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Computer music research realizes a vision of performance by means of computational expression, linking body and space to sound and imagery through eclectic forms of sensing and interaction. This vision could dramatically impact computer science education, simultaneously modernizing the field and drawing in diverse new participants. In this article, we describe our work creating an interactive computer music toolkit for kids called BlockyTalky. This toolkit enables users to create networks of sensing devices and synthesizers, and to program the musical and interactive behaviors of these devices. We also describe our work with two middle school teachers to co-design and deploy a curriculum for 11-to 13-year-old students. We draw on work with these students to evidence how computer music can support learning about computer science concepts and change students' perceptions of computing. We conclude by outlining some remaining questions around how computer music and computer science may best be linked to provide transformative educational experiences.

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Navigating distance-learning environments can be a frustrating experience for users. Many find themselves confused about where they are, how they got there, or where they need to move next, a condition coined as “lost in cyberspace” (Webster, 2001). Even finding what they need is no guarantee that they will avoid similar disorientation at a later date when they need to perform the same or a parallel task. The question “Where was the place that I found that?” takes precedence over “What is important for me to learn?” The focus of this study is to discover if there are methods that an instructor can use to reduce user disorientation in distance learning environments.

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