Computational thinking is becoming common in K-12 curricula, and at the same time there is interest in how STEM subjects can be integrated with the Arts (referred to as STEAM). There are some obvious connections between music and computation, but the idea of engaging with genuine computational thinking while also having authentic music learning experiences for students provides new opportunities. In this paper we consider ways to explore computational thinking ideas such as decomposition, patterns, abstraction and algorithms in a meaningful way while also exploring key concepts that a music educator would expect to work with. We review some existing ideas for doing this, and also provide novel approaches that connect computational thinking and music. This is done through a series of vignettes that describe creative ways to connect the two subjects using approaches that have been used successfully with school students. The first approach is based on the use of comparisons in sorting, which can be used to have students physically compare musical elements such as note pitches. The second uses simple programming on physical devices to represent music notation. Further examples include exploring binary representations using sound, writing programs for musical scales, understanding musical phrases in the context of programming, and using programming for music composition. Integrating the opportunity to learn about computational thinking and music at the same time has the benefit that some efficiency can be gained in teaching, but more importantly, students are able to experience the relevance of these two subjects to each other, when they might otherwise pigeonhole them into separate areas of their lives.

中文翻译：

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将计算思维与音乐教育环境相结合

计算思维在K-12课程中变得越来越普遍，与此同时，人们对如何将STEM学科与艺术（称为STEAM）进行整合也产生了兴趣。音乐与计算之间存在一些明显的联系，但是在拥有真正的计算思维的同时为学生提供真实的音乐学习经验的想法提供了新的机会。在本文中，我们考虑了以有意义的方式探索诸如分解，模式，抽象和算法之类的计算思想的方法，同时还探索了音乐教育者期望与之合作的关键概念。我们回顾了一些现有的想法，并提供了连接计算思维和音乐的新颖方法。这是通过一系列的短片来完成的，这些短片描述了使用已成功用于学校学生的方法将两个主题联系起来的创新方法。第一种方法是基于在分类中使用比较，可以使学生在物理上比较音乐元素，例如音高。第二种方法是在物理设备上使用简单的编程来表示音乐符号。其他示例包括使用声音探索二进制表示形式，编写用于音阶的程序，在编程的上下文中理解乐句以及将编程用于音乐创作。整合同时学习计算思维和音乐的机会的好处是可以提高教学效率，但更重要的是，