The Coding Maestros project is the result of music and dance meeting coding through the application of computational thinking in an informal, cross-grade, student-led K12 context. The underlying research goal was for the authors mentoring this inter-disciplinary STEAM initiative to build a shared framework in order to experiment with the application of computational thinking in a series of guided discovery learning sessions and, for the students to develop a deeper understanding of, and benefit from holistic, inquiry-based learning, apply logical, critical and creative thinking to further develop their problem-solving skills outside the boundaries and expectations of formal learning, through trans-disciplinary collaboration. The framework, process, and outcomes are presented in this chapter. The culminating presentations/ performances demonstrated that ACS Athens students enjoyed remarkable learning experiences that attracted and sustained their attention, developed their problem-solving skills, and sparked their curiosity to pursue deeper learning in any of the STEAM-related fields.
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The Coding Maestros project is the result of music and dance meeting coding through the application of computational thinking in an informal, cross-grade, student-led context. Owing its conception to the annual Literacy Festival of the American Community Schools (ACS) Athens and its implementation to the school’s full support of classroom innovation– a large K12 International School in Athens Greece-, the project recruited 17 student volunteers representing Grades 1 through 9. With the mentoring of the Elementary School Music Teacher and the Director of Educational Technology (authors), students created, and led four well-attended and enthusiastically received performances first at the school Literacy festival (2018), and a year later at the Athens Re-Science Festival (2019).
Grounded on the components of inquiry-based, independent, and flexible learning of the i2Flex/blended methodology, (Avgerinou & Gialamas, 2016; Avgerinou 2021), and Masie’s notion of blendedness (2006)– all learning defined as blended-, the project goal was to arrive through the informal application of computational thinking, at a continuum of learner-led, authentic educational activities of progressive difficulty. These activities emerged from an innovative blend of student-performed music and coding with the support of an augmented reality software, as well as live instrumental and dance performances (Avgerinou & Apostolou, 2019). The underlying research goal was twofold: (a) for the authors mentoring this inter-disciplinary STEAM initiative to understand each other’s perspective and build a shared framework in order to experiment with the application of computational thinking in a series of guided discovery learning sessions; and, (b) for the students to develop a deeper understanding of, and benefit from holistic, inquiry-based learning, while applying logical, critical and creative thinking to further develop their problem-solving skills outside the boundaries and expectations of formal learning, through cross-grade, trans-disciplinary collaboration.
The culminating presentations/performances demonstrated how through those holistic, inspirational and innovative educational activities that engage STEAM and non-STEAM subjects, ACS Athens students enjoyed remarkable learning experiences that attracted and sustained their attention, developed their problem-solving skills, and sparked their curiosity to pursue deeper learning in any of the STEAM related fields of their selection.