STEAM based music activity example for gifted students: I design my instrument with Scratch and Makey Makey

Zeynep Özer; Rasim Erol Demirbatır

doi:10.31129/LUMAT.11.4.1993

Authors

Zeynep Özer Uludağ University, Fine Arts Education, Music Education Department, Turkey https://orcid.org/0000-0001-5884-3367
Rasim Erol Demirbatır Uludağ University, Fine Arts Education, Music Education Department, Turkey https://orcid.org/0000-0002-9472-3001

DOI:

https://doi.org/10.31129/LUMAT.11.4.1993

Keywords:

STEAM education, technology, gifted students, 5E learning model, coding

Abstract

In this study, the aim is to present a STEAM-based music activity for gifted students and to determine the students' awareness of the process at the end of the activity. The study group of the research consists of exceptionally gifted students who applied to STEAM Based Music Activities Workshop in the Halil İnalcık Science and Art Center. Accordingly, we determined the study group of the research as 25 5th grade students studying at Bursa Halil İnalcık Science and Art Centre in the 2023–2024 academic year. At the same time, these students also take information technologies course. We carried out the activity of “I design my instrument with Scratch program and Makey Makey” for a total of 8 hours in 4 weeks, i.e., two hours each week. The activity was prepared in line with the 5E learning model. At the end of the research, we applied the Formative Evaluation Form to the students and obtained data about their awareness of the process. We used the content analysis method to analyze the date. In the research, we determined that the students enjoyed the activity, their interest in music increased, music can be used effectively in different fields, coding studies with music are more fun, and they developed self-confidence by liking their work. In line with the data obtained in the research, the conclusion was that the realisation of music lessons with different fields by using today's technologies has positive effects on students.

References

Abrahams, D. (2018). The efficacy of service-learning in students’ engagements with music technology. 15, pp. 164–176. Tel-Aviv: Materials of the First International Conference on Music Education in the Community "Traditions, Challenges and Innvations".

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), p. 331. https://doi.org/10.3390/educsci11070331

Alekseenko, N., & Rakich, D. (2020). The use of innovative pedagogical technologies in music education. International Scientific and Practical Conference “Teacher Professionalism: Psychological and Pedagogical Support of a Successful Career” (ICTP 2020), 87, pp. 1–9. Retrieved from https://www.shs-conferences.org/articles/shsconf/abs/2020/15/shsconf_ictp2020_00079/shsconf_ictp2020_00079.html

Allina, B. (2017). The development of STEAM educational policy to promote students creativity and social empowerment. Arts Education Policy Review, 119(2), pp. 77–78. https://doi.org/10.1080/10632913.2017.1296392

Barate, A., Ludovico, L. A., & Malchiodi, D. (2017). Fostering computational thinking in primary school through a LEGO®-based music notation. Procedia Computer Science, 112, pp. 1334–1344. https://doi.org/10.1016/j.procs.2017.08.018

Barış, N., & Ecevit, T. (2019). Özel yetenekli öğrencilerin eğitiminde STEM uygulamaları. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(1), pp. 217–233. https://doi.org/10.17522/balikesirnef.529898

Barnes, J., FakhrHosseini, S. M., Vasey, E., Park, C. H., & Jeon, M. (2019). Informal STEAM education case study: Child-robot musical theater. Conference on Human Factors in Computing Systems, (pp. 1–6). Glasgow. https://doi.org/10.1145/3290607.3312890

Bell, J., & Bell, T. (2018). Integrating computational thinking with a music education context. Informatics in Education, 17(2), pp. 151–166. https://doi.org/10.15388/infedu.2018.09

Brookhart, S. M. (2010). Formative assessment strategies for every classroom: An ASCD action tool. ACCD Publications.

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2019). Research design and methods: An applied guide for the scholar-practitioner. Sage Publishing.

Bybee, R. W. (2019). Using the BSCS 5E instructional model to introduce STEM disciplines. Science and Children, 56(6), pp. 8–12. Retrieved from https://www.proquest.com/openview/392f0dc54e46d73a943efca09f664cf9/1?pqorigsite=gscholar&cbl=41736

Cansoy, R. (2018). Uluslararası çerçevelere göre 21. yy becerileri ve eğitim sisteminde kazandırılması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi,, 7(4), pp. 3112–3134. https://doi.org/10.15869/itobiad.494286

Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, 83(1), pp. 1–6. https://doi.org/10.1080/00098650903267784

Chen, C. J., & Lo, K. J. (2019). From teacher-designer to student-researcher: A study of atittude change regarding creativity in STEAM education by using makey makey as a platform for human-centred design instrument. Journal for STEM Education Research, 2, pp. 75–91. https://doi.org/10.1007/s41979-018-0010-6

Creswell, J. W. (2007). Qualitative inquiry & research design. Coosing among five approaches. Sage Publications.

Çepni, S. (2018). Kuramdan uygulamaya STEM+a+e eğitimi. Pegem Akademi.

Dorfman, J. (2022). Theory and practice of technology-based music instruction. Oxford University Press.

Erdoğan, S. (2020). STEM ve sanat eğitimi ilişkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(44), pp. 303–316. Retrieved from https://dergipark.org.tr/tr/pub/susbed/issue/61826/925118

Fokides, E., & Papoutsi, A. (2019). Using Makey-Makey for teaching electricity to primary school students. A pilot study. Education and Information Technologies(25), pp. 1193–1215. https://doi.org/10.1007/s10639-019-10013-5

Gao, Z., Qiu, L., Qi, P., & Sun, Y. (2020). A novel music emotion recognition model for scratch-generated music. 2020 International Wireless Communications and Mobile Computing (IWCMC), (pp. 1794–1799). Limassol. https://doi.org/10.1109/IWCMC48107.2020.9148471

Gorbunova, I., & Hiner, H. (2019). Music computer technologies and interactive systems of education in digital age school. Advances in Social Science, Education and Humanities Research, 273, pp. 124–128. https://doi.org/10.2991/csis-18.2019.25

Gregorio, J., Rosen, D. S., Morton, B. G., & Batual, A. (2015). Introduction to STEAM through music technology (Evaluation). 122nd ASEE Annual Conference & Exposition. Seattle. Retrieved from https://www.researchgate.net/publication/283226978_Introduction_to_STEAM_through_music_technology_Evaluation

Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), pp. 213–224. https://doi.org/10.1080/03057640500146880

Hassan, M. N., Abdullah, A. H., İsmail, N., Suhud, S. N., & Hamzah, M. H. (2019). Mathematics curriculum framework for early childhood education based on science, technology, engineering and mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1), pp. 15–31. https://doi.org/doi.org/10.12973/iejme/3960

Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(57), pp. 2–22. https://doi.org/10.1186/s41239-020-00234-x

Islam Sarker, M. N., Wu, M., Cao, Q., Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7). https://doi.org/10.18178/ijiet.2019.9.7.1246

Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Esiences, 10(8). https://doi.org/10.3390/educsci10080198

Kanlı, E., & Özyaprak, M. (2015). Stem education for gifted and talented students in Turkey. Journal of Gifted Education Research, 3(2), pp. 1–10. Retrieved from http://uyad.beun.edu.tr

Karslı Baydere, F., Hacıoğlu, Y., & Kocaman, K. (2019). Fen, teknoloji, mühendislik ve matematik (STEM) eğitimi etkinlik örneği: Pıhtı önleyici ilaç. Kastamonu Eğitim Dergisi, pp. 1935–1946. https://doi.org/10.24106/kefdergi.3051

Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.

Lavy, I. (2021). Applying STEAM education-the case integrating music and programming. 13th International Conference on Education and New Learning Technologies, (pp. 332–341). https://doi.org/10.21125/edulearn.2021.0111

Liao, C., Motter, J. L., & Patton, R. M. (2016). Tech-savvy girls: Learning 21st-century skills through STEAM digital artmaking. Art Education, 69(4), pp. 29–35. https://doi.org/10.1080/00043125.2016.1176492

Lindgren, B. M., Lundman, B., & Graneheim, U. H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Jouranl of Nursing Studies, 108. https://doi.org/10.1016/j.ijnurstu.2020.103632

Liu, Y. (2019). Effects of information technology integrated music ecological education on learning interest and performance. Ekoloji(107), pp. 3441–3448. Retrieved from http://www.ekolojidergisi.com/article/effects-of-information-technology-integrated-music-ecological-education-on-learning-interest-and-5986

Marin-Marin, J.-A., Soler Costa, R., Moreno-Guerrero, A.-J., & Lopez-Belmonte, J. (2020). Makey Makey as an interactive robotic tool for high school students' learning in multicultural contexts. Education Sciences, 10(9). https://doi.org/10.3390/educsci10090239

McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), pp. 10–17. Retrieved from https://eric.ed.gov/?id=EJ745451

Mercin, L. (2019). STEAM eğitiminde sanatın yeri. İnönü Üniversitesi Sanat ve Tasarım Dergisi, 9(19), pp. 28–41. https://doi.org/10.16950/iujad.514132

Miller, J. (2019). STEM education in the primary years to support mathematical thinking: using coding to identify mathematical structures and patterns. ZDM Matematics Education, 51, pp. 915–927. https://doi.org/10.1007/s11858-019-01096-y

Mullet, D. R., Kettler, T., & Sabatini, A. (2017). Gifted students’ conceptions of their high school STEM education. Journal for the Education of the Gifted, 41(1). https://doi.org/10.1177/0162353217745156

Özçelik, A., & Akgündüz, D. (2017). Evaluation of gifted/talented students' out-of-school STEM education. Trakya University Journal of Education Faculty, 8(2), pp. 334–351. https://doi.org/10.24315/trkefd.331579

Özkandemir, O. (2019). İlkokul müzik derslerinde robotik ve kodlama programlarının kullanılmasına yönelik örnek bir çalışma. Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.

Paik, H. (2013). Delphi Study about Mathematics Gifted Education Based on STEAM Education. The korea society of educational studies in mathematics, 15(4), pp. 867–888. Retrieved from https://koreascience.kr/article/JAKO201303536815425.page

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm Policy Ment Health, 42, 533–544. https://doi.org/10.1007/s10488-013-0528-y

Patton, M. Q. (1980). Qualitative evaluation methods. Sage Publications. https://gwern.net/doc/sociology/1980-patton-qualitativeevaluationmethods.pdf

Petrie, C. (2022a). Programming music with Sonic Pi promotes positive attitudes for beginners. 179, pp. 1–13. Retrieved from https://doi.org/10.1016/j.compedu.2021.104409

Petrie, C. (2022b). Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi. 32(2), pp. 260–282. Retrieved from https://doi.org/10.1080/08993408.2021.1935603

Phanichraksaphong , V., & Tsai, W.-H. (2021). Automatic evaluation of piano performances for STEAM education. Applied Sciences, 11(24). https://doi.org/10.3390/app112411783

Potapchuk, T., Fabryka-Protska, O., Gunder , L., Dutchak, V., Osypenko, Y., Fomin, K., & Shvets, N. (2021). Use of innovation and information technologies in music. IJCSNS International Journal of Computer Science and Network Security, 21(12). https://doi.org/10.22937/IJCSNS.2021.21.12.42

Ramsey, G. P. (2022). Integrating science, technology, engineering, and math (STEM) and music: Putting the arts in science, technology, engineering, arts, and math (STEAM) through acoustics. The Journal of the Acoustical Society of America, 152(2), pp. 1106–1111. https://doi.org/10.1121/10.0013571

Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2021). STEAM integration in chemistry learning for developing 21st century skills. MIER Journal of Educational Studies, Trends & Practices, 7(2), pp. 184–194. https://doi.org/10.52634/MIER/2017/V7/I2/1420

Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The effects of a science-focused STEM intervention on gifted elementary students’ science knowledge and skills. Journal of Advanced Academics, 25(3). https://doi.org/10.1177/1932202X14533799

Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Education Review, 16, pp. 203–212. https://doi.org/10.1007/s12564-015-9362-0

Ruthmann, A., Heines, J. M., Greher, G. R., Laider, P., & Saulters, C. (2010). Teaching computational thinking through musical live coding in scratch. SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education, (pp. 351–355). https://doi.org/10.1145/1734263.1734384

Schildkamp, K., Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, pp. 1–16.

Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi. https://doi.org/10.1016/j.ijer.2020.101602

Singh, M. (2021). Acquisition of 21st century skills through STEAM education. Academia Letters, pp. 1–7. https://doi.org/10.20935/AL712

Tanık Önal, N., & Ardıç, M. (2020). Okul öncesi öğrencileri için Makey Makey ile bir fen etkinliği tasarımı. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 9(3), pp. 2225–2236. https://doi.org/10.15869/itobiad.751814

Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. Epsilon Yayınevi.

Taylor, P. (2015). Transformative STEAM education for the 21st century. Proceedings of the Australian Conference on Science and Mathematics Education, (p. 4). Perth. Retrieved from https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/10343/10272

Turan, S., & Matterson, S. M. (2021). Middle school mathematics classrooms practice based on 5E instructional model. International Journal of Education in Mathematics, Science and Technology, 9(1), s. 22–39. https://doi.org/10.46328/ijemst.1041

Ülger, B. B., & Çepni, S. (2020). Gifted education and STEM: A Thematic Review. Türk Fen Eğitimi Dergisi, 17(3), pp. 443–466. https://doi.org/10.36681/tused.2020.38

Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3376

Vu, P., Harshbarger, D., Crow, S., & Henderson, S. (2019). Why STEM? Factors that influence gifted students’ choice of college majors. International Journal of Technology in Education and Science, 3(2), pp. 63–71. Retrieved from https://www.learntechlib.org/p/207265/

Waddell, G., & Williamon, A. (2019). Technology use and attitudes in music learning. Front. ICT, 6(11). https://doi.org/10.3389/fict.2019.00011

Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40(2), pp. 108–120. https://doi.org/10.1080/02783193.2018.1434712

Zayyinah, Z., Erman, E., Supardi, Z., Hariyono, E., & Prahani, B. K. (2022). STEAM-integrated project based learning models: Alternative to improve 21st century skills. Advances in Social Science, Education and Humanities Research, 625(251–258). https://doi.org/10.2991/assehr.k.211229.039