“A computer is like a violin. You can imagine a novice trying ﬁrst a phonograph and then a violin. The latter, he says, sounds terrible. That is the argument we have heard from our humanists and most of our computer scientists. Computer programs are good, they say, for particular purposes, but they aren’t ﬂexible. Neither is a violin, or a typewriter, until you learn how to use it.” - Marvin Minsky
Designing and 3-d printing an object to cast shadows
The world is moving from a phase where technology changed the way we do things to a phase where technology is changing what we believe is possible. In this scenario, a creative approach to programming and its applications is essential; an approach where computing empowers - making information accessible where it matters and implements solutions using available technological resources.
Students is this course will be encouraged not only to gain proficiency in programming, but also to think about wider issues around the use of technology – open source vs. proprietary, privacy and security.
The three years of this course align with the levels 5,6, and 7 of the NSQF guidelines and creates skilled employees for the Information Technology - IT enabled Services sector.
The Creative Coding course is flexible, accommodating students from a variety of backgrounds and provides training that is relevant to a spectrum of employment and higher education opportunities. The course simultaneously develops specific capabilities, according to the occupational standards that have been articulated by the Sector Skills Councils (both NASSCOM in India, as well as the Sector Skills Councils of the UK and Australia).
The course begins with the basics of computer programming. It assumes no prior coding experience. The core content of the course focuses on:
- Coding for web and mobile platforms
- Reusing code (APIs and libraries) to build applications
- Management and manipulation of content, data and media
Being able to engage with code and hardware enables the ability to creatively and effectively apply these to domains such as manufacturing, medicine, urban planning, sustainability, animation, government, biology, history, education, art, design.
Bootcamps foster accelerated learning of concepts, skills and technologies that are directly linked to either employable, entrepreneurial or livelihood based skills. Working through immersion, with a focus on hands-on problem solving and peer learning rather than instruction, capabilities and competences are created through real experiences and not classroom based exercises.
Hackathons can range from competitions or events over days to half-day jams or a one day hack-fest. This format encourages brainstorming, pitching of concepts, working in teams and also planning projects as well as development of prototypes.
Mastery Learning with Guided Practice breaks down competences or skills into subskills, methods and techniques. Through targets taught through modeling and direct instruction and modeling followed by guided and then independent practice mastery of core competences and skills is achieved.
Fab.Ateliers builds on the values of thinking, modeling and making through the integration of philosophies drawn from both grass-root communities of practitioners as well as the use of tools from digital technology innovations in manufacturing and making.
Public Labs are open spaces that foster DIY thinking along with citizen science and other initiatives to build a culture of learning that is self-initiated, independent and collaborative. Building on ideas drawn from the open source community, Srishti (Art)ScienceBLR is an Public Lab that is open to all learners for purposes of self study, learning archiving and developing personal interests in technologies.
Work-based learning is a co-design of opportunities/projects by industry based professionals or employers or other stakeholders and learning professionals or faculty. Guided and facilitated by Mentors this space allows for future employees to participate in the learner journey rather than evaluate only its outputs.
Industry Exposure includes both orientation to specific jobs and roles within each industrial cluster as well as work experience as apprentices within the industry. Exposure to the cultural sector of the creative industries focuses on organisations, studios and other entities that are involved in the mass production of films and video, games including video games, cinema, music and the publication industry. Exposure to the creative sector is inclusive of of both economic and social benefits of innovation through design in the fields of apparel, interiors, products and craft based industries.
Performance Standards Based Assessment allows for multiple forms of evaluation that are set by standards required by industry. The assessment which is continuous and operates through each semester includes both micro or precision testing,, task based assessment , portfolio evaluation and culminates in the sixth semester with the capstone and its exhibition.
Creating patterns using generative processes
Creative Coding offers a choice of two pathways and students can choose any one pathway to pursue
For more information, write to email@example.com