Digital arts / Coding : Différence entre versions
De erg
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Teacher: [[Julien Dutertre]] | 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 | + | 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 | + | 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 | + | 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.). |
| − | + | 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. | |
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| + | ====objectives==== | ||
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| + | Based on shared experiences, the students develop collective and/or individual projects, regularly sharing the various stages in their development. | ||
| + | The choice of subjects and themes is made by the students on the basis of the experiences proposed. | ||
| + | |||
| + | Supporting experimentation and digital research in the context of contemporary art and its aesthetic and political issues. | ||
| + | |||
| + | 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. | ||
| + | |||
| + | Learning programming languages and electronics, as well as the ability to carry out a technology watch and reverse engineer digital works. | ||
===cursus=== | ===cursus=== | ||
Version du 14 juin 2023 à 13:04
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.
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 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.).
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.
objectives
Based on shared experiences, the students develop collective and/or individual projects, regularly sharing the various stages in their development. The choice of subjects and themes is made by the students on the basis of the experiences proposed.
Supporting experimentation and digital research in the context of contemporary art and its aesthetic and political issues.
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.
Learning programming languages and electronics, as well as the ability to carry out a technology watch and reverse engineer digital works.