How might Generative Art be a Proposition for Cross Curricular Learning in Schools

Computing is the dominant media of our times and a cultural artifact; generative art is a subject to make art and technology relevant to young people’s experiences and bring art and the Stem subjects closer together as a value proposition for Steam. Generative art promotes the value of creativity, the creative industries and smart manufacturing within education to art, design and the core science subjects. It can also address the gender gap in Stem. It makes the scientific become the organic and can be used for young people to express themselves, socially, politically and economically. Whilst there is a declining uptake in GCSE art and design, arguably being not supported by the incoming EBacc curriculum, computer science forms part of the core science subjects. Policy makers are insistent that every child learns to code, but code what? 14–17 year olds, dubbed by the media in the UK as the “Gen Z’s” view learning computer science as boring, for the geeks and male dominated. Generative art is a fun and approachable way of teaching programming and fits the curriculum as an extension of existing units of enquiry.

Content

Author and article information

Contributors

Graham Newman

Conference

Publication date: July 2017

Publication date (Print): July 2017

Pages: 121-125

Affiliations

[0001]School of Communication

Royal College of Art

London, UK

Article

DOI: 10.14236/ewic/EVA2017.29

SO-VID: 7a9386ae-6b0a-4a9d-9a32-ff6bae159d78

License:

This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: Electronic Visualisation and the Arts (EVA 2017)

Conference acronym: EVA

Conference number:

Conference location: London, UK

Conference date: 11 – 13 July 2017

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: Electronic Visualisation and the Arts

History

Product

1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/EVA2017.29

Self URI (journal page): https://ewic.bcs.org/

REFERENCES

Adobe 2016 Gen Z in the Classroom: Creating the Future, UK Findings October http://www.adobeeducate.com/genz/UK-education-genz 1 May 2017
B. ArcherK. BaynesR. Langdon 1979 Design in General Education. Royal College of Art April
K. Baynes 2016 Brexucation. Loughborough Design Press 29 October http://www.ldpress.co.uk/brexucation-by-ken-baynes/ 1 May 2017
Creative Industries Federation 2016 http://www.creativeindustriesfederation.com 1 May 2017
D Della CasaG. John 2014 LiveCodeLab 2.0 and its language LiveCodeLang
JCQ 2016 Joint Council for Qualifications
Secretary of State for Culture, Media and Sport 2017 UK Digital Strategy 2017 Policy paper March
TOPLAP 2010 ManifesttoDraft. https://toplap.org/wiki/ManifestoDraft 1 May 2017

Comments

Comment on this article

[1] Adobe 2016 Gen Z in the Classroom: Creating the Future, UK Findings October http://www.adobeeducate.com/genz/UK-education-genz 1 May 2017

[2] B. ArcherK. BaynesR. Langdon 1979 Design in General Education. Royal College of Art April

[3] K. Baynes 2016 Brexucation. Loughborough Design Press 29 October http://www.ldpress.co.uk/brexucation-by-ken-baynes/ 1 May 2017

[4] Creative Industries Federation 2016 http://www.creativeindustriesfederation.com 1 May 2017

[5] D Della CasaG. John 2014 LiveCodeLab 2.0 and its language LiveCodeLang

[6] JCQ 2016 Joint Council for Qualifications

[7] Secretary of State for Culture, Media and Sport 2017 UK Digital Strategy 2017 Policy paper March

[8] TOPLAP 2010 ManifesttoDraft. https://toplap.org/wiki/ManifestoDraft 1 May 2017

Studying business & IT? Drive your professional career forwards with BCS books - for a 20% discount click here: shop.bcs.org