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NSI NBS 9-7497-06-259-879 ( p r i n t de ) SSENISUB + NSI NBS 6-8497-06-259-879 ( dp f ) E MONOC Y L-NSI NSS - L 9971 - 4394 NSI NSS 9971 - 4394 ( p r i n t de ) TRA + NSI NSS 9971 - 2494 ( dp f ) NGISED + HCRA I T TCE ERU ytisrevinU otlaA ytisrevinU erutcet ihcrA dna ngiseD ,st rA fo loohcS fo rA ,st ngiseD dna ihcrA erutcet ECNEICS + A tnm apeD r nemt t o f rA t T E ONHC L GO Y if.otlaa.www . a a l t o . f i R VOSSORC RE COD T RO A L +jhejha*GMFTSH9 COD T RO A L SNOITATRESSID SNOITATRESSID otlaA ytisrevinU 8102 Aalto University publication series DOCTORAL DISSERTATIONS 72/2018 Art education in the post-digital era Experiential construction of knowledge through creative coding Tomi Dufva Aalto University School of Arts, Design and Architecture Department of Art Main dissertation advisor Professor Helena Sederholm, Aalto University, the School of Arts, Design and Architecture Co-dissertation advisor Docent Tere Vadén, University of Tampere Preliminary examiners Professor Sirkku Kotilainen, University of Tampere Assistant Professor Aaron Knochel, Pennsylvania State University, School of Visual Arts Opponent Assistant Professor Aaron Knochel, Pennsylvania State University, School of Visual Arts Aalto University publication series DOCTORAL DISSERTATIONS 72/2018 © 2018 Tomi Dufva ISBN 978-952-60-7947-9 (printed) ISBN 978-952-60-7948-6 (pdf) ISSN-L 1799-4934 ISSN 1799-4934 (printed) ISSN 1799-4942 (pdf) http://urn.fi/URN:ISBN:978-952-60-7948-6 Graphic design: Tomi Dufva Images: Tomi Dufva Unigrafia Oy Helsinki 2018 Finland Abstract Aalto University, P.O. Box 11000, FI-00076 Aalto www.aalto.fi Author Tomi Dufva Name of the doctoral dissertation Art education in the post-digital era: Experiential construction of knowledge through creative coding Publisher School of Arts, Design and Architecture Unit Department of Art Series Aalto University publication series DOCTORAL DISSERTATIONS 72/2018 Field of research Art education Date of the defence 18 May 2018 Language English Monograph Article dissertation Essay dissertation Abstract This dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality. Increasing digitalisation is augmenting and altering our culture as well as society in general. Digital technologies mediate everyday life so much that not using them becomes a declaration of alternative values. The term post-digital delineates a world where the digital is complexly intertwined with the physical world. As such, digital technologies participate in the construction of society and everyday life. Post-digital presents multiple challenges in regards to everyday life, as well as to culture and society, which requires comprehension of these technologies and their underlying code. Without an understanding of how these digital systems work, we are unable to fully participate in the construction of contemporary life. Creative coding, generally, refers to programming where expression is more important than function. This dissertation widens the concept of creative programming into activities that include programming as one of their components, such as physical computing and in some instances new media art. Furthermore, creative coding in this research is considered from the art educational perspective as an experiential activity that generates and requires creative and critical thinking. My research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology. The ethnographic material consists of my research at the Robotti Art and Craft School (Käsityökoulu Robotti). The phenomenological research strategy blankets the whole dissertation from me being the active participant in both teaching creative coding in various places as well as practising it in my artistic work. The dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems. Keywords Art education, code literacy, craft education, philosophy, digital humanities, creative coding ISBN (printed) 978-952-60-7947-9 ISBN (pdf) 978-952-60-7948-6 ISSN-L 1799-4934 ISSN (printed) 1799-4934 ISSN (pdf) 1799-4942 Location of publisher Helsinki Location of printing Helsinki Year 2018 Pages 146 urn http://urn.fi/URN:ISBN:978-952-60-7948-6 Tiivistelmä Aalto-yliopisto, PL 11000, 00076 Aalto www.aalto.fi Tekijä Tomi Dufva Väitöskirjan nimi Taidekasvatus postdigitaalisella aikakaudella: kokemuksellinen ymmärtäminen luovan ohjelmoinnin avulla Julkaisija Taiteiden ja suunnittelun korkeakoulu Yksikkö Taiteen Laitos Sarja Aalto University publication series DOCTORAL DISSERTATIONS 72/2018 Tutkimusala Taidekasvatus Väitöspäivä 18.05.2018 Kieli Englanti Monografia Artikkeliväitöskirja Esseeväitöskirja Tiivistelmä Tämän väitöskirjan keskeinen teema on postdigitaalisuuden myötä nousseet kysymykset digitaalisuudesta ja koodista. Erityisessä keskiössä ovat taidekasvatuksen rooli ja mahdollisuudet herättää kriittistä ymmärrystä digitaalisuuden asemasta ja rakenteista nyky-yhteiskunnassa. Tämä tutkimus esittää luovaa ohjelmointia taidekasvatuksellisena menetelmänä ymmärtää digitaalisuutta sekä saavuttaa siitä omakohtaista tietoa. Digitalisaatio muokkaa ja vaikuttaa sekä kulttuuriin, että laajemmin koko yhteiskuntaan. Digitaaliset teknologiat ovat läsnä arjessamme jopa niin paljon, että niistä kieltäytyminen voidaan nähdä kannanotoksi vaihtoehtoisten arvojen puolesta. Postdigitaalisuden käsite viittaa tilanteeseen jossa digitaalinen teknologia on monitahoisesti punoutunut sekä yhteiskunnan rakenteisiin, että jokapäiväiseen elämään. Postdigitaalisuuden esiin tuomat haasteet vaativat ymmärrystä näistä teknologioista ja niiden taustalla vaikuttavasta koodista. Tämän ymmärryksen puuttuminen vaikeuttaa osallistumista postdigitaalisen elämän rakentamiseen. Luovalla ohjelmoinnilla viitataan yleisesti ohjelmointiin, jossa ilmaisu on ohjelmoinnin funktiota tärkeämmässä asemassa. Tämä tutkimus laajentaa luovan ohjelmoinnin käsitettä taiteellisiin toimintoihin, joissa ohjelmointi toimii osana taiteen tekemistä, kuten esimerkiksi joissakin uuden median prosesseissa. Lisäksi luova ohjelmointi nähdään tässä tutkimuksessa taidekasvatuksellisesta näkökulmasta kokemuksellisena prosessina, joka sekä tuottaa että vaatii luovaa ja kriittistä ajattelua. Väitöskirjan ensisijaisina tutkimusmenetelminä ovat fenomenologinen, etnografinen sekä teoreettinen tutkimus. Tutkimuksen poikkitieteellisen luonteen vuoksi tutkimusmateriaali koostuu niin taiteen, taidekasvatuksen, filosofian, käsityökasvatuksen kuin teknologian kirjallisuudesta. Väitöskirjan etnografinen osa koostuu pääosin Käsityökoulu Robotissa tehdystä tutkimuksesta. Fenomenologinen menetelmä toimii väitöskirjan kaikenkattavana menetelmänä: se luo tutkimuksellisen viitekehyksen omaan luovan ohjelmoinnin opettamiseeni kuin myös sen käyttöön taiteessani. Väitöskirjani tuo esiin kolme tutkimustulosta, joilla on sekä teoreettisia että käytännöllisiä seuraamuksia. Ensimmäisenä on havainto siitä, että digitaalisen teknologian ymmärtäminen yleisesti,
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