Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | This paper provides a reflection on possible contributions of software art to a more complex understanding of everyday and ubiquitous phenomenon – software. For that reason, it develops three complementary approaches to the knowledge of software in the context of art education. The first approach is based on first-hand experience with software artwork (interaction). Software artworks frequently reveal, critically investigate, and reinterpret computational operations of software and concepts which stand behind its creation, development and ways of its using and perception in various cultural contexts. In a certain sense, software artists formulate, through their creative coding practice, personal critical statements about software. Thus, software art produces through its performative and interactive dimension the specific non-conceptual kind of knowledge typical of art in general. Students of art education can benefit from this type of knowledge because it allows them to obtain different experiences of software based on feelings, bodily affects and sensory perceptions. In the second approach, students transform these acquired experiences (by discussion and textual reflection) into concepts, ideas, inventive artistic strategies, and critical perspectives regarding software (analysis). The third approach is focused on encouraging students to develop their programming skills and make software artworks. The process of creative coding is considered as a creation of their own unique critical and emotional statement about diverse facets of software – critical making in the context of art education. |
| Related projects: |