How coding comes to life through music, movement and experimentation
16/07/26
At Primary School “Ratko Pavlović Ćićko” in Prokuplje, Serbia, computer science teacher Igor Pavlovski is helping students aged 11 to 15 discover that coding is about much more than screens and computers. During Code Week, his students explored programming through music, movement, physical education, and hands-on experiments.
For Igor, these experiences help students recognise that algorithms are already part of their everyday lives.
“From an early age, we learn to crawl, with the help of our parents we take our first steps, we learn how to tie our shoelaces, ride a bicycle, cross the street when the traffic light is green, and repeat foreign words until we pronounce them correctly,” he told us.
“Therefore, I think we often do not notice how much algorithms are all around us and within us.”
Discovering the algorithms around us
One of the key messages Igor tries to convey is that computational thinking extends far beyond the digital world.
“Every fall, getting back up, repetition, and overcoming obstacles are steps that lead us towards solving problems, achieving our goals, and ultimately becoming better in many areas of our lives,” Igor said.
“That is why, when we realise that algorithms and programming go beyond the boundaries of digital reality, movement, facial expressions, sounds, voices, and smiles become very interesting and joyful codes of our reality.”
By connecting coding to activities students already enjoy, he makes abstract concepts more tangible and engaging.
When fruit became musical instruments
Asked which Code Week activity surprised students the most, Igor’s answer is immediate: the Tutti Frutti Band. The activity combined coding, music, and science in an unusual way. Using micro:bit devices, crocodile clips, speakers, fruit, musical notes, and their own voices, students created a unique interactive orchestra.
“What impressed them most was the fact that by touching a banana or a kiwi, a sound was produced – more precisely, a specific musical note that they had previously programmed on the micro.”
The activity took place just before Christmas, giving it an extra festive dimension. “The Tutti Frutti Band performed and sang Jingle Bells, creating a very cheerful and festive atmosphere. And, of course, the fruit was eaten at the end.” “Yes, we can do this!”
For Igor, the most rewarding moments come when students realise they are capable of solving a challenge themselves. “You can read from their faces that they have realised that nothing is unsolvable, that they only need to think a little more.”
As students work through problems, they begin to recognise patterns and discover solutions independently. “They discover and recognise an algorithm that can lead them to a solution, uncovering rules and patterns that were hidden but reveal themselves through repetition or certain conditions.”
For Igor, these breakthroughs are a reminder of the role teachers can play in helping students build confidence and think for themselves. “That is when I know I am on the right path as someone who shares knowledge and encourages thinking, someone who gives them tools and hints to create something they will be proud of.”
And when the final piece of the puzzle falls into place, the reaction is unmistakable. “They tap their forehead because they have finally understood a piece of the puzzle, and then that driving energy appears, motivating one another through a loud sentence: ‘Yes, we can do this!’”
