12th Grade project Using Processing & Art History!

[margaret noble]

Hello Processing Educators,

I am mostly a listener here but I thought to share our recent 12th grade interactive arts project with you all because you might think it is fun! This is a video about the work on KPBS:

https://youtu.be/zDnfHHAMPAs

Description of the Project:

Student driven interactive art exhibition examining art history as it impacts teenagers today.

SAN DIEGO, CA – On Tuesday, May 16th, 2017 – The graduating seniors of High Tech High Media Arts will present a compelling and provocative interactive art exhibition on impressions of social, cultural, technological, and ideological constructs as interpreted through historical art movements. Fifty students will present interactive art experiences based on their research and personal experiences to examine the question, “Does art represent, record, and predict history?” Through artistic renderings and interactive programming design, these 50 teenagers will provoke youths and adults alike to reconsider their notions of art’s past on today.

Date:

Tuesday, May 16th, 2017

Interactive Arts Showcase: 5:00-7:00 PM

Address:

High Tech High Media Arts

Main Commons

2230 Truxtun Road

Third Floor

San Diego, CA 92106

Contact Information:

Instructors Margaret Noble (Digital Media) and Sani Vanderspek (English)
mno...@hightechhigh.org

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Margaret Noble

website

instagram

[Mark Sawula]

thanks so much for sharing, margaret.

do your students learn processing before this course?  would you fill us in a little more on the context? what flavor of processing are you using?  

i find it interesting that for some the programming is all about interaction rather than about replicating/riffing on 'art' patterns with iteration etc.

also loved learning about vaporwave.

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[margaret noble]

Hi Mark,

Thank you!

This is a semester long class in collaboration with English. During the first 10 weeks students go through a type of programming boot camp here (for the first time) while selecting topics and writing research papers in English. We are an inclusive, Title 1 school and so different students move forward at different paces through these first 10 weeks. Then students move into critique and revision of their projects. We are using Processing 2 as we are quite addicted to a Gif library associated with that version. We push for interactive experience through motion graphics in the class because we feel it offers many options to communicate student research and ideas no matter their skill level. It is very basic coding and serves as an intro class. But, we have alot of fun and of course students get really frustrated dealing with code for the first time! I have only a very basic skill set in code myself and it is a beast to teach but I am learning alot with the students!

 

Margaret Noble

website

instagram

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From: Mark Sawula <msa...@peddie.org>
To: processing...@googlegroups.com
Sent: Tuesday, May 16, 2017 8:39 AM
Subject: Re: [processing-educators] 12th Grade project Using Processing & Art History!

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[Peter Farrell]

Hi Margaret,

Love the video and the processing tutorials! You're encouraging some really high-level thinking, and the first step in learning is frustration. Or is it confusion? Failure? Anyway, I can't think of anything more creative and satisfying than programming for artsy projects!

Thanks,

Peter Farrell

Hacking Math Class with Python

[Mark Sawula]

Hi, Margaret.  

Thanks for the description of your course. I was taken aback by the care and thoughtfulness you took in developing it.  You helped me realize something and I needed to reflect on it a bit.

What stood out for me is that the motivation for a lot of the work in the course, both of you and the students, is explanation.  Like you,  I taught myself Processing in order to work with students. I wanted to help them create data visualizations and tried to get them there by producing eye candy often using media like images and music.  This was a bit of a borrowed interest trick where I was hoping I could motivate them to push through the challenge of managing the details of programming by creating work with emotional content.

What I didn't realize fully is that presentations of discoveries also provide motivation.   This was made abundantly clear in the student projects as well as in your carefully constructed course materials.  As a teacher I am also motivated in this way but I didn't see it clearly until now.  Thanks!

[margaret noble]

Hi Mark,

Honestly, I am deeply dependent on their presentations of learning through peer critiques, peer support groups, and public exhibition. These conventions are what push the students forward in my class in really meaningful ways. I don't know how I would get them going (especially second semester 12th graders) without these practices. I have archived their works and experiences here over the years. It is really validating to hear your excitement about this pathway in the classroom! 

My greatest struggle now is how to keep their work alive beyond the classroom in the digital domain. When we made films it was so easy because of Youtube. But, I haven't been successful with loading their image heavy code projects on the OpenProcessing website. Also, there are so many teen opportunities for show casing work and competing in film and animation festivals but I have struggled to find these spaces for teens now that we are in interactive code based projects.

 

Margaret Noble

website

instagram

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From: Mark Sawula <msa...@peddie.org>
To: processing...@googlegroups.com

Sent: Saturday, May 20, 2017 8:06 AM

[greg giannis]

Hi margaret
fantastic work and very inspiring.
greg :)