Week 2 update in the coding period for GSoC with Sugar Labs

Hello everyone, before reading this blog you can read my previous blog for a better understanding of my project —

Week 1 update in the coding period for GSoC with Sugar Labs.

project — “Make your own lesson plans”

This week I have trained my model with the lesson plans of the Music Blocks and also worked on the answers of the chatbot in a way that 8 to 10-year-old children can understand the answers.

Also worked on there might be some users who might be prompting our chatbot with other questions that are not related to music or music blocks to stop this I have implemented this feature our model only answers questions that are related to Music Blocks.

screenshot of the previous point —

Also, we checked with an interesting question whether the model can answer or not the model had responded correctly —

Model I am using — https://huggingface.co/meta-llama/Meta-Llama-3-8B

The custom prompt that I am using in my project —

The output screenshots of my work regarding general questions in Music Blocks —

Lesson plans that my model has generated regarding the Phrase Maker —

1. Here is a lesson plan on Phrase Maker, following the structure provided:
2. Lesson Title: Exploring the Phrase Maker in Music Blocks
3. Grade Level: 8–10 years old
4. Objectives:
5. * Students will understand the concept of the Phrase Maker and its role in Music Blocks.
   * Students will be able to navigate and understand the grid layout of the Phrase Maker.
   * Students will create their own melodic ideas using the Phrase Maker.
6. Materials:
7. * Computers or laptops with access to Music Blocks
   * Whiteboard and markers
8. Warm-Up (5 minutes):
   Review what students already know about music notation, pitch, and rhythm. Ask if they have any prior experience with Music Blocks.
9. Direct Instruction (10 minutes):
10. 1. Launch Music Blocks and click on the Phrase Maker stack.
    2. Show students how to navigate the grid, pointing out the vertical pitch axis and horizontal rhythm axis.
    3. Explain that the Phrase Maker provides a scaffold for creating melodic ideas by combining pitches and rhythms.
    4. Demonstrate how to create simple melodies using the Phrase Maker.
11. Guided Practice (10 minutes):
12. 1. Divide students into pairs or small groups.
    2. Assign each group a specific pitch range (e.g., C-G) and rhythm pattern (e.g., 4/4 time).
    3. Have each group work together to create a short melody using the Phrase Maker, following their assigned pitch range and rhythm pattern.
13. Independent Practice (10 minutes):
14. 1. Provide students with a new set of parameters (pitch range and rhythm pattern).
    2. Ask them to create an original melody using the Phrase Maker.
    3. Encourage creativity and experimentation!
15. Closure (5 minutes):
    Have each student share their melody with a partner or in a small group. Ask questions like “What inspired your melody?” or “How did you choose that specific pitch and rhythm?”
16. Assessment:
17. * Observe students’ understanding of the Phrase Maker during guided and independent practice.
    * Collect and review students’ melodic ideas created during independent practice.
18. This lesson plan should help 8–10-year-old students understand the basics of the Phrase Maker and start creating their own melodic ideas in Music Blocks!

Next week's work —

1. Work on adding images to the lesson plan to make the lesson plan interactive.
2. Generate a lesson plan based on one song for example Twinkle Twinkle Little Star is used to generate a lesson plan for Whole steps and half steps.
3. If time permits, I will also work on the project’s JSON data.

Thank you for taking the time to read my blog. Have a nice day and make it a great one!