COMPUTATIONAL THINKING
Your name: Ryan Waggoner
CT Principle How you would define it
(in your own words)
Acquiring a set of information
Data Collection
Making sense of your collected set
Data Analysis of information
Portraying your set of collected
Data Representation information in a structured and/or
visual manner
Breaking a problem down to its
Problem Decomposition components or base level, such as
applying definitions to methods or
objects
Understanding how a concept or
Abstraction idea can apply to many different
scenarios, groups, etc.
The method of solving a problem or
Algorithms and Procedures the manner of manipulating a data
set
The use of technology to do things
Automation for you (so you dont have to
manually do it yourself)
Manipulating the source of data in
Parallelization multiple ways
Re-enact or recreate a problem
Simulation and/or solution
How would it manifest in your
class
Tasking students with going out
with a microphone and capturing
differing sounds.
Checking the gain structure (in dB)
of their recorded sounds to check
for distortion/headroom.
Showing the waveform of the
students recorded sounds in a
DAW (such as Audacity)
Teaching students that it is much
better to get a good source
sound than it is to manipulate a
worse-recorded sound.
Help students to understand that
EQ and Compression are useful
tools in all genres, but that use
can change drastically between
genres.
Going through a checklist of steps
to show students how to properly
prepare a mix session.
Help students become
accustomed to a DAW (such as
Studio One) and use automation
to help them manually automate
the panning of a track.
Duplicating a track and being able
to switch between the tracks to
show the subtle differences that a
given effect can have on them.
Most immediate is the use of
parallel compression on a drum kit
to help the snare, kick, and toms
feel fuller without being louder
and/or sharper.
Allowing students to watch a live
band and see what the FOH
engineer uses for EQ,
compression, etc.