Digital arts / Coding - Historique des versions

Sammy le 18 septembre 2023 à 13:51

2023-09-18T13:51:50Z

Sammy le 15 juin 2023 à 10:57

2023-06-15T10:57:38Z

Sammy le 14 juin 2023 à 12:04

2023-06-14T12:04:02Z

Sammy le 2 juin 2023 à 10:12

2023-06-02T10:12:51Z

Sammy le 2 juin 2023 à 10:11

2023-06-02T10:11:32Z

Sammy le 2 juin 2023 à 10:11

2023-06-02T10:11:20Z

Sammy le 2 juin 2023 à 10:02

2023-06-02T10:02:49Z

Wendy.t.liebermann le 9 décembre 2022 à 15:04

2022-12-09T15:04:34Z

Wendy.t.liebermann : /* Bachelor 1, 2 & 3 */

2022-12-09T15:03:36Z

‎Bachelor 1, 2 & 3

Sammy le 24 août 2021 à 12:01

2021-08-24T12:01:01Z

← Version précédente		Version du 18 septembre 2023 à 13:51
Ligne 1 :		Ligne 1 :
−	~~Teacher~~: [[Julien Dutertre]]	+	Teachers: [[Julien Dutertre]], [[Audrey Samson]]

	The objectives of this program are multiple. It aims to enable students to acquire an in-depth understanding of the digital medium, to develop a critical view of its use and its implications, and to explore the different possibilities offered by digital tools in their artistic practice. The program also encourages student learning autonomy and promotes exchange and collaboration within the group.		The objectives of this program are multiple. It aims to enable students to acquire an in-depth understanding of the digital medium, to develop a critical view of its use and its implications, and to explore the different possibilities offered by digital tools in their artistic practice. The program also encourages student learning autonomy and promotes exchange and collaboration within the group.

@@ Ligne 1 : / Ligne 1 : @@
 Teacher: [[Julien Dutertre]]
-Digital technology, computers, networks and technologies have provided artists with a multitude of new tools that they have been able to question, deconstruct, put into perspective and confront with their initial mediums. This has made it possible to question established systems. The machine is no longer necessarily used for its primary function, but is hijacked and questioned in order to offer a new perspective, perhaps an infra-thin one, or to reveal its deeper meaning. It becomes a new focus of attention. Similarly, the digital environment, particularly the Internet and digital communication tools, are new territories for appropriation and intervention.
+The objectives of this program are multiple. It aims to enable students to acquire an in-depth understanding of the digital medium, to develop a critical view of its use and its implications, and to explore the different possibilities offered by digital tools in their artistic practice. The program also encourages student learning autonomy and promotes exchange and collaboration within the group.
-Handling all the tools of digital art requires an overall understanding that leads to conscious use. The aim of the course will be to acquire the knowledge and the keys to reading through history and theory to form a critical eye.
+Added to this is the distinction between the use of digital technology as a medium or as a tool:
-In order to get a feel for this, the digital arts course teaches programming (Linux, processing, Python, Arduino, etc.), the basics of electronics and computing (Rasberrypi, Arduino, Micropython, etc.), the Internet and digital manufacturing methods (3D printing, laser cutting, etc.).
+As a medium he is questioned, he apprehends poetry, its implications
-The digital art course is divided into two distinct parts. On the one hand, students work on their personal projects with individual support, encouraging discussion and collective reflection. On the other hand, technical sessions are organised to demystify the tools and practices of digital art, responding to the needs of the students as decided together.
+The tool / meta-tool allows him to achieve his ends. He does not question
-====objectives====
+Each learning activity is designed to explore a specific aspect of digital art. Content may include case studies of existing pieces, hands-on sessions to learn about specific tools and techniques, discussions of conceptual and poetic digital issues, as well as exercises in critical reflection and presentation of the work of artists. students. Activities cover a wide range of topics from programming, robotics, creating digital images and sounds, 3D printing and many more.
-Based on shared experiences, the students develop collective and/or individual projects, regularly sharing the various stages in their development.
+====goals====
-Supporting experimentation and digital research in the context of contemporary art and its aesthetic and political issues.
+Learning programming languages and electronics, as well as the ability to carry out a technology watch and perform reverse engineering on digital works.
-Implementing and experimenting with techniques and systems to give concrete form to an idea in the context of personal or group work, depending on specific needs.
+Develop individually and take advantage of group synergy to confront your reasoning. It is mainly about engaging in the process of enlightened reflection.
-Learning programming languages and electronics, as well as the ability to carry out a technology watch and reverse engineer digital works.
+The digital art course takes place in two distinct parts. On the one hand, students work on their personal projects with individual support, encouraging exchanges and collective reflection. On the other hand, technical sessions are organized to demystify the tools and practices of digital art, responding to the needs of the students decided together.
 ===cursus===

@@ Ligne 1 : / Ligne 1 : @@
 Teacher: [[Julien Dutertre]]
-Digital technology, computers, networks and technologies have provided artists with a multitude of new tools that they have been able to question, deconstruct, put into perspective and confront with their initial media. This has allowed a questioning of the established systems. The machine is no longer necessarily used in its primary function but is diverted, questioned in order to propose a new look, perhaps an infra-thin one, or to reveal its deep meaning. It becomes a new element of attention. In the same way, the digital environment, in particular the Internet and digital communication tools, are new territories of appropriation and intervention.
+Digital technology, computers, networks and technologies have provided artists with a multitude of new tools that they have been able to question, deconstruct, put into perspective and confront with their initial mediums. This has made it possible to question established systems. The machine is no longer necessarily used for its primary function, but is hijacked and questioned in order to offer a new perspective, perhaps an infra-thin one, or to reveal its deeper meaning. It becomes a new focus of attention. Similarly, the digital environment, particularly the Internet and digital communication tools, are new territories for appropriation and intervention.
-Handling all the tools of digital art requires a global understanding leading to a conscious use. The objective of the course will be to acquire the knowledge and the keys of reading through the history and the theory allowing to form a critical glance.
+Handling all the tools of digital art requires an overall understanding that leads to conscious use. The aim of the course will be to acquire the knowledge and the keys to reading through history and theory to form a critical eye.
-In order to perceive the contours, the digital arts course teaches programming (Linux, processing, Python, Arduino, etc.), the basics of electronics, computer science (Rasberrypi, Arduino, Micropython, etc.), the Internet, as well as the means of digital fabrication (3D printing, laser cutting, etc.).
+In order to get a feel for this, the digital arts course teaches programming (Linux, processing, Python, Arduino, etc.), the basics of electronics and computing (Rasberrypi, Arduino, Micropython, etc.), the Internet and digital manufacturing methods (3D printing, laser cutting, etc.).
-To accompany experimentation and digital research in the context of contemporary art, its aesthetic and political issues.
+The digital art course is divided into two distinct parts. On the one hand, students work on their personal projects with individual support, encouraging discussion and collective reflection. On the other hand, technical sessions are organised to demystify the tools and practices of digital art, responding to the needs of the students as decided together.
 ===cursus===

@@ Ligne 9 : / Ligne 9 : @@
 To accompany experimentation and digital research in the context of contemporary art, its aesthetic and political issues.
-====cursus====
+===cursus===
 ◎ [[Digital arts / Coding]]<br>
 ◎ [[Digital arts / Coding (MA)]]

@@ Ligne 9 : / Ligne 9 : @@
 To accompany experimentation and digital research in the context of contemporary art, its aesthetic and political issues.
-===cursus===
+====cursus====
 ◎ [[Digital arts / Coding]]<br>
 ◎ [[Digital arts / Coding (MA)]]

← Version précédente		Version du 2 juin 2023 à 10:11
Ligne 8 :		Ligne 8 :

	To accompany experimentation and digital research in the context of contemporary art, its aesthetic and political issues.		To accompany experimentation and digital research in the context of contemporary art, its aesthetic and political issues.
		+
		+	===cursus===
		+
		+	◎ [[Digital arts / Coding]]<br>
		+
		+	◎ [[Digital arts / Coding (MA)]]

← Version précédente		Version du 9 décembre 2022 à 15:04
Ligne 1 :		Ligne 1 :
−	~~===digital arts===~~
−
	Professor : [[Julien Dutertre]]		Professor : [[Julien Dutertre]]

@@ Ligne 1 : / Ligne 1 : @@
-== Bachelor 1, 2 & 3==
+===digital arts===
-Professors : [[Yves Bernard]], [[Julien Dutertre]]
+Professor : [[Julien Dutertre]]
 Digital technology, computers, networks and technologies have provided artists with a multitude of new tools that they have been able to question, deconstruct, put into perspective and confront with their initial media. This has allowed a questioning of the established systems. The machine is no longer necessarily used in its primary function but is diverted, questioned in order to propose a new look, perhaps an infra-thin one, or to reveal its deep meaning. It becomes a new element of attention. In the same way, the digital environment, in particular the Internet and digital communication tools, are new territories of appropriation and intervention.