Experience CS

Lesson 5

Programming progressions

In this lesson, students will combine the concepts of abstraction and parallelism to create a musical chord progression using functions and broadcasting. They will learn the common I-IV-V-I chord progression and its historical influence on music. Students will then sequence their functions in Scratch to create their own I-IV-V-I chord progression.

school

Grade 7

local_library

Subject Music

schedule

Length of lesson 50 minutes

Learning objective

Students will compose a major chord progression using multiple functions in an appropriate sequence.

Standards

CSTA Standards

2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs
2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.

National Association for Music Education (NAfME) Music Standards, 2014

MU:Cr1.1.7a: Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
MU:Cr1.1.C.IIa: Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.
MU:Cr1.1.T.IIa: Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools and resources.
MU:Cr2.1.C.IIa: Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

Students will use the same project across multiple lessons.

Programming progressions