Graduate Studies

 

First Advisor

Justin Olmanson

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Teaching, Learning, and Teacher Education (Innovative Learning Technologies)

Date of this Version

5-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Teaching, Learning, and Teacher Education (Innovative Learning Technologies)

Under the supervision of Professor Justin Olmanson

Lincoln, Nebraska, May 2024

Comments

Copyright 2024, Gretchen K. Larsen. Used by permission

Abstract

Creative coding has become more common in art and new media schools, however research describing how teachers navigate the unique challenges of teaching code as a creative medium is limited. This paper presents the details of a creative coding course designed to support the ‘creative’ side of creative coding. As a result of this research, I present a framework for supporting the ‘creative’ side of creative coding, which connects to arts-based education theories, modified for the creative code context. This paper asks—what helps students use creative coding as an artistic medium in the pursuit of their own questions and meaning? In this study I use ethnographic methods to explore the experiences of students enrolled in an “Intro to Creative Coding” course at a media arts program in a large midwestern university. Analysis of students’ projects and reflections highlight the ways that the course design supported the ‘creative’ side of creative coding. In the course, students were given opportunities to: (1) make observations about themselves and the world of creative coding; (2) develop technical skills; (3) practice translating their ideas into projects; and (4) reflect on their projects and experiences. Through these opportunities, students were able to pursue their own lines of inquiry in a self-directed personal project. The paper describes the framework in detail and the implications for teaching code as an artistic medium.

Advisor: Justin Olmanson

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