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Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education. / Hermans, Felienne.

Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017. 2017.

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientificpeer-review

Harvard

Hermans, F 2017, Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education. in Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017. PPIG 2017: 28th Annual Workshop , Delft, Netherlands, 1/07/17.

APA

Hermans, F. (2017). Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education. In Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017

Vancouver

Hermans F. Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education. In Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017. 2017

Author

Hermans, Felienne. / Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education. Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017. 2017.

BibTeX

@inproceedings{a0487d1bf01c44a4822867278cd397fc,
title = "Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education",
abstract = "rogramming is often taught by having students do practical programming exercises. From simple string reversal to search tree, the examples and methods of teaching mimic the life of a professional programmer in a sense. This leads to young children developing an idea of what programming is. We found that children under 12 already have clear preconceptions of what programming is for. Can we design educational materials to battle this notion? Can we teach programming by using less traditional forms or viewing programming? In this paper we describe a four part course called Code as Art - Art as Code. It uses poems and paintings to teach novices and experienced programmers to see source code differently. In the first two lessons, participants practice viewing source code as a poem or as a painting (Code as Art). In the other two, they use source code to generate poems and paintings (Art as Code). We describe the scientific and creative rationale behind both and describe our experiences in teaching each of the four parts.",
author = "Felienne Hermans",
year = "2017",
language = "English",
booktitle = "Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017",

}

RIS

TY - GEN

T1 - Code as Art - Art as Code: On the Use of Poetry and Paintings in Programming Education

AU - Hermans, Felienne

PY - 2017

Y1 - 2017

N2 - rogramming is often taught by having students do practical programming exercises. From simple string reversal to search tree, the examples and methods of teaching mimic the life of a professional programmer in a sense. This leads to young children developing an idea of what programming is. We found that children under 12 already have clear preconceptions of what programming is for. Can we design educational materials to battle this notion? Can we teach programming by using less traditional forms or viewing programming? In this paper we describe a four part course called Code as Art - Art as Code. It uses poems and paintings to teach novices and experienced programmers to see source code differently. In the first two lessons, participants practice viewing source code as a poem or as a painting (Code as Art). In the other two, they use source code to generate poems and paintings (Art as Code). We describe the scientific and creative rationale behind both and describe our experiences in teaching each of the four parts.

AB - rogramming is often taught by having students do practical programming exercises. From simple string reversal to search tree, the examples and methods of teaching mimic the life of a professional programmer in a sense. This leads to young children developing an idea of what programming is. We found that children under 12 already have clear preconceptions of what programming is for. Can we design educational materials to battle this notion? Can we teach programming by using less traditional forms or viewing programming? In this paper we describe a four part course called Code as Art - Art as Code. It uses poems and paintings to teach novices and experienced programmers to see source code differently. In the first two lessons, participants practice viewing source code as a poem or as a painting (Code as Art). In the other two, they use source code to generate poems and paintings (Art as Code). We describe the scientific and creative rationale behind both and describe our experiences in teaching each of the four parts.

M3 - Conference contribution

BT - Proceedings of the 28th Annual Workshop of the Psychology of Programming Interest Group, PPIG 2017, Delft, The Netherlands, July 1-3, 2017

ER -

ID: 45796254