Teaching Computational Thinking Through Music Patterns

Grade: 2

Subjects: (Your art category & connected computing skill)

Music & Computational Patterns

Lesson Overview: (Short 2 sentence explanation of what the students will be doing)
Build upon the basic scratch skills they developed in the previous lesson by integrating patterns.
Students will create a simple scratch project that will play a simple note pattern they compose
themselves.
Time required: 1 hour

Learning Goal: (why is this important, why are you teaching it?)
Learning about the presence of patterns in the real world, noticing computational thinking as
more than a way of thinking computers used, but also a tool for self-expression.

Learning objectives: (measurable “students will” statements)

Students will…
• Create their own music using their knowledge of patterns
• Represent their composed music using simple scratch tools
• Be able to deepen their understanding of scratch coding
language.

Materials:
Computer for each student (with speakers), Scratch

Key Vocab:
Computation thinking, Patterns, Forever Loop, Composing, Music notes (A, B, C, D, E, F, G),
Sharp/Flat, Minor/Major.

Concepts & Standards addressed: (both art and computing)

Scratch: Forever Loop, Notes, “When this sprite clicked”

“To begin to add text strings, show and hide objects” *

“To begin to select sounds and control when they are heard.” *
“To begin to specify user inputs (such as clicks) to control events” *
MU.2.CR2.1: With limited guidance, demonstrate and discuss personal reasons for selecting
musical ideas that represent expressive intent. ^
MU.2.CR2.2: Demonstrate and explain personal reasons for selecting patterns and ideas for
music that represent expressive intent. ^

*=Fox Hill Primary Standards

^= Oregon Music Standards
Duration: The teacher will…

Min 1-5 Begin a conversation with students

about patterns, have the students
come up with their own definition
of a pattern and examples of
where they see patterns.
Show some examples of basic shape /
color patterns
Min 5-10 Discuss how patterns can be more
complex (not just red, blue, red, blue,
etc.) showing examples of complex
patterns in the real world that haven’t
been discussed yet. Introduce music as
patterns

Min 10-16 Open the scratch project ‘A Music

Pattern’ and explain to students how this
is a basic foundation of a song, just a
pattern of notes (show them by looking
inside the script of the project). Show
them where to find note blocks and how
to change the notes. Explain the function
of “When this Sprite Clicked” and
“Forever loops” (Forever loops can be
explained in more detail later on if
running short on time). Take time to
answer any student questions, then
explain how they will be composing their
own simple song with scratch. Show them
how as long as the notes are playing in
some sort of a pattern, it should sound
decent.

Min 16-20 Transition time for students to get on

computers and open scratch
Min 20-25 As a class, walk students through setting
up the beginning of their projects
reminding them of the basics. Show that
they can also use a block that changes the
instrument.

Min 25-35 Time for students to work on their

projects, walk around helping students
who need it.

Min 35-40 As a class, show students “A Music

Pattern! W/ a Background Change!”.
Explain how you want them to also
incorporate a background change
somewhere in the project, and a sprite
 that represents the feeling of their music Computational
in some way. practices involved:
(same as connected
Min 40-56 Time for students to work on their own computing skill in
projects, helping students wherever subject)
needed. If some students are completing Forever Loop, Notes,
it early, encourage them to make a longer “When this sprite
song or add more sprites. clicked”
Min 56-60 Debrief the lesson. If time allows, give
students some time to share their projects Computation Thinking,
with peers. Patterns

Steps/Script:

Outcome: