COURSE GUIDE Learning and Digital Media

ARTT 2372 Spring 2021 COURSE GUIDE

Texas State University Sean Justice, Assist. Professor, Art Education 1

COURSE GUIDE

Learning and Digital Media Texas State University, San Marcos

College of Communication & Fine Arts

School of Art & Design, Program in Art Education

Joan C Mitte 1112 • Tuesday/Thursday • 2:00pm to 4:50pm

Sean Justice, Assistant Professor

[email protected] Office: JCM 1112A

Office Hours by Zoom: Mon 9 to 11am; Tues 10 to 11am; Wed 4 to 6pm: https://calendly.com/seanjustice

Course delivery method: Face-to-face in JCM 1112. Due to health and safety protocols implemented during the COVID pandemic, some class sessions might be held remotely on Zoom. Students are responsible for checking Canvas for updates and Zoom links. Students who require a course delivery modification must submit a request at: https://www.ods.txstate.edu/current-student-resources/COVID-19-Special-Request-for-Additional-Academic-Modifications.html

Computers will not live up

to their potential until we

start to think of them less

like televisions and more

like paintbrushes.

Mitch Resnick (2006)

Overview This course examines theories and practices of using electronic media for the creation of art as well as for enhancement of the art learning process. Prerequisite: ARTT 2371. Creative computing begins by exploring computers as potters’ wheels, and computer code as clay. What is

code made of? To shape this semester’s learning we will work with computational, electronic, machinic, and internet tools and materials to make art, critique process, and build a learning community.

Copy/Paste Hack, Alexa Briones, 2018

mailto:[email protected]

https://calendly.com/seanjustice

https://www.ods.txstate.edu/current-student-resources/COVID-19-Special-Request-for-Additional-Academic-Modifications.html


http://mycatalog.txstate.edu/search/?P=ARTT%202371



GUIDING QUESTIONS

• How does learning to make art with a computer change art teaching?

• What is the role of the art teacher in a computational classroom?

• How do 21st Century art teachers design technology-centered learning environments that guide learners in a world of unequal access, skill levels and expectations?

LEARNING ACTIVITIES Make art with computational, electronic, machinic, and internet tools and materials. (Spring 2021

focuses on creative computing on the Scratch programming platform.) Create a learning community that supports participation in the learning process. Analyze the educational role of creative computer programming.

Note: Spring 2021 learning activities focus primarily on creative computing inside the Scratch programming environment, https://scratch.mit.edu/. Due to the COVID-19 pandemic safety requirements, close contact collaborative work with electronic and machine materials is not possible in Spring 2021. See more information in the course calendar and schedule of assignments.

MATERIALS Most materials will be provided. Scratch accounts are free. Physical computing materials are available in the classroom equipment cabinet and can be checked out for home use with prior approval. Students need 2 USB thumb drives that are exclusive to this course.

ASSIGNMENT CATEGORIES

Social publishing (short- and long-form posts) Database (digital files for inspiration and creative remixing) Material Inquiries (focused on creative computing) Reading responses (see required text) Interactive teaching (afterschool computing clubs with SMCISD 4th & 5th graders) Final Reflective Essay (what have you learned and what comes next) Details on assignments, up-to-date deadlines, tutorials, and examples are on Canvas.

Machine Drawing, Amanda Botello & Emily Berger, 2018

Important: back-up your work. Keep multiple copies

of your back-ups.

https://scratch.mit.edu/



ASSIGNMENT GENERAL DESCRIPTIONS (see Canvas for details)

Material Inquiries MI activities introduce a way of working and thinking with computers, code, machines, the internet, and other new tools and materials. Requirements: Engage. Play. Share. Document your process. Note: Spring 2021 MI activities focus on creative computing with Scratch. Other MI activities are available to students on an individual basis.

Writing Create weekly short-form social media posts focused on process. Document your learning journey. Write about process (not product). Tag posts with #artt2372. Submit URL on Canvas.

Reading Responses Weekly readings are indicated on the Course Outline (beginning on page 6). Some PDFs are on Canvas. Reading Responses are due each week before the start of the Thursday class session. Reading responses will be submitted via Google Sheets & on Canvas.

Database Gather and annotate a digital library for teaching and inspiration. Search the world for digital artifacts that inspire you. Collect, snap, scan, screenshot. Include metadata. We're working with Adobe Bridge to enter and manage metadata for this assignment.

Semester Project [Afterschool Creative Computing Club with SMCISD 4th & 5th graders] Design and teach creative computing learning activities with elementary students over Zoom.

Final Reflective Essay Respond to the Guiding Questions (p. 2 of this Course Guide) with a multimodal interactive essay analyzing your learning in this course. Demonstrate a broad understanding of the issues and challenges addressed by the readings, discussions, and course activities. Essays can be posted on Canvas blog or on a professional blog site.

METHODS ARTT 2372 follows a DIY ethos. Students are expected to seek out what they need to know in order to complete activities and achieve the learning objectives. Class sessions include demonstrations, explorations, and discussions. In some cases, tutorials will be given as online videos and handouts. Students are expected to share resources and grow their curiosity as they work with new tools and materials. Note: this course meets face-to-face in JCM 1112. Due to health and safety protocols required during the COVID pandemic, some sessions might be held remotely on Zoom. All sessions are synchronous and the absence policy will apply whether class meets in-person or remotely (see absence policy below).

Jordan Reed, BFA 2021, constructs an interface model.

ARTT 2372 students collaborate on the construction of human-computer interface.



GRADING 1. Class Participation

Active participation is required. Attendance is taken at every class. See attendance policy, page 9.

2. MI activities, Scratch (30%) 3. Writing [Social short-form, Sp ‘21] (10%) 4. Reading Responses (10%) 5. Digital Database (20%) 6. Semester Project [Afterschool creative computing club] (20%) 7. Reflective Essay (10%)

GENERAL GRADING RUBRIC (See Canvas for details on specific assignments.)

Excellent A

Good/ Acceptable

B

Fair C

Unsatisfactory D and below

All

Lear

nin

g A

ctiv

itie

s

• Fearless engagement that goes beyond rubrics. • Significant advances in skill and comfort with the tools and materials. • Extreme generosity shown to peers by sharing ideas and skills. • Exemplary digital citizenship evidenced by acknowledging the contributions of others.

• Willing engagement that goes beyond rubrics. • Noticeable advances in skill and comfort with the tools. • Generosity shown to colleagues by sharing ideas and skills. • Exemplary digital citizenship evidenced by acknowledging the contributions of others.

• Engagement that meets minimum rubrics. • Advances in skill but not comfort with the tools. • Sharing ideas and skills. • Digital citizenship evidenced by irregularly acknowledging the contributions of others.

• Does not meet assignment rubrics. • Does not advances in skill with the tools. • Does not share ideas. • Does not acknowledge the contributions of others.

READING LIST Required Book (See session outline for due dates. See Canvas for Google Sheets link.) Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects,

passion, peers, and play. MIT Press. Other readings will be drawn from: Arnott, L. (Ed.) (2017). Digital technologies and learning in the early years. Sage. Bers, M. U. (2018). Coding as a playground: Programming and computational

thinking in the early childhood classroom, 2nd edition. Routledge. Donohue, C. (Ed.) (2017). Family engagement in the digital age. Routledge. Wilkinson, K., & Petrich, M. (2014). The art of tinkering. Weldon Owen. Digital Learning articles and chapters: Cabral, M., & Justice, S. (2018). Material inquiry: Digital materials, people, and the relationships between

them. In E. Garber, L. Hochtritt, & M. Sharma (Eds.), Makers, crafters, educators: Working for cultural change (pp. 28-32). Routledge.

Goldsmith, K. (2011). Uncreative writing: Managing language in the digital age. Columbia University Press. Greene, R. (2004). Internet art (world of art). Thames & Hudson. Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review,

84(4), 495-504.

Grade Scale A: 90% and above B: 80% to 89.9% C: 70% to 79.9% D: 60% to 69.9% F: below 60%



Hood, E. J., & Kraehe, A. M. (2017). Creative matter: New materialism in art education research, teaching, and learning. Art Education, 70(2), 32-38.

Justice, S. (2017). Material learning in action: Building an arts-based research community. Art Education, 70(3), 39-48.

Knochel, A. D. (2016). Photoshop teaches with(out) you: Actant agencies and non-human pedagogy. Visual Arts Research, 42(1), 71-87.

Knochel, A., & Patton, R. M. (2015). If art education then critical digital making: Computational thinking and creative code. Studies in Art Education, 57(1), 21-38.

Lupton, E. (2010), Thinking with Type: A critical guide for designers, writers, editors, and students. New York, NY: Princeton Architectural Press. (Section 1: Letter)

Marshall, J. (2014). Transdisciplinarity and art integration: Toward a new understanding of art-based learning across the curriculum. Studies in Art Education, 55(2), 104-127.

Overby, A., & Jones, B. L. (2015). Virtual Legos: Incorporating Minecraft into the art education curriculum. Art Education, 68(1), 21-27.

Papert, S., & Solomon, C. (1971). Twenty Things to Do with a Computer. MIT AI Lab. http://bit.ly/IZJFr9 Patton, R. M. (2013). Games as an artistic medium: Investigating complexity thinking in game-based art

pedagogy. Studies in Art Education, 55(1), 35-50. Paul, C. (2003). Digital art. Thames & Hudson. Peppler, K., & Wohlwend, K. (2018). Theorizing the nexus of STEAM practice. Arts Education Policy Review,

119(2), 88-99. Peppler, K., Santo, R., Gresalfi, M., & Tekinbas, K. S. (2014). Script changers: Digital storytelling with scratch.

MIT Press. Resnick, M. (2006). Computer as Paintbrush: Technology, Play, and the Creative Society. In D. Singer, R.

Golikoff, & K. Hirsh-Pasek (Eds.), Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth. Oxford University Press. http://web.media.mit.edu/~mres/papers/playlearn-handout.pdf

Sweeny, R. (2013). Ten ways of making. Art Education, 66(2), 4-5. Tribe, M., & Jana, R. (2006). New media art. Taschen.

Interactive LED Book, Hannah Clark, 2018

http://bit.ly/IZJFr9

http://web.media.mit.edu/~mres/papers/playlearn-handout.pdf



Important note: due to the potential for schedule disruptions because of COVID-19, students must pay close attention to updates and announcement on Canvas. This PDF will not be updated but Schedule Outline changes

will be announced on Canvas, if necessary.

SESSION OUTLINE Week/Date Session Activities Items Due Week #1 January 19 Tuesday

Introductions The Art of Tinkering (Wilkinson & Petrich) Reading response sheets (demo)

January 21 Thursday

Tool Setups Database Social Publishing Scratch Students must have a Scratch account.

Resnick: Forward & Chp 1 Note: Reading Response is ALWAYS due before Class begins (Google Sheets) Social due Sun 11:55 pm

Week #2 January 26 Tuesday

Inquiry 1: Scratch Dance Students must have a Scratch account.

January 28 Thursday

Scratch Dance (Studio day) Reading discussion. Database tutorials as needed.

Resnick Chp. 2: Projects Social due Sun 11:55 pm

Week #3 February 2 Tuesday

Scratch Dance Presentations Copyright, Creative Commons, Fair Use

Critique Inquiry 1

February 4 Thursday

Inquiry 2 Scratch Dream Reading discussion. Database tutorials as needed.

Resnick Chp. 3: Passion Social due Sun 11:55 pm


Scratch Dream (Studio day)

February 11 Thursday

Scratch Dream Presentations Reading discussion. Database tutorials as needed.

Critique Inquiry 2 Resnick Chp. 4: Peers Social due Sun 11:55 pm


Inquiry 3: Scratch Game

DATABASE DUE POINT #1 40 files with metadata required.


Scratch Game (Studio day) Reading discussion. Database tutorials as needed.

Resnick Chp. 5: Play Social due Sun 11:55 pm


Scratch Game (Studio day)


Scratch Game Presentations Critique Inquiry 3 Social due Sun 11:55 pm

Week #7 March 2 Tuesday

Inquiry 4: Scratch Art

March 4 Thursday

Scratch Art (Studio day) Reading discussion. Database tutorials as needed. Semester Project Intro (Afterschool clubs)

Resnick Chp. 6: Creative Society Social due Sun 11:55 pm

Week #8 March 9

Scratch Art (Presentations)

Critique Inquiry 4



Tuesday

March 12 Thursday

Semester Project Planning (small groups) Reading discussion.

Donohue (Ed.), Thinking, not Stuff Social due Sun 11:55 pm

Spring Break March 14 – 21


Semester Project Prep & Practice DATABASE DUE POINT #2 90 files with metadata required.

March 25 Thursday

Afterschool clubs 2:00 to 2:50 Final preparations with partners 3:00 to 4:15 Facilitate club 4th & 5th graders 4:20 to 4:50 Share and reflect with class

Bers, Chp. 1 & 4: In the beginning there was language; and, Playing with code Social due Sun 11:55 pm


Inquiry Choice (ScratchJR; KIBO) Semester Project discussions

April 1 Thursday


Donohue (Ed.), “What did Mr. Rogers do?” Social due Sun 11:55 pm

Week #11 April 6 Tuesday

Inquiry Choice (ScratchJR; KIBO) Reading Choice from approved.

April 8 Thursday


Social due Sun 11:55 pm


Inquiry Choice (ScratchJR; KIBO) Reading Choice from approved.

April 15 Thursday




OPEN STUDIO Reading Choice from approved.

April 22 Thursday




OPEN STUDIO

April 29 Thursday

FINAL PRESENTATIONS (GROUP 1) Social due Sun 11:55 pm

Week #15 FINAL EXAM May 6, Thurs. 2:00pm

FINAL PRESENTATIONS (GROUP 2) DATABASE DUE POINT #3 150 files with metadata required. REFLECTIVE ESSAY DUE



COURSE POLICIES Learning to make art with computational tools and materials is a craft-skill process. Like learning to paint or draw or throw a pot on the wheel, the more time you spend in the studio, the more proficient you will become with the tools, and the more comfortable you’ll feel with the materials. You already know this. You know it in your bones, in your muscles. You also know that the more you work, and focus on process, the more likely it is that practice itself will generate ideas for how to keep working and keep focusing. Art is an iterative act of response, like a conversation, like a dance. Again, as an artist, you already know this in your body. In this course you will encounter new tools and materials that might occasionally frustrate your desire for expertise. It’s okay to not know. Please be patient with yourself. Above all, don’t freak out.

ATTENDANCE POLICY Students are permitted two absences without penalty. A third absence will lower the final course grade by one-half letter grade. Each subsequent absence may lower the final grade by an additional half letter. Four times tardy (or early departure) equals one absence. Seven absences are grounds for failing the course. Important: there are NO excused absences. In the event of emergency absences due to extreme events (e.g., hospitalization, a death in the family, etc.), students must contact the Dean of Students office for an official excused absence. Important: I will not debate the “worthiness” or “necessity” of an absence. If you are not present, you are absent. Special note in these days of COVID-19. ARTT 2372, Spring 2021 is meeting in-person in JCM 1112. Due to health and safety protocols implemented during the COVID pandemic, some class sessions might be held remotely on Zoom. Attendance at all class sessions, whether in-person or via synchronous Zoom, are required. Students are responsible for checking Canvas for updates and Zoom links. Students who require a long-term course delivery modification must submit a request at: https://www.ods.txstate.edu/current-student-resources/COVID-19-Special-Request-for-Additional-Academic-Modifications.html. Due to the potential for schedule disruptions because of the fluctuating COVID-19 situation, students must pay close attention to schedule updates and announcements on Canvas. Schedule changes will be announced on Canvas, if necessary.

Hi How Are You, Augmented Reality app, by Crystal Moore 2017 https://acws.txstate.edu/~sbj19/CrystalAR.mp4



https://acws.txstate.edu/~sbj19/CrystalAR.mp4



EMAIL Much of our communication will be via email. I expect well-crafted emails that have been written in a professional way (e.g., proper spelling, correct grammar, clarity of intent). Please use proper salutations and closings (I will not reply to emails that are not professionally composed). Important: if you want to discuss grades, make an appointment for Zoom conversation. I do not discuss grades via email. Note: I will not accept assignments by email; all work must be submitted on Canvas.

SUBMITTING WORK All work for this class must be submitted via Canvas. Ensure that URLs are functioning before submitting them. I will not track down non-functioning URLs. Any files submitted must be titled: lastname_keyword.suffix. I will not accept files not titled according to this protocol. Do not send work (assignments, activities, essays) by email: I will not grade work submitted by email. Important: make multiple back-ups of your work. If your work is lost during transmission, it is your responsibility to upload a back-up.

GENERALLY SPEAKING Texas State University believes that freedom of thought, innovation and creativity are fundamental characteristics of a community of scholars. To promote such a learning environment, the University has a responsibility to seek diversity, to foster a global perspective in its students, and to nurture sensitivity, tolerance and mutual respect. Discrimination against or harassment of individuals on the basis of race, color, national origin, religion, sex, sexual orientation, age, or disability are inconsistent with the purposes of the University.

Mobile phone use during class is prohibited unless directly related to course activities. Students may eat and drink during class, within reason. Be responsible for your materials and leave your work area clean, whether the mess is yours or was left by a

previous class. If you find materials out of place, please return them to the proper location. DO NOT LEAVE YOUR WORK ON CLASS COMPUTERS Be kind. Smile. Be generous. Share. You are a citizen of the interverse: act as if you mean it.

Toy Take Apart, Bethany Kornacki, Fall 2019

Scan to view movie.



UNIVERSITY POLICIES The Texas State Mission Texas State University is a doctoral-granting, student-centered institution dedicated to excellence and innovation in teaching, research, including creative expression, and service. The university strives to create new knowledge, to embrace a diversity of people and ideas, to foster cultural and economic development, and to prepare its graduates to participate fully and freely as citizens of Texas, the nation, and the world.

Our Shared Values In pursuing our mission, the faculty, staff, and students of Texas State University, are guided by a shared collection of values:

• Teaching and learning based on research, student involvement, and the free exchange of ideas in a supportive environment; • Research and creative activities that encompass the full range of academic disciplines—research with relevance, from the sciences to

the arts, from the theoretical to the applied; • The cultivation of character, integrity, honesty, civility, compassion, fairness, respect, and ethical behavior in all members of our

university community; • A diversity of people and ideas, a spirit of inclusiveness, a global perspective, and a sense of community as essential conditions for

campus life; • A commitment to service and leadership for the public good; • Responsible stewardship of our resources and environment; and

• Continued reflection and evaluation to ensure our strengths as a community always benefit those we serve.

SPECIAL NEEDS If you have special needs, please advise the instructor during the first week of class. Students with handicaps certified by either a state agency or an authorized professional as impediments to learning are legally entitled to accommodations in this class. Affected students will provide the instructor with a letter signed by the directors of the Office of Disabled Student Services and the Student Learning Assistance Center in order to receive such accommodations. The letter, delivered within the first week of class, will describe both the student's disability and the required accommodations.

ACADEMIC OFFENSES A. Academic work means the preparation of an essay, thesis, report, problem, assignment, or other projects which are to be submitted for purposes of grade determination. B. Violation of the Honor Code includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion and the abuse of resource materials. Cheating means engaging in any of the following activities: a) Copying from another student's test paper, laboratory report, other report or computer files, data listing, and/ or programs. b) Using during a test, materials during a test not authorized by person giving the test. c) Collaborating, without authorization, with another person during an examination or in preparing academic work. d) Knowingly, and without authorization, using, buying, selling, stealing, transporting, soliciting, copying, or possessing, in whole or in part, the content of an un administered test. e) Substituting for another student or permitting another person to substitute for oneself in taking an examination or preparing academic work. f) Bribing another person to obtain an un administered test or obtain information about an un administered test. g) Purchasing, or otherwise acquiring and submitting as one's own work any research paper or other writing assignment prepared by an individual or firm. This section does not apply to the typing of the rough or final versions of an assignment by a professional typist. C. Plagiarism means the appropriation of another's work and the unacknowledged incorporation of that work in one's own written work offered for credit. D. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit. E. Abuse of resource materials means the mutilation, destruction, concealment, theft or alteration of materials provided to assist students in the mastery of course materials.

Penalties for Academic Dishonesty Students who have been found responsible for committing academic dishonesty may be subject to: a. A requirement to perform additional academic work not required of other students in the course; b. A reduction to any level of the grade in the course, or on the examination or other academic work affected by violation of the Honor Code c. A requirement to withdraw from the course with a grade of F or W. Disciplinary Penalties means any penalty which may be imposed in a student disciplinary matter pursuant to The Official Texas State Code of Student Conduct.

Procedures in Cases of Academic Dishonesty When a member of the faculty reasonable suspects that a student under the faculty member's supervision has violated the Honor Code, the faculty member will follow these procedures. The faculty member's proceedings are informal and are not adversarial. The faculty member may consult with his or her chair regarding the matter. Please refer to the Texas State Honor Code at http://www.txstate.edu/efective/upps/upps-07-10-01.html. Students who violate the code are subject to disciplinary action.

Code of Student Conduct & The Honor Code:

• Code of Student Conduct - http://www.dos.txstate.edu/handbook/rules/cosc.html

• The Honor Code - http://www.txstate.edu/honorcodecouncil/Academic-Integrity.html Statement on Civility and Compliance in the Classroom

http://www.dos.txstate.edu/handbook/rules/cosc.html

http://www.txstate.edu/honorcodecouncil/Academic-Integrity.html



Civility in the classroom is very important for the educational process and it is everyone’s responsibility. If you have questions about appropriate behavior in a particular class, please address them with your instructor first. Disciplinary procedures may be implemented for refusing to follow an instructor’s directive, refusing to leave the classroom, not following the university’s requirement to wear a cloth face covering, not complying with social distancing or sneeze and cough etiquette, and refusing to implement other health and safety measures as required by the university. Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Office of the Dean of Students for further disciplinary review. Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at AA/PPS 02.03.02, Section 03: Courteous and Civil Learning Environment, and Code of Student Conduct, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.

Sexual Misconduct Reporting (SB 212) Effective January 2, 2020, state law (SB 212) requires all university employees, acting in the course and scope of employment, who witness or receive information concerning an incident of sexual misconduct involving an enrolled student or employee to report all relevant information

known about the incident to the university's Title IX Coordinator or Deputy Title IX coordinator. According to SB 212, employees who knowingly fail to report or knowingly file a false report shall be terminated in accordance with university policy and The Texas State University System Rules and Regulations.

Emergency Procedures In the event of an emergency, students, faculty, and staff should monitor http://safety.txstate.edu/ for all safety and emergency communications. This page will be updated with the latest information available to the university, in addition to providing links to information concerning safety resources and emergency procedures.

Campus Health, Wellness, and Safety

• Reminder about the 12 Health and Safety Guidelines at Texas State, including those to wear a face covering, practice physical distancing, perform a self-assessment before coming to campus, stay home when sick, get tested for COVID-19, and report any positive COVID-19 test to Bobcat Trace as soon as possible. Please note the university recently added two new guidelines to the original ten guidelines.

• Importance of the Bobcat Pledge, including the shared responsibility to practice healthy behaviors and follow the health and safety guidelines, which shows respect for others and helps prevent the spread of COVID-19 on campus and in the surrounding community.

• Link to the Student Roadmap for more information on students’ return to campus.

Jordan Reed, Plant Buddy, Animated GIF/AR, 2018

Scan the QR to view the AR in

EyeJack

https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html

https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html

http://safety.txstate.edu/

https://www.txstate.edu/coronavirus/road-map/health-and-safety-measures.html

https://www.txstate.edu/coronavirus/road-map/face-coverings-masks.html

https://bobcattrace.sa.txstate.edu/home/index.php

https://www.txstate.edu/coronavirus/road-map/bobcat-pledge.html

https://www.txstate.edu/coronavirus/road-map/student-roadmap.html



Documents

COURSE GUIDE Learning and Digital Media