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UNIT 3
ANIMATIONS 2

YOU ARE HERE WHAT’S INCLUDED

BUILD-A-BAND

3
0 1 2 4 5 6
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UNIT 3
OVERVIEW
THE “BIG IDEA”
Kids have shared more than six million projects in the
Scratch online community – animations, stories, games,
and beyond – and one of our goals with the guide is to
reflect this enormous diversity of creations. Within It’s a pro
gra
activities, we support opportunities to personalize and imagina m that lets you
tion. You explore
avoid presenting challenges that have only one “right” You can ca your
create an n do whatever y
to what ything. T ou want
answer; across activities, we engage learners in a you here rea in it.
and once can make. You lly is no
li m
variety of genres. In this unit, we start to explore this because
you star
ty
design yo
ur
it
creative diversity with a deep dive into animation, art, as you le ou just don’t wa own stuff,
more po arn more nt to sto
ssib , yo p
and music. there are ilities, and the u can see there’s
, the mo more po
you just re ssib
learned. you want to exp ilities
and on w
Creative diversity in Scratch has often been highlighted Bradley, hat
12 years
by learners. Here are a few quotes from learners who old
were asked, “If you had to explain what Scratch is to one
of your friends, how would you describe it?”

Well, I li
ke
of do an that you can sor
ything o t
you can n it
It’s just t do whate . It’s like
endless hat there’s It’s reall
want, rea
lly
ver you
p creative . You can be as
not like ossibilities. It’s yourself y great to expre as you w
you can
make th
is
just could do creatively. You ss ant
Aaron, 1 to be.
project a project or this You can anything with 0 years o
n
you can d that’s all that ld
make. music, ar make video gamit.
Nevin, 9 The pos t, videos, anyth es,
years old endless, sibilities are ing.
really. no limitations,
Lindsey,
12 years
old KEY WORDS, CONCEPTS, & PRACTICES
+ loops + scripts
LEARNING OBJECTIVES + events + presentation mode
+ parallelism + bitmap
Students will: + control + vector
+ be introduced to the computational thinking concepts of + broadcast + animation
loops, events, and parallelism
+ gallery walk
+ become more familiar with the concepts of sequence
+ experiment with new blocks in the Events, Control, Sound, NOTES
and Looks categories
+ explore various arts-themed Scratch programs + Many activities in this unit include elements of sound and
+ create an animated music video project music. We recommend having headphones readily
available for students.
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CHOOSE YOUR OWN ADVENTURE

Programming in Scratch is like directing theatre. In theatre,

just as in Scratch, there are characters (sprites, in Scratch
parlance), costumes, backdrops, scripts, and a stage. Scratch
programming utilizes cues called “events”, which signal
when things should occur in a project, such as: activating a
project (when green flag clicked), triggering sprites’ actions
(when this sprite clicked), or even sending a silent cue
across sprites or backdrops (broadcast).

Inspired by the theatre metaphor, this unit’s arts-themed

activities are designed to help students explore the
computational concepts of loops, events, and parallelism,
culminating in the design of personalized music videos.

POSSIBLE PATH

BUILD-A-BAND

Create your own

musical group by
making interactive
instruments.
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UNIT 3 EXERCISE
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BUILD-A-BAND OBJECTIVES
By completing this activity, students will:
+ create a program that combines interactive sprites
with interesting sounds
+ develop greater fluency with sequence, loops,
events, and parallelism
+ practice experimenting and iterating in building
up project creations

ACTIVITY DESCRIPTION RESOURCES

❑ Show example projects from the Build-a-Band ❑ Build-a-Band handout

studio and have the Build-a-Band handout ❑ Build-a-Band studio
available to guide students. http://scratch.mit.edu/studios/475523
❑ Give students time to create interactive instruments by
pairing sprites with sounds. Encourage them to REFLECTION PROMPTS
experiment with different ways to express sounds in
Scratch by exploring other blocks in the Music + What did you do first?
category or using the editing tools within the Sounds + What did you do next?
tab. + What did you do last?
❑ Allow students to demonstrate their bands to one
another or let students walk around to interact with REVIEWING STUDENT WORK
classmates’ instruments. We recommend a gallery walk:
have students put their projects in presentation mode
and then invite them to walk around and explore each + Do projects make creative use of sounds?
other’s projects. Optionally, have students add their + Are the sprites in the projects interactive?
projects to the Build-a-Band studio or a class studio.
❑ Ask students to think back on the design process by
responding to the reflection prompts in their design
journals or in a group discussion.

NOTES NOTES TO SELF

+ To share as a whole group, have students perform their ❑ _______________________

Scratch instruments together to form a class band!
❑ _______________________
❑ _______________________
❑ _______________________
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BUILD-A-BAND
HOW CAN YOU UTILIZE SCRATCH TO
CREATE SOUNDS, INSTRUMENTS,
BANDS, OR STYLES OF MUSIC THAT
REPRESENT THE MUSIC YOU LOVE
MOST?

In this activity, you will build your own

music-inspired Scratch project by pairing
sprites with sounds to design interactive
instruments.

START HERE
❑ Create a sprite.
❑ Find the music blocks by clicking into the
Extensions menu.
❑ Select “Music blocks.”
❑ Add sound blocks.
❑ Experiment with ways to make your instruments
interactive.

Choose instruments from the

sprite library or create your own.

ASSIGNMENT FINISHED?

❑ Use repeat blocks to make a sound play more than once. + Add your project to the Build-A-Band
❑ Import or record your own sounds or experiment with the Studio:
Sounds editor. http://scratch.mit.edu/studios/475523
❑ Try playing with the tempo blocks to speed up or slow down + Challenge yourself to do more! Invent a
the rhythm. new instrument or record your own
sounds.
+ Help a neighbor!