Project-based Learning with Scratch (ISTE)

This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.

The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.

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Introduction to Ipsative Assessment

This lightning talk introduces ipsative assessment, which is an assessment undertaken by a student for the purpose of learning through reflection on prior work. This process differs from self-assessment where students evaluate their own efforts or results without making connections to prior creations or demonstrations of understandings. I begin this session by briefly reviewing applications of formative and summative assessment techniques and then introduce ipsative assessment as another possibility for assessing student work. After this brief introduction, I elaborate by providing examples of how I used ipsative assessment within the K-8 coding classes I designed and facilitated, and conclude the lightning talk by sharing assessment resources I created for elementary CS education professional development sessions.

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Toward Equitable Learning through Rhizomatic Design

Rather than lecturing about rhizomatic design and learning, this session models the approach by exploring the topic rhizomatically. The idea behind this short session is to dip your toes into the topic while simultaneously providing enough resources to dive deeper after the session is over. 

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Interest-driven Coding Projects

This ignite talk describes considerations for designing interest-driven coding projects with Scratch. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.

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Project-based Learning with Scratch (CSTA)

This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backward, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed, so bring your laptop to explore and create projects with Scratch. The session will conclude with an open Q&A on project-based learning with Scratch.

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Facilitating Multiple Programming Languages in One Space

This lightning talk describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes quick suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.

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Interest-driven Coding Projects

This lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.

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Augmenting Programmatic Music

This interactive session explores augmenting programmatic music through a variety of technology. The session begins with a brief presentation on how we augmented programmatic music performed by a community band I worked with. Following the brief presentation, we will work together to augment a programmatic piece of music. The session will end with a discussion on what could be learned in a project like this and how we might implement similar projects in the settings we facilitate. A laptop or tablet is recommended for this session.

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Depression, Suicide, and Music Education

This paper presentation is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations music educators work with; 3) A vignette of a music educator helping a musician through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a music educator's perspective on a musician who committed suicide; 7) Closing thoughts. This paper presentation ends with an open discussion.

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Exploring Music and Video Games

This interactive session explores the nexus of music and video games. We will make live music to live video game play and discuss considerations for implementation in general music classes.

NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.

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Exploring Music Through Coding

This interactive session explores the nexus of music and coding (computer programming). We will collaboratively explore music making and learning through multiple programming languages and discuss how the elementary kids I work with make music through code.

NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.

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A K-8 Nexus Between Music Creation, Sound Design, and Computer Programming

This interactive session explores an elementary nexus between music creation, sound design, and computer programming. The session begins with a brief presentation on some of the ways the kids I work with explore music creation, sound design, and computer programming, all within K-8 computer programming classes. Following this brief presentation, we will work together or independently to modify the music, sound, or code from a variety of example projects. The session will end with a discussion on what could be learned in a project like this and how we might implement similar projects in the settings we facilitate. A laptop is recommended for this session.

 

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Emerging Music Nexuses: Technology, Video Games, and Coding

This discussion-based presentation focuses on three emerging music nexuses: 1) music performance and technology; 2) music and video games; and 3) music and coding. The presentation slides below provide many resources related to these nexuses; however, the discussion revolving around this presentation are not limited to these nexuses. I intend for this presentation to be a springboard for discussion on emerging music nexuses and their implications in music education/facilitation.

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