts in order to achieve musical goals such as the creation of additive, repetitive, and varying textural constructs. The curriculum also borrows from ideas of pair programming and leverages social media as a means of sharing and collaborating while adding the unique feature of students creatively reusing and remixing each other?s works, as is done with musical remixes. An EarSketch social media sharing site will enable students to share their creative works and remix other?s work, by reusing, altering, and augmenting code, samples, and beats.