Digital arts / Coding : Différence entre versions
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| − | + | 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. | |
| − | + | Added to this is the distinction between the use of digital technology as a medium or as a tool: | |
| + | “Is it my medium or a tool in my practice?” | ||
| − | + | As a medium he is questioned, he apprehends poetry, its implications | |
| + | and its relation to art. He questions his very essence, his own reason and his | ||
| + | status in the face of contemporary issues. | ||
| − | + | The tool / meta-tool allows him to achieve his ends. He does not question | |
| + | necessarily digital as a medium but applies to the realization | ||
| + | an idea, a prototype, going beyond pre-established solutions. | ||
| + | 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. | ||
| + | ====goals==== | ||
| + | Learning programming languages and electronics, as well as the ability to carry out a technology watch and perform reverse engineering on digital works. | ||
| + | Develop individually and take advantage of group synergy to confront your reasoning. It is mainly about engaging in the process of enlightened reflection. | ||
| − | [[ | + | 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=== | ||
| + | |||
| + | ◎ [[Digital arts / Coding]]<br> | ||
| + | |||
| + | ◎ [[Digital arts / Coding (MA)]] | ||
Version actuelle datée du 18 septembre 2023 à 14:51
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.
Added to this is the distinction between the use of digital technology as a medium or as a tool: “Is it my medium or a tool in my practice?”
As a medium he is questioned, he apprehends poetry, its implications and its relation to art. He questions his very essence, his own reason and his status in the face of contemporary issues.
The tool / meta-tool allows him to achieve his ends. He does not question necessarily digital as a medium but applies to the realization an idea, a prototype, going beyond pre-established solutions.
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.
goals
Learning programming languages and electronics, as well as the ability to carry out a technology watch and perform reverse engineering on digital works.
Develop individually and take advantage of group synergy to confront your reasoning. It is mainly about engaging in the process of enlightened reflection.
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.