Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi

Abstract

ABSTRACT Background and Context Computational Thinking (CT) has been recently integrated into new and revised Digital Technologies content (DTC) in the Technology learning area of the New Zealand School Curriculum. Objective To aid this change, this research examined how CT supports learning outcomes in both music and programming with the Sonic Pi platform. Method A mixed-methods case study designed by the researcher was developed and trialled in a regular middle school classroom. The design of instruments and analysis utilised a widely used CT assessment framework at a school level. Findings Many successes and challenges not reported in the literature on how CT can support learning outcomes in music and programming were revealed. Implications Provided some significant limitations are considered, the major implication of the results suggest educators can use Sonic Pi to support many learning outcomes in music and programming for interested students.