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.
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Basic information
Original name Three Approaches to Critical and Creative Knowledge of Software in Art Education Based on Software Art: Knowing through Interaction, Analysis, and Making
Name in Czech Tři přístupy ke kritickému a kreativnímu poznání softwaru ve výtvarné výchově vycházející ze softwarového umění: poznání skrze interakci, analýzu a tvorbu
Authors FRANC, Adam.
Edition Fourteenth International Conference on The Arts in Society: The Impact of Art as a Catalyst for Social Change, 2019.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Portugal
Confidentiality degree is not subject to a state or trade secret
WWW Webová stránka konference, kde si lze stáhnout kompletní program.
Organization unit Faculty of Education
Keywords (in Czech) výtvarná výchova; kritická analýza; kritická tvorba; non-konceptuální poznání; software; software art
Keywords in English art education; critical analysis; critical making; non-conceptual knowledge; software; software art
Tags International impact
Changed by Changed by: Mgr. et Mgr. Adam Franc, Ph.D., učo 416271. Changed: 11/9/2019 11:10.
Abstract
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.
Links
MUNI/A/1183/2017, interní kód MUName: Self-Image - výzkum fenoménu identity v umění a výchově (Acronym: Self-Image)
Investor: Masaryk University, Category A
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