In this session, participants will explore the complete process of building a synthesizer with Arduino/ESP32, integrating artificial intelligence to generate or transform music, and applying mathematical analysis of sound signals through a digital interface. The audience will be actively engaged through hands-on activities such as sound exploration, guided programming, and the collaborative creation of a small soundscape.
The session will be organized into clear time blocks: 10 minutes for introducing the STEAM project and sharing inspiring examples, 15 minutes for a guided demonstration of building and programming the synthesizer, 15 minutes for a paired activity where participants personalize sounds and experiment with AI, 10 minutes for analyzing waves and frequencies in the digital interface, and a final 10 minutes for designing pedagogical applications and conducting a collaborative wrap-up. The process will focus on constant interaction, including peer-to-peer collaboration to solve maker challenges, device-based activities to experiment with AI and signal visualization, and group discussions to design strategies for classroom implementation.
To keep the experience dynamic, participants will take on mini creative challenges, such as producing a sound effect or composing a short melody, reinforcing active learning and the integration of music, mathematics, and technology.
After this session, participants will be able to build a basic synthesizer prototype using Arduino or ESP32, apply principles of artificial intelligence to generate or transform musical patterns, and analyze sound signals such as waves, frequency, and amplitude while connecting them to key mathematical concepts. They will also be able to design STEAM experiences that integrate music, mathematics, and technology within maker environments, implementing strategies that foster creativity, student agency, and active learning. As a tangible outcome, attendees will have practiced with digital and maker tools and will take away a replicable model they can adapt to their own classrooms to inspire students to become creators of both knowledge and digital art.
-Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Ablex Publishing.
-Crawford, R., & Jenkins, L. E. (2018). Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach. Australian Journal of Teacher Education, 43(1). http://dx.doi.org/10.14221/ajte.2018v43n1.8
-Lai, Ming & Lam, Kwok & Lim, Cher Ping. (2016). Design principles for the blend in blended learning: a collective case study. Teaching in Higher Education. 21. 1-14. 10.1080/13562517.2016.1183611.
-Crawford, Renée & Jenkins, Louise. (2015). Investigating the importance of team teaching and blended learning in tertiary music education.. Australian Journal of Music Education. 2015. 3 - 17. "
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