2023 Volume 11 Pages 57-67
In 2021, I developed the learning material “Tec-Mu,” for practicing programming education in music making in elementary schools’ music lessons. While developing “Tec-Mu,” I incorporated the characteristics of “live coding,” a way of expression. In live coding, a performer creates and executes a program to play improvisational music. The program is then edited in real-time by responding to the music being played and the audience’s reaction, thus successively changing the music. This classroom practice helped to achieve most of the goals set at the time of development. However, it needed to re-examine the perspective of deepening the understanding of “elements characterizing music,” and of providing intuitive operability for everyone’s ease of use. In this study, I focused on these points to improve the material, and examined relationships between the improved “Tec-Mu” and programming education through classroom practice. This resulted in the focus on following three points: (1) I was able to foster computational thinking in children on the audience side, (2) I was able to encourage awareness of the duplicated variables, and (3) computational thinking is also activated when considering the music that is satisfying not only to themselves but also to their audience.
