Hello again,
I have read more of the Guide and I think I better understand the use and limited role of "&". I get the impression that ampersand is used only for composing picture and that information fall out reading the Guide/Appendix/Reference. Made some coding as well.
Also I understand that order of lines of code defining pictures etc is really arbitrarily and as you could expect from functional programming. And top-down description as you do is a matter of taste, which I like, but not necessary.
A few comments/ questions
My initial worry was that ampersand was some more general technique of decomposing code and not only for pictures. Concatenation of functions that use for manipulating pictures is of course a very general technique and playing with pictures: translating, scaling, coloring etc is a very clear way to bring that to the student I guess.
Looking in the Guide/Appendix/Reference I found the function "pictures" operating on a list of Picture which I in a way like better than using the ampersand. Easy to change the name picture to "composedOf" to make the code mode readable and we could write
beachball = composedOf [stripe, ball, sand, sky]
So this would be a way to avoid using ampersand. Still one then need to explain operation of a
function on a list etc. Perhaps a complication, not sure.
It can be my background that make me look for general principles and looking at the video and
when I see ampersand presented in parallell with concatenation of functions I tended to think
of use of ampersand as something much more. To be fair to Brooklyns presentation she put her
energy on communicate the idea of concatenation of functions, while use of ampersand is
presented brief and clear.
3. I have as you a quite strong belief in the value of hierarchical decomposition for code. For
decomposing composite pictures that contain a number of objects it should work well. Still it is
easy to come up with "possible" pictures that does not fit into this scheme. Think of three circles that
partially cover each other, none is on top. How do you explain to a young student that you
cannot do it? How often does this kind of question come up with more complicated pictures
and at a late stage?
Perhaps worth a sentence or two in the guideline that you DO limit the kind of pictures you can
make.
Look forward to your further comments!
Cheers
Jan Peter