Three Approaches to Critical and Creative Knowledge of Software
in Art Education Based on Software Art: Knowing through
Interaction, Analysis, and Making

k 2019

Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making

FRANC, Adam

Základní údaje

Originální název

Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making

Název česky

Tři přístupy ke kritickému a kreativnímu poznání softwaru ve výtvarné výchově vycházející ze softwarového umění: poznání skrze interakci, analýzu a tvorbu

Autoři

FRANC, Adam

Vydání

Fourteenth International Conference on The Arts in Society: The Impact of Art as a Catalyst for Social Change, 2019

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Portugalsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Webová stránka konference, kde si lze stáhnout kompletní program.

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

výtvarná výchova; kritická analýza; kritická tvorba; non-konceptuální poznání; software; software art

Klíčová slova anglicky

art education; critical analysis; critical making; non-conceptual knowledge; software; software art

Příznaky

Mezinárodní význam

Změněno: 11. 9. 2019 11:10, Mgr. et Mgr. Adam Franc, Ph.D.

Anotace

V originále

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.

Návaznosti

MUNI/A/1183/2017, interní kód MU

Název: Self-Image - výzkum fenoménu identity v umění a výchově (Akronym: Self-Image)

Investor: Masarykova univerzita, Self-Image - výzkum fenoménu identity v umění a výchově, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Citovat

FRANC, Adam. Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making. In Fourteenth International Conference on The Arts in Society: The Impact of Art as a Catalyst for Social Change. 2019.

@proceedings{1555596,
   author = {Franc, Adam},
   booktitle = {Fourteenth International Conference on The Arts in Society: The Impact of Art as a Catalyst for Social Change},
   keywords = {art education; critical analysis; critical making; non-conceptual knowledge; software; software art},
   language = {eng},
   title = {Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making},
   url = {https://artsinsociety.com/about/history/2019-conference},
   year = {2019}
}

TY  - CONF
ID  - 1555596
AU  - Franc, Adam
PY  - 2019
TI  - Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making
KW  - art education
KW  - critical analysis
KW  - critical making
KW  - non-conceptual knowledge
KW  - software
KW  - software art
UR  - https://artsinsociety.com/about/history/2019-conference
N2  - 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.
ER  -

FRANC, Adam. Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making. In \textit{Fourteenth International Conference on The Arts in Society: The Impact of Art as a Catalyst for Social Change}. 2019.

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