Design and Iteration

for Transformation
Evan Tobais, Isaac Bickmore, Ryan Bledsoe, & Jesse Rathgeber

Making & Playing

Act 1 . . .

Ryans story

New respect for electronic instruments and controllers

AudioCubes lead to new ideas

Student designed electronic instruments

Ryans story

MIDI Trigger Finger

Ryans story
AudioCubes

Ryans story

Students Exploring the Victorian

Synthesizers and Contact Microphones

Jesses story

my the problem solver self

musical pot-luck and Scratch

iteration as a disposition

Jesses story

Free Food That Sounds Good

Jesses story

Playing with Scratch and Sound

Jesses story

my the problem solver self

musical pot-luck and Scratch

iteration as a disposition

Isaacs story

Big Projects

Folding in many skills and concepts

Juggling multiple things and feeling mildly successful

Evans story

the iterative nature of a course

tensions of traditions and transformations

Making & Playing

Act 2 . . .

Ryans story
New respect for electronic instruments and controllers
AudioCubes lead to new ideas
Student designed electronic instruments

Exploration of microcontrollers

Electronic controllers and instruments

E-textiles

Ryans story

Microcontrollers

Ryans story

Instruments & Controllers

Ryans story

My E-Textile Projects

Ryans story

My E-Textile Projects

Jesses story

Temporary Makerspaces

Jesses story
my the problem solver self
musical pot-luck and Scratch
iteration as a disposition

design and iteration as a disposition

designing and iterating with students

testing and iterating teaching practice

Isaacs story
Big Projects
Folding many skills and concepts in
Juggling multiple things and feeling mildly successful

More Built-in Accountability

Soliciting/Adapting More to Student

Feedback

Adapting More to Student Feedback

Evans story
the iterative nature of a course
tensions of traditions and transformations

considering the role of technology and

skills

classes splitting into additional classes

my own transformation impacting the

class

Making & Playing

Act 3 . . .

Ryans story
New respect for electronic instruments and controllers
AudioCubes lead to new ideas
Student designed electronic instruments
Exploration of microcontrollers
Electronic controllers and instruments
E-textiles

Reconnecting with students

Student sound and interaction design

Music technology with young children

Jesses story
my the problem solver self
musical pot-luck and Scratch
iteration as a disposition
design and iteration as a disposition
designing and iterating with students
testing and iterating teaching practice

the problem solving we

iteration for teaching and reflection

what happens when it doesnt work?

Isaacs story
Big Projects
Folding many skills and concepts in
Juggling multiple things and feeling mildly successful
More Built-in Accountability
Soliciting/Adapting More to Student Feedback
Adapting More to Student Feedback

Learning More about PBL

A New Project Design

Preparation For and With the

Students for Educative and Engaging
Experiences

Evans story
the iterative nature of a course
tensions of traditions and transformations
considering the role of technology and skills
classes splitting into additional classes
my own transformation impacting the class

iteration or evolution or change

transformation in traditional
contexts

what should be retained or

Thoughts and Themes - Ryan

Who designs and iterates in music

education?

What/How can we learn from students?

How can technology change the way we

interact with music making?

Thoughts and Themes - Jesse

How might design and iteration open

spaces for play?

How might design and iteration allow for

dialogue?

How might we foster a disposition of

design and iteration in music teacher
education courses?

Thoughts and Themes - Isaac

How might the ways we reflect as

teachers inform the process of design
and iteration?

How might we seek out and use student

feedback to inform the process of design
and iteration?

Thoughts and Themes - Evan

iteration or evolution or change

What ought to remain core? What ought

to change?

transformation of educators and

curriculum and impact on students

How might we design &

iterate for transformation?

Other Thoughts

goals?

between stories - things not being perfect

but not being failures or failure as an
acceptable part of the process (things
you did well or not)

disappointment

feedback - from students or others

Failure or not?

realizing that something was not a failure takes time

a change in focus may change the perception of what

occurred

goals - did not accomplish what was intended

ethics if they dont learn - based off of our perspective --we are assuming things - maybe not correctly

maybe we overreact -

situational -- if something is going well - to what end what is it doing well at