Teaching Computational Creativity Margareta Ackerman1, Ashok Goel2, Colin G. Johnson3, Anna Jordanous3, Carlos Le´on4, Rafael P´erezy P´erez5, Hannu Toivonen6, and Dan Ventura7. 1 Computer Engineering Department, Santa Clara University.
[email protected]. 2 School of Interactive Computing, Georgia Tech.
[email protected] 3 School of Computing, University of Kent. fC.G.Johnson,
[email protected] 4 Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid.
[email protected] 5 Depto. de Tecnolog´ıasde la Informaci´on,Universidad Aut´onomaMetropolitana.
[email protected] 6 Department of Computer Science, University of Helsinki.
[email protected] 7 Computer Science Department, Brigham Young University.
[email protected] Abstract • Master theoretical and conceptual tools for analysing and discussing creative systems The increasing popularity of computational creativity (CC) in recent years gives rise to the need for educa- • Develop and understand one's own creative processes tional resources. This paper presents several modules that together act as a guide for developing new CC • Become familiar with the latest advances in CC, and courses as well as improving existing curricula. As well be able to critically discuss current state-of-the-art as introducing core CC concepts, we address pedagog- • Become able to create CC systems and/or techniques ical approaches to this interdisciplinary subject. An accessible overview of the field lets this paper double • Gain the ability to describe, employ and debate as an introductory tutorial to computational creativity. methods for evaluation of computational creativity • Be able to identify appropriate contexts for using CC Introduction In what follows, we offer examples of extant CC sys- As computational creativity (CC) grows in popular- tems that can be used as archetypes for introducing ity, it is increasingly being taught in some form as a key questions in the field; discuss different modeling university-level course.