Podcasts about Creative coding

Code mit Impact: Creative Coding und Generative Kunst mit Sabine Wieluch“Ist das Kunst oder kann das Weg?” - Das ist eine gängige Frage von Leuten, die i.d.R. nix mit Kunst am Hut haben. Sogenannte Banausen. Denn oft kann man Kunst nicht in Daten und Fakten pressen. Es ist subjektiv. Anders. Neuartig. Ab und zu auch etwas schräg. Ggf. macht es dies so unverständlich.Wenn man aber ein unbekanntes Feld (in diesem Fall Kunst) mit einem Herzensthema (in unserem Fall Software-Engineering) verbindet, sieht es schon ganz anders aus. Auf einmal will man mehr wissen. Und genau darum geht es in dieser Podcast-Episode: Um Creative Coding und Generative Kunst.Im Interview mit Sabine Wieluch (aka bleeptrack) klären wir, was creative Coding und generative Kunst ist, warum eine Informatikern mit Machine Learning Background nicht am heißesten Thema der Industrie im Jahr 2025 arbeitet sondern sich eigenen künstlerischen Projekten widmet, wie ein Design für ein Holzstuhl aus Blattadern generiert werden kann, warum einzigartige Mittelfinger-Sticker von einem bayrischen Minister geehrt wurden, welche Open Source Projekte dich bei deiner Entwicklung von generativer Kunst unterstützen können aber auch wie kleine Details, zB Metall und die Funktionsweise von NFC, dein Kunstprojekt vor Herausforderung stellt.Bonus: Was Minecraft mit generativer Kunst zu tun hat.Unsere aktuellen Werbepartner findest du auf https://engineeringkiosk.dev/partnersDas schnelle Feedback zur Episode:

Join hosts Kelly Schuster-Paredes and Sean Tibor as they welcome esteemed Python expert Trey Hunner to the show. This episode is a delightful mix of practical insights, engaging stories, and thought-provoking discussions about Python and teaching. Trey shares his experiences with listeners, starting with his recent venture into launching a 10-week Python course called Python High Five. He talks about the excitement and challenges of teaching across different time zones with this unique setup, highlighting the importance of accountability and the fun of learning alongside his students. Throughout the episode, Sean and Kelly discuss the evolving landscape of AI and its impact on learning. Trey emphasizes the critical skill of asking the right questions, saying, "Knowing how to use that tool is a really valuable thing, but also knowing what to stick into the tool and how to evaluate the output of the tool is a really valuable thing." The conversation transitions into the heart of Python programming, where Trey, Sean, and Kelly share their favorite features and nuances of Python. They explore the value of looping helpers and marvel at the elegance and simplicity of Python's tools and functions. Sean recalls a memorable teaching moment about Python turtle graphics, reflecting on the joy and discovery that comes with coding: "It was so cool that this sixth grader showed me how to do it." This episode is not just about technical insights but also about the joy of teaching and learning. Trey, Kelly, and Sean discuss strategies for balancing the basics with advanced learning and the importance of having fun in the process. Join them for a warm, inclusive conversation that invites you to be part of their journey through the wonders of Python programming. Special Guest: Trey Hunner.

Rhea Myers is an artist, hacker and writer originally from the UK who is now based in British Columbia, Canada. Her work places technology and culture in mutual interrogation to produce new ways of seeing the world as it unfolds around us.Recorded on June 19, 2024 as a Space on X.Follow the guest:https://twitter.com/rheaplexFollow the host:https://twitter.com/0x_ScooterFollow Particle:https://twitter.com/Collectparticlehttps://www.particlecollection.comhttps://www.instagram.com/particlecollectionTimestamps:(00:00) Introduction(01:10) Background in Computer Art & Creative Coding(06:07) Exploring Conceptual Art with "Is Art"(13:37) Commodifying Subjectivity through "The Ego and It's Owned" (19:04) Reframing Property & Ownership with "Certificate of Inauthenticity"(27:23) Envisioning a Sci-Fi Crypto Dystopia with "Bad Shibe" (36:02) Critiquing the Trad Art World with Proof of Work: Blockchain Provocations(44:21) Considering a Return to Smart Contracts? (52:33) Performing Conspiracy Theory with "Portents"(1:01:52) A Few of Rhea's Favorite Artists(1:05:22) Final Thoughts from Rhea (1:06:24) Outro

In this episode, Kelly Schuster-Paredes, Computer Science Teacher and co-host of the Teaching Python podcast, joins for a deep dive into creative ways to integrate computer science skills across the curriculum. Discover student-friendly tools like Python, micro:bit, and drones to boost critical thinking and unlock endless learning possibilities. Plus, learn how to join supportive communities of educators for even more inspiration! Show notes: https://classtechtips.com/2024/02/27/computer-science-skills-256/  Sponsored by Intel® Skills for Innovation: https://skillsforinnovation.intel.com/landing/  Follow Kelly on social: https://twitter.com/kellypared  Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

Kiedy przestaniemy być Homo sapiens? Jak bardzo pozwolimy ingerować technologii w istotę naszego człowieczeństwa? Kiedy zaczniemy myśleć cudze myśli? Rozmowa z Wiesławem Bartkowskim, badaczem systemów złożonych, informatykiem, projektantem interakcji, artystą, kierownikiem studiów podyplomowych Creative Coding.

You're in for a great conversation this week with creative technologist Eric Thompson. Eric staked his claim in the Atlanta tech space through his entrepreneurial work through Georgia Tech, and is now helping support the next generation of makers and creators through his work at Spelman College.We talked a lot about the Spelman Innovation Lab and how it functions as a third place, and Eric shared his journey from construction and mechanical engineering in New Jersey to studying user experience and human computer interaction in Atlanta. He also spoke about the thriving tech scene here, working with his partner on a food startup called Eat Unrestricted, and the lessons he's learned along the way.This conversation is packed with deep insights, and I love how Eric is pushing the boundaries of innovation of creativity!LinksEric Thompson's WebsiteEric Thompson on InstagramEric Thompson on LinkedInSpelman College Innovation LabSpelman College Innovation Lab on InstagramEat UnrestrictedEat Unrestricted on InstagramFor a full transcript of this interview, visit revisionpath.com.==========Donate to Revision PathFor 10 years, Revision Path has been dedicated to showcasing Black designers and creatives from all over the world. In order to keep bringing you the content that you love, we need your support now more than ever.Click or tap here to make either a one-time or monthly donation to help keep Revision Path running strong.Thank you for your support!==========Follow and SubscribeLike this episode? Then subscribe to us on Apple Podcasts, Spotify, or wherever you find your favorite shows. Follow us, and leave us a 5-star rating and a review!You can also follow Revision Path on Instagram and Twitter.==========CreditsRevision Path is brought to you by Lunch, a multidisciplinary creative studio in Atlanta, GA.Executive Producer and Host: Maurice CherryEditor and Audio Engineer: RJ BasilioIntro Voiceover: Music Man DreIntro and Outro Music: Yellow SpeakerTranscripts are provided courtesy of Brevity and Wit.☎️ Call ‪626-603-0310 and leave us a message with your comments on this episode!Thank you for listening!==========Sponsored by Brevity & WitBrevity & Wit is a strategy and design firm committed to designing a more inclusive and equitable world. They are always looking to expand their roster of freelance design consultants in the U.S., particularly brand strategists, copywriters, graphic designers and Web developers.If you know how to deliver excellent creative work reliably, and enjoy the autonomy of a virtual-based, freelance life (with no non-competes), check them out at brevityandwit.com.Brevity & Wit — creative excellence without the grind.

SOCIAL MEDIA:Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Kiera Beddes (@KBeddes) -- Digital Teaching & Learning Specialist Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High School.Natalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolRoss Rogers (@ruaniteit) -- Secondary Digital Learning Specialist Jordan School District.Kayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646

Full Transcript with Kerianne Carter[00:00:00]Ryan Rarick: Welcome to the Utah Teacher Fellows Podcast. My name is Ryan Rarick and I am a teacher on special assignment at Snow Canyon High School in Washington County School District. [00:00:16]Audryn Damron: And I'm Audryn Damron, a special education math teacher at Cottonwood High School in Granite School District. Welcome to another episode of the Utah Teacher Fellows Podcast.[00:00:25]Ryan Rarick: As a reminder, the purpose of the Utah Teacher Fellows Podcast is to share teachers stories, share what makes teaching great, why teaching is great, and how teaching is great. We are excited to do this with our guest today. [00:00:40]Audryn Damron: Today's Utah Teacher Fellows podcast. We have Kerianne Carter. Kerianne knew as a young student in Davis School District that she wanted to be a teacher.[00:00:49] In 2017, she began her career teaching in Davis, sharing her passion for language arts, literature and history with elementary students. Kerianne currently serves fellow teachers as an executive board member for the Davis Education Association. And assist students as a Junior Hope Squad advisor for her school.[00:01:06] She earned a bachelor's degree in interdisciplinary studies from Western Governor's University in 2017 and has returned to a master's degree in leadership. She enjoys connecting with other educators on Twitter, and she can be reached at, @heysheteach. Welcome Kerianne. [00:01:24]@Kerianne Carter: Hey, I'm happy to be here. [00:01:28]Ryan Rarick: Our first thing that we do is an icebreaker.[00:01:32] It's our procedure. It's our structure. What is your favorite topic or lesson to teach your students? And I guess for some more background, I'm trying to think of, what are the lessons that, even the day before, you're like, yes, tomorrow I get to teach this.[00:01:45]@Kerianne Carter: I love teaching the Revolutionary War of fifth graders. It's their first experience with getting to learn American history. Usually what they know about it is pretty chunky, bits and pieces. So, kind of getting to lead up to it, that first big conversation we [00:02:00] have leading up to the fight for Freedom Revolutionary War.[00:02:02] When we talk about Boston Tea Party where we talk about the Stamp Act, just kind of giving 'em those tidbits leading up to that big fight for freedom. It's my very favorite time of the year. [00:02:12]Ryan Rarick: Do fifth graders act out the parts? Do they dress up or anything? [00:02:16]@Kerianne Carter: So, dressing up, kind of giving the climate that we're in in education is kind of a no-go these days.[00:02:21] We do a lot of hands-on activities with the tea party exploration. We do a lot with jigsaws where we'll break into the different causes and theories behind why the different groups joined in. We kind of make it as hands on as we can without digging too deep. I would say fifth grade, US history is more surface deep, and then I just try to get 'em really interested and I promise them by the time they get to junior high, they'll get a whole year where they can dig into it.[00:02:45] So I just try to give them all the key points so that they really want more. [00:02:49]Audryn Damron: Ryan are both in secondary, right? And. Kerianne, I love that you're, you're telling your kids this is exciting and I'm just gonna give you preview pieces here, but then you're gonna get a whole year to dive into this.[00:03:00] Because sadly, a lot of students when they come to me hate and loathe history and I'm like, oh my gosh, what is happening? And they're all excited to learn different pieces in elementary school and then, they are not later. [00:03:15]Ryan Rarick: And maybe we can tap into that and have the kids remember how excited they were. I wonder if any kids ironically use the lessons of the revolution to, Challenge any of your authority in the classroom. I want, I wanna know if any fifth graders are like standing on a desk yelling, give me liberty or give me death.[00:03:30]@Kerianne Carter: They have asked if they could protest the principal and protest for longer recess because we tried to dig into, you know, the whole idea behind the revolution was they were treason. They were committing treason. So, by signing that declaration, all of them could. Really if caught, they could be committed to a death sentence.[00:03:49] So they were really putting everything on the line. And so, then it gets into, well, could we put everything on the line and request more recess or better lunches or different lunch? So, I mean, it's an elementary mindset. So, then we kind of dig into, well, we have to really think what was the cause and what was the point and what led up to it.[00:04:06]Ryan Rarick: Thank you for the icebreaker. Let's get into Kerianne's story.[00:04:10]Audryn Damron: My favorite question is, how and why did you get into teaching? And Kerianne, you and I have had many different conversations about how and why, and so I will be asking probing questions if. Do not get as many details as I want. So that's, please share with us your journey. Was this like, I mean, your bio mentioned that you wanted to be a teacher forever, but I feel like you started in a different field.[00:04:36] Tell us your journey. How did you get here? [00:04:39]@Kerianne Carter: So, I did always wanna be a teacher. We moved a lot when I was a kid. In elementary school, like thinking K through six, I went to I think seven different schools. And people would always say, oh, is your dad in the military? No, he worked for Sam's Club.[00:04:53] So it was back in the nineties when Sam's Club was like the thing before Costco. And so he would get movedto open new clubs. So, we moved all the time and I never really felt like I had a place. And then we moved to Utah in sixth grade and when I was in sixth grade, And I finally kind of got settled and I had a sixth-grade teacher who happened to answer the phone call one day when the junior high asked, well, who would wanna be your seventh grade student body representative for your school?[00:05:21] And he picked me. And it kind of changed my whole everything. My junior high was in Davis, and it changed my whole world. It kind of gave me a place, it gave me a purpose and it gave me kind of a solid ground. And there were teachers that worked at Davis School District, Jodi Hutchinson, Ken Wright who.[00:05:40] Gave me a place where I felt at home and I felt comfortable, and that really drove me forward and I wanted to do that for other people. So, I always wanted to teach secondary. It was always my purpose to teach English and history. It's what I wanted to do. I graduated in 2005 and I went straight to Weber State everybody else did in my school graduating class.[00:06:04] And so we rolled in and you know, I went and met with the advisors and this was in oh 5, 0 6 when there were a lot of people wanting to teach English and history. And the advisor said, well, do you think you might be interested in teaching math or science? And I said actually, I don't enjoy math and science is messy, so, no, that's, that's a no.[00:06:26] And she's like, well, I'm gonna tell you, since you don't really have a coaching background, which if you knew me, I can't even throw a ball in the direction of the hoop. So, nope, that's gonna be off the table as well. You're probably gonna need to go into maybe elementary. So I didn't really wanna do it at that point, so I kind of tabled school.[00:06:46] I got married and I quit school like every parent tells you not to do. And I ended up in marketing. For about 10 years I did e-commerce marketing and I learned a ton. I ended up in purchasing in sales, and I became really good at building relationships and really fostering those relationships and finding ways to connect with people.[00:07:05] And it, it was actually my sister-in-law who went back to school later as well. Now we're in our mid twenties, and she went back to school with little kids too, and she got her own classroom. 2013 and was telling me we were on Willard Bay, we were boating, and she was like, I've got my classroom set up and I'm just so excited to get started.[00:07:25] And I told her how jealous I was and she looked me in my face and she said, I don't know why you could go too. And so I did. That night I signed up, I registered at Slick at Salt Lake Community College, and I took all the classes I could take at Salt Lake Community College, and then I transferred to Western Governors and I just kind of never stopped.[00:07:44] I ended up doing elementary because that was what worked for me. It worked for my schedule, and I had a little kid at that point. I still love teaching elementary. It's not what I thought I would do. I actually find myself connecting a lot with secondary teachers as well, so I don't know what the future will hold long-term.[00:08:01] I definitely like teaching the older elementary people. I connect better with them. The younger kids don't understand sarcasm. They just, they don't think I'm funny. They just think I'm weird. They just think I'm weird.[00:08:14] They just give me the side eye and walk away. So, I definitely find, though, in so many ways that I wouldn't have ever anticipated that my marketing experience applies so directly to my education experience. So much of education is building relationships. And it's making connections and it's fostering those relationships and keeping strong and open communication with people.[00:08:37] And that's what I did every day. I had to get people who wanted to open accounts with me and it, they had to wanna do it just because they liked me. And sometimes I feel like an education, we have to have students who want to. Because we want them to, they don't wanna come to school and learn because they want to.[00:08:57] The intrinsic motivation isn't there, especially in my fifth and sixth graders, where if they don't have the push at home, they're not gonna come to school and wanna work hard unless they wanna do it for me. So, I work really hard to establish the same relationships with a 10 and 11, 12 year old that I did with, you know, huge businesses in the juvenile.[00:09:18] That I did, you know, five or six years ago. So, it's interesting how much they overlap, but that's why that's my way. So, I've got a few follow ups here. The, one of the things that I love pointing out in all of the stories that we've heard from the, the various fellows that we've interviewed is just the power of a single moment that people can often trace their story back to.[00:09:45] And you mentioned you moved around a lot. First of all, absolutely. Love the idea that your dad worked at Sam's Club and then you said, so we moved around a lot because he was open up new clubs. And it just makes it seem he's just like this nightclub promoter, but it's Sam's Club, the club.[00:10:01] He's selling the frozen goods. You guys, it was in the soft lines, hard lines. Anyway, the club life. But you, so you came to Utah in sixth grade and a teacher selected you as the student body rep for seventh grade? Yep. Why did, why did that teacher pick you? Do you know? Honestly, my class was super hard. I remember this being really hard and I, at that point, I wouldn't have recognized probably myself.[00:10:34] Three years later, I was actually really quiet. I kept to myself quite a bit. I was pretty reserved. So I'm assuming he either he saw something in me that I didn't see. If I'm thinking teacher big, right? Or he just thought she had a really good student, I'll pick her. So it's one of the two, I would guess he's actually retiring this year, so I could probably email him and ask him if he remembered.[00:10:55] But I mean, we're talking vintage at this point. [00:10:57]Ryan Rarick: Speaking of that, who are these other teachers that you identified as inspiration?[00:11:00] Was Jodi and Ken? Is that what their names are? [00:11:03]@Kerianne Carter: Jodi Hutchinson, she teaches at Clearfield High now. She did health and she did English at North Davis Junior High, and then Ken Wright was, The student government advisor and he taught Utah studies, which I think is a really hard class to make.[00:11:17] Interesting. But he really did, and he did eighth grade English at that point. But they were two teachers who were friends and then their outstanding communication and just bond with each other made me see that school didn't have to be teachers in closed rooms with closed doors doing their own thing.[00:11:35] They collaborated with each other. They did funny stuff, they had fun at work and that was something I knew that I wanted. I wanted to have fun at work. So it was something I recognized wanting to duplicate in myself. I love that because that isn't necessary. [00:11:52] I mean, I'm sure there were great moments in the classroom as well, but it just shows me that a lot of our profession and, you know, the promotion of.[00:12:02] Happens in these moments where we're just being humans and not doing our work. Right. I think we've had a bunch of stories that talk about that too, where sometimes there'll be a comment that a teacher makes to a student that isn't even content based. It's not based on an assignment or anything like that.[00:12:19] It's just because we've had interactions with that student and you should do this. You, you'd be a good teacher. And it's like that becomes an identity. For that kid. But anyway, so just carry on You seeing these teachers having fun and basically collaborating and interacting with each other.[00:12:35]Audryn Damron: But I've legitimately never thought about my students watching the way that I interact with my teacher, my fellow neighbors as friends almost. You know what I mean?[00:12:44] This is kind of blowing my mind actually in thinking about. The workplace environment, right, and having friends and stuff. I remember at Christmas, just this past Christmas I came home with a whole bag of goodies cuz teachers give each other everything. And my husband, who's an engineer was like, I don't.[00:13:01] What is that? I don't talk to people at work , I don't like Valentine's Day, we did like a Valentine exchange with teachers. Right? Again, we, it's this community of people and like we're all kind of similar. Like if you choose teaching, you have a certain vein in you, right? But then on top of that, It's those teacher relationships.[00:13:21] One of the other special education teachers and I are really good friends and I think it was the Covid school year, like when we were going back, we both talked about how hard life is and how much everything is hard. And so we decided to prank each other with our classes. In her class, got a bunch of spoons and like, wrote little messages on them.[00:13:40] And then when I was gone co-teaching, they spooned my classroom, you know, and I got together with kids and she's afraid of clowns, so we printed off a million pictures of clowns and pasted them in her room like, like silly things like that. And I'm like, I never, I never even thought about what my students are looking at.[00:13:59]But here you are saying that you thought teaching is fun. And I feel like we need that everywhere right now. This reminder that teaching is fun.[00:14:08]@Kerianne Carter: Teaching is fun. These people were important enough that my mom knew that when she threw a 16th surprise birthday party for me, she invited these teachers, they were there.[00:14:20] Like, yeah, they were there because they were important to me and she knew that. So, there's something to be said I think for that. You know, you just never know that, that that's, that joy is reflected in so many ways and it was special for me to see.[00:14:34] It's a dream I never gave up and something I wasn't willing to walk away from. But I'm really glad I had the marketing experience to push me through in education as well. I just, it's been an interesting.[00:14:47]Ryan Rarick: It's pretty cool that you, you mentioned you were able to make some connections between marketing and teaching and like this concept that like, now the thing that you're selling is you or your content and you're like getting a, a new client every day.[00:14:59] And I think that's a, that's a pretty cool way of that was part of your path, not a different path, you know what I mean? Like we're all on our own path and the experiences that we have are build us, we all become a total of our previous experiences. [00:15:12] One, one other follow up and then we're gonna get to another topic. But I, I did wanna ask one more thing. You said you were on Willard Bay. With your sister? Is that who you were with? [00:15:21]@Kerianne Carter: She was my sister-in-law. Sister-in-law, yeah. [00:15:24]Ryan Rarick: And you said that you were jealous. I wanna explore that. When you, when she told you that, what was it that made you jealous? What were the thoughts that were going through your head that you were like, oh, I want to have that? [00:15:37]@Kerianne Carter: It seemed impossible at that point, cuz at that point I probably had a year of college done and I was, I'm trying to think how old I even was.[00:15:45] It's like I teach like a little bit of math. I mean, I was probably like 25, 26 I teach language arts and history. That's the primary stuff that I teach. So I mean, the thought of going back full-time and doing college seemed so unattainable to me and just.[00:16:02] Overwhelming, like, how would I do it? I had, at that point, I had like a four-year-old. I worked full-time and then the thought of working full-time at college as well. I didn't know how I would do it. And then just having her look at me dead pan and say, why couldn't you?[00:16:17] Of course you can just go. I think it was the inspiration and I guess the kick that I needed to say. You're right, of course I can. And one day if I want my own kid to do that, I should probably be the example of what. I'm expecting of him. And so I'm really glad that I did. I remind myself that every day as I work on my master's degree as well.[00:16:36] It's an ongoing, you know, it's an ongoing career path and something that I feel like we're always seeking to obtain is that further education and we're always pursuing. You know, the next level of what we can educate ourselves on, whether it's in professional development or you know, like what we do with the teacher fellows trying to uplift and just educate others about our profession.[00:16:58] Having her look me in the face and tell me, go back to school. You don't need to be jealous. Now she teaches second grade and I'm not jealous of that. That's okay. I'm okay with her teaching second grade because you will find with elementary teachers, there's two very different groups of us. There's the group that teaches the older kids and the group that teaches the younger kids, and we love and appreciate both.[00:17:21] Because they're very different breeds of people. The younger grades teach the kids the foundational skills that they need to be successful. I feel like my job as an older elementary teacher is to teach them how to use those skills and to prepare them for what comes next when they come to the both of you.[00:17:40] That's my job is I'm gonna teach them to love to learn how to learn and how to apply those foundational skills that their younger elementary teachers have. [00:17:49]Ryan Rarick: That's awesome. And it's like you know that that vertical alignment where everybody's filling a role and then we're getting the, getting the most out of, out of the students and providing the most for the students so that they can, we can put them in a position to be successful.[00:18:04] Okay. We're gonna make a transition cuz you just brought it up a second ago. You, you mentioned, One of the, one of the most fascinating, sometimes it seems daunting, but it's actually one of the most stimulating aspects of our profession, is that we are continually engaged in a cycle of improvement, like, and learning.[00:18:23] So even if we're teaching the same content, we're learning new things all the time. And, and one of the more overt ways that we demonstrate that is by pursuing degrees. So let's, let's talk about education leadership. And Kerianne, tell us a little bit about why you decided to pursue the master's degree that you're pursuing and specifically a degree in education leadership.[00:18:44]@Kerianne Carter: I work for a really great administrator. He does a really good job of. Allowing teachers the flexibility to do what they're good at while embracing a leadership style that coaches when needed. I recognize that when you work for a leader who matches your learning style, well, I guess that you should attack that opportunity while you've.[00:19:12] In Davis, we tend to shuffle our administrators. I mean, every so often there's no like science behind it, but there's not like a long lasting opportunity for an administrator that you work well with to be with you for the long term. So, I recognize that I wanted to continue to learn from someone who I felt like reflected my philosophy of education and whose alignment was very close to.[00:19:37] So he asked me one of the first couple months of school, like, so what are you gonna do like long term? And I was like, you mean like teach like I'm gonna keep doing this. This is what I'm gonna do. And he said, and you're great at that. Do that. But have you thought about doing administration, you're a leader.[00:19:54] I recognize that you're organized, like what would come next for you? So, in our district to work in the district office to pursue other opportunities maybe outside of just the classroom environment. A master's degree in education, leadership is what you need. So, it's kind of like that back pocket degree that you need.[00:20:11] So why did I pursue a Master's in education Leadership? It's because I work for a strong principal, and I wanted to attack the opportunity to have that time with him and to learn from him while he was in my building.[00:20:26] And Davis, we don't always get an administrator for the long term. And so much of a master's in education leadership is practicum hours where you work hand in hand with that administrator. And his philosophy of education is very close to mine. So, it was kind of that once in a lifetime, like if you're gonna do it, you should probably do it now.[00:20:45] So that's part of why I decided to attack it at the moment. And then on top of that, in Davis district to work in our district office, typically those positions require a degree in education leadership. So it kind of was a twofold it was kind of thebest of both worlds for me at that. I didn't know that I would wanna take it into an administrative opportunity, but I feel like it was a great chance to educate myself and have it available if the opportunity arose.[00:21:14]Audryn Damron: So, you're currently doing practicum hours? [00:21:17]@Kerianne Carter: Yes. [00:21:19]Audryn Damron: What does that look like for someone who's never done? Anything like that because you're like teaching full-time but also doing practicum hours. Like how does that work? [00:21:27]@Kerianne Carter: So sometimes I will take personal leave and I will work with the administration on various task. It's looked like at times when both our, we don't have assistant principals at Davis. In elementary we have as elementary interns. If the elementary intern and our principal is out of the office, then there's been times where I've taken my own personal leave to be able to work in the office and get that experience.[00:21:50] On top of that, our school implements a middle school model for our fifth and sixth graders. So, what I've been doing on top of my regular teaching routine is we do scheduling for our fifth and sixth graders in a system that's very similar to the junior high and high school scheduling system. But we have too manually do it.[00:22:12] A lot of my hours are built into the scheduling, maintenance. I'm responsible for schedule changes and building the schedules and making the surveys where the kids all pick their courses. So, a lot of it I do after hours. Not a lot of it is spent during the school day because there's just not a lot of bandwidth for it.[00:22:30] You do have to do a certain percent of secondary hours too. Western Governors allows you to count. Meetings, like school board meetings, the secondary hours. And then I also spent time during the summer helping run a summer camp at the local junior high. So, I found ways kind of to try to work it to my advantage and be out of my classroom as little as possible so that my kids aren't suffering for the attainment of this degree.[00:22:56]Ryan Rarick: Kerianne. What's something, as you've been pursuing and, and earning this degree in educational leadership, and maybe even from your practicum, what's something that's been eye-opening to you that from like the educational leadership side that maybe most people from the teacher side wouldn't either know or know or have a lot of familiarity with?[00:23:17]@Kerianne Carter: There's no right answer, to any situation, so no matter what an administrator chooses to do, someone will be unhappy with it.Either the educator who referred a student to the office will be unhappy with the decision. The parent of the student will be unhappy with the decision. The student themselves will be unhappy with the decision.[00:23:43] There's, there could be disagreement within the administration about the way the situation was handled. I feel like the biggest takeaway I've had is no one's ever happy. So, what we do is we find the path of least resistance that offers the best results for the child. And if we're doing what's best for the kid, then we've made the right choice.[00:24:04] Now that might not always look like the best thing for the teacher. But at the end of the day, we're here for the kids. So that's been my biggest takeaway and it's probably impacted the way that I teach as well, because it's a huge, it's a huge transition to really consider that everything we do is student-centered and everything the office and the administration deals with is student-centered too.[00:24:28] If they send that kid back with a Jolly Rancher and a smile. There was probably a reason behind it, and communication may be lacking. There could be things that need to be refined, but at the end of the day, there was a reason it was done that way, and it's probably because it's what's best for the kid.[00:24:45]Ryan Rarick: That's like the best explanation I've ever heard for that, that there's no right answer.[00:24:50]Audryn Damron: We're almost out of time. How is this happening? Okay, so Kerianne, we have discussed how you've gotten to teaching. You have a very unique perspective cuz you were in marketing, which I love. And then we're in teaching right now, we're getting a master's in contemplating. Ed Leadership.[00:25:05] And I actually wanna make one comment before we just kind of discuss one more topic. So we were at dinner at our last Utah Teacher Fellows convening, and I sat at the same table as Kerianne. And at this table next to us was another educator who we actually interviewed at the beginning. And her name is Michelle.[00:25:23] She's a librarian. And she talked about how we were talking about Kerianne's story right now and going. Admin and Michelle said, I. I'm so glad there are people like you because she's like, I have no desire to leave the classroom. Like I'm so happy with where I am and I'm so grateful for teachers like you, like quality teachers who are interested in education, leadership.[00:25:48] And Kerianne, I don't know if you remember what she said, right, or not Probably do because you said something like, I am excited. Because I, I'm excited for where I'm going because I want teachers like you to be able to stay in the classroom. Tell us just a little bit about that, because that gives me the chills.[00:26:05] I'm so grateful for both of you and your experiences. Right. Tell us a little bit about that. [00:26:10]@Kerianne Carter: When people ask why I wanna do administration or why I would ever wanna choose to leave the classroom, the first thing I usually tell 'em is, it's not that I want to leave. I love what I do.[00:26:19] I love working with kids. I love when they walk in and they're excited to see me and they wanna know what we're gonna do for the day. But I also recognize that I have a passion for things that other teachers don't. I recognize that I love going to lobby on the hill. I recognize that I have a passion for ed policy.[00:26:37]I recognize that I love creating relationships with people that other teachers have no desire to talk to. I recognize that there's a place for me in education leadership so that my friends can stay in their classrooms. Now it's self-serving in that I would love to be an administrator as well. I would love to represent teachers because we do the best work that there is.[00:27:02]But I also would love to be an administrator because the colleagues that I work with deserve the opportunity to do the work that they love and be represented by someone who understands what they do and cares enough to do it in the right way. The things that I love can be intertwined together in a really powerful way.[00:27:20] Usually that's when people ask, why would you ever wanna be a principal? Ew. I usually will tell them, because I feel like it's my purpose to step up and do a role that I know that I would be good at and that I would enjoy doing so that my friends can do what they love and they can teach.[00:27:37]Audryn Damron: Oh snaps.[00:27:38] I'm like, jazz hands snaps. Like what do I even do right now? That was just so powerful and I, so I just wanted to bring that up cuz when we were at dinner I, it was a pretty powerful conversation. I feel like we, we had a lot of connective moments and that's the beauty of even like the four people on this podcast.[00:27:55] Shout out to Kayla, who we never hear, but she's doing a lot of the back work. It's our different roles and how, like, how we've gotten there and where we've followed our passions. You know, Kayla left the classroom and is working at U e n, but she's following her passions and her skills with digital and like teaching classes.[00:28:11] And Kerianne is talking about you know, pursuing some ed leadership. The same thing happened with Ryan as he was pursuing what different thing. We all get to take our educational experience and we get to follow a passion. I think that's what keeps us in, which is getting close to our last question.[00:28:30]Ryan Rarick: But anyway, I just wanted to, to bring that up is that it's not it's not a, it's not two sides or opposing sides. It's, we're all, we're all teammates and we need the best people in all of the places. [00:28:43]@Kerianne Carter: It's a friendship bracelet, you guys. It's gotta be braided together.[00:28:48]Audryn Damron: I get to sandwich my favorite questions. Why do you get into teaching? And then tell us what keeps you in. And I know you've said a lot of reasons already. But give us the final, like what are you excited to do next?[00:29:01] And I know admin, you know, applying to jobs and stuff, I know that's in your future. Tell us where you want that to go. Like what's your timeline? Of course, you don't know all of that cause that kind of depends, but, and then what keeps you in? Like why, why are you still teaching amidst to the crazy, the craziness of teaching sometimes.[00:29:20]@Kerianne Carter: What comes next? I don't know what comes next. I applied and but I'm really excited because at this point,[00:29:25]Audryn Damron: You've applied for admin positions, correct? [00:29:27]@Kerianne Carter: Yeah. But at this point in the year, interns have been placed, so I'm actually really excited that I get to have a year more in my classroom.[00:29:36] I feel really good about that. I'm in a really good spot. [00:29:38]Ryan Rarick: So real quick, Kerianne, just to clarify for maybe some of our listeners, when you apply for an admin position in Davis, I know this is how it is in Washington County, are you actually applying for a candidate pool? [00:29:49]@Kerianne Carter: Yes. [00:29:50]Ryan Rarick: Okay. Sometimes people misunderstand that.[00:29:52] There's gonna be an opening at this school. Many school districts ask for, they want candidate pools of qualified people. And then when there's an opening at a school, the school will look at the candidate pool and select somebody from there. So, you don't always have a say in where you go in an administrative role.[00:30:09] You, you go to wherever there's an opening. [00:30:11]@Kerianne Carter: Yes, so I'm okay with that. I feel like pacing is everything and timing is everything. It gives me more opportunity to work with more kids, build more relationships. I'm okay with that. Next year I'm really excited to teach sixth grade language arts all day.[00:30:25] And then fifth grade US history. So, I really get to focus on two core content areas, which are two core content areas that I love. So, I'm really excited for next year. And then what keeps me in the profession is I love what we do. Every day is different, and I feel like my business and marketing background, our job is difficult and it's arduous, and there's days that are so ridiculously hard, but every day is.[00:30:51]And so I can wake up tomorrow and have an entirely different day. I can have kids with different moods. I can have a whole different lesson plan. I can teach different content. Everything is new. So teaching is never stale. Teaching is never uneventful. Teaching is never boring. It's always something fresh and new and spicy.[00:31:10] And I just, there's nothing I don't love about what I do. There's just days that are hard, so I wouldn't do anything.[00:31:18]Ryan Rarick: I think your kids seeing you do things is really powerful, but our time is winding down and I think. The quote is timing is everything. It's really cool to be in a position like you are Kerianne, where you, you, you're looking for opportunities in the future, but you love what you currently do.[00:31:36] For our listeners, thank you for joining us and for listening to Kerianne's story. [00:31:40]Audryn Damron: Thank you everyone for listening to us and allowing us to introduce you all to Kerianne. Please listen and subscribe to our podcast on Spotify, Google Play, apple Music, Stitcher, or wherever you access podcasts. We produce episodes every month and we'll continue to introduce you to other passionate educators who are excited to share their stories.[00:31:58] A huge thank you to Kerianne for joining us. This podcast was produced by Kayla Towner for my co-host Ryan Rarick. I'm Audryn Damron. Thanks for listening. Go make teaching. Great. Bye everybody.[00:32:10]Ryan Rarick: See ya. SOCIAL MEDIA:Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Kerianne Carter (@heysheteach) -- 5th & 6th grade teacher in Davis School DistrictAudryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646

Creative Coding — это тип программирования, цель которого — создать что-то выразительное вместо чего-то функционального. AI и искусству у нас уже был посвящен выпуск, поэтому в этот раз мы сосредоточились на том, что программист может создать сам: используя лишь любимый язык программирования и подходящий фреймворк, такой как OPENRNDR. Антон Архипов, developer advocate из JetBrains, и, как выяснилось в процессе записи, NFT-художник, погрузил нас в удивительный мир на стыке искусства и кодинга: генеративный арт, эстетическая геометрия, сакральная геометрия, не обошли стороной и музыку. Кстати, если вы включите этот выпуск на Youtube, то сможете не только представить себе то, о чем мы говорим, но и увидеть своими собственными глазами! Мы экспериментируем с новым видео форматом, и кажется, получилось очень круто. Ждем ваш фидбек! Digital Tele2 проведет онлайн-митап о разработке игр в сервисных приложениях. Спикеры расскажут о том, как решить, нужна ли человеку игра в приложении, где он её не ждет, какие цели поставить для таких проектов. И как сделать так, чтобы всё это стало пользой для бизнеса и удовольствием для клиента. 20 апреля в 19:00, регистрация на таймпад: https://r.tele2.ru/CbvJfW8. Поддержи лучший подкаст про IT: www.patreon.com/podlodka Также ждем вас, ваши лайки, репосты и комменты в мессенджерах и соцсетях!
 Telegram-чат: https://t.me/podlodka Telegram-канал: https://t.me/podlodkanews Страница в Facebook: www.facebook.com/podlodkacast/ Twitter-аккаунт: https://twitter.com/PodlodkaPodcast Ведущие в выпуске: Евгений Кателла, Катя Петрова, Егор Толстой Полезные ссылки: Вебинар “Creative Coding With Kotlin and OPENRNDR” https://www.youtube.com/watch?v=GevzngfRnGw Вебиранар “Creative Coding With Kotlin and Compose” https://www.youtube.com/watch?v=Hn_-0qcaMVE Инстаграм Антона https://www.instagram.com/p/Cnb16LxKnI3/ Твиттер Антона https://twitter.com/antonarhipov/status/1638894787339382784

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram TOPICS IN EPISODE:Listening topics in this episodeIntro and PSAIce Breaker (Who was your mentor?)What is your education story? What is your why?What it's like teaching at Salt Lake Center for Science (Charter School)Faculty RelationshipsWhat keeps you excited in the teaching professionAdditional Talk on Charter Schools in the districtSumming it up and OutroCONNECT WITH US:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolKelly Haakenson (@KellyHaakenson) -- 9th grade US History, 11/12th grade Senior Seminar, Instructional Coach/Mentor in Salt Lake City DistrictNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram TOPICS IN EPISODE:Intro and PSAWhat is your education story? What is your why?Recap of education story and expanding on itCTE DiscussionsWhat keeps you excited in the teaching professionIce Breaker (Work/Home Life Balance)Advice for new teachersWhat keeps Emma in educationSumming it up and OutroCONNECT WITH US:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Emma Moss (@TweetMrsMoss) -- 6th grade AVID, 8th grade Digital Literacy, and 8th grade US History & Student Government in Canyons School District Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN) CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram TOPICS IN EPISODE:Intro:  Starts at 0:04.869 - 2:54Ice Breaker: Starts at 2:59 - 5:28What is your education story? What is your why?: Starts at 5:29 - 14:30Recap of her education story and expanding on her story: 14:31 - 21:15What is AP? Why teach AP?: Starts at 21:17 - 36:46What keeps Aileen in education: Starts at  36:49 - 39:04Summing it up: Starts 39:06 - 39:59Outro: Starts at 40:00 - 40:30CONNECT WITH US:Aileen Bennett (@TeachertoThink) -- 10th Grade AP World History, 11th/12th Grade AP US Government and AP Comparative Politics in Davis School DistrictAudryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN) CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646   

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolKelsi Flint (@kelsi_flint) -- Instructional Coach at Davis School DistrictNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN) CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteachingUCET Podcast (@ucet): https://podcasts.apple.com/us/podcast/ucet-podcast-with-kiera-beddes/id1539752646   

Danny reviews a new, unique path in computer engineering: coding for art and creativity. Middle Tech socials: Instagram Facebook LinkedIn Visit us at MiddleTech.com

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Brenda Beyal -- Navajo Diné educator, and works with BYU ARTS PartnershipAudryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolCally Flox -- Art Teacher and Director of BYU ARTS PartnershipNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolRoss Rodgers (@ruaniteit) -- Digital Learning Specialists in Jordan School DistrictKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN) CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteaching 

Follow the UTAH TEACHER FELLOWS online at theutahteacher.com  (our blog) and on social media at:Email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Kristin Mansell (@kmansell) --  7th grade science teacher in Washington County School District Ryan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN) CHECK OUT THESE OTHER AMAZING PODCASTS:UEN HOMEROOM (@uennews): https://www.uen.org/development/homeroom.shtmlArtful Teaching Podcast (@everychildeveryart / https://www.facebook.com/BYUARTSPartnership/): http://advancingartsleadership.com/artfulteaching 

Tim Rodenbröker ist Creative Coder – nachdem ich 20 Jahre lang als Webdesigner gearbeitet habe, könnte man vielleicht meinen, dass ich da mehr Zugang zu Tims Thema hätte, als andere, aber da bin ich mir garnicht so sicher. Zum Glück war sich Tims nicht zu Schade, mir überhaupt mal zu erklären, was Creative Coding eigentlich ist und auch was es nicht ist.

Follow the Utah Teacher Fellows online at theutahteacher.com  (our blog) and on social media at:Utah Teacher Fellows email: socialmedia@hopestreetgroup.orgTwitter: @HSG_UTInstagram: @ut_teacherfellowsFacebook: @utahteacherfellowsprogram CONNECT WITH US:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Marley McClune (@heymrsmcclune) --10th-12th grade Food and Nutrition at Northridge High School. Recently enrolled in an Education Doctoral Program at the University of UtahRyan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)

In Creative Coding to Inspire, Ann Kilzer, Senior Software Engineer @ Mercari, describes an approach to programming that celebrates innovation, experimentation, humor, and learning from failure.

Scratch is the largest children's coding platform and online community in the world. This free block-based coding program was created by the Massachusetts Institute of Technology (MIT) and has become very popular in schools for introducing students to coding as well as for developing creativity, collaboration, and creative problem-solving. Scratch's philosophy revolves around the 4 Ps—projects, passions, peers, and play—with a 5th P of purpose also woven throughout. In this episode, we are joined by Francisco Cervantes, the Director of Creative Learning at Scratch. He shares background, insights, benefits, integration tips, and future plans for the Scratch product. Visit AVID Open Access to learn more.

Brittney sits down with Jhey Tompkins and talks about how to be creative while improving your skills. https://codingcat.dev/podcast/2-10-creative-coding-to-boost-your-skills --- Send in a voice message: https://anchor.fm/purrfect-dev/message Support this podcast: https://anchor.fm/purrfect-dev/support

Today we are joined by generative audio-visual artist DEAFBEEF. In this episode, we get into how DEAFBEEF got into creative coding and making generative art. What makes gen art so special, especially when paired with the blockchain. We dive into lessons from zero to one and how he has navigated that. And finally, we learn about Frank Zappa's role in his life. 

Follow the Utah Teacher Fellows online at theutahteacher.com  (our blog) and on social media at:socialmedia@hopestreetgroup.orgTwitter @HSG_UTInstagram @ut_teacherfellowsFacebook @utahteacherfellowsprogram Twitter Handles:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolNatalie Johnson (@Natalie83913767) -- Grades 7-12, Arts Foundations, Computer Science, Digital Graphics, Creative Coding, and College & Career Awareness teacher in San Jan School District. Ryan Rarick (@Coach_Rarick) -- AP Lang Teacher & Learning Coach Snow Canyon High SchoolRoss Rodgers (@ruaniteit) -- Digital Learning Specialists in Jordan School DistrictGeorgiana Simpson  (@GeorgianaArtJoy) -- Visual Arts teacher in San Juan School District and 2022 High School Art Teacher of the yearKayla Towner (@mrstowner9) -- Technology Instructor/Trainer at Utah Education Network (UEN)

KONUKLeo Furkan IşıkdoğanLinkedin: https://www.linkedin.com/in/isikdogan/Twitter: https://twitter.com/leoisikdoganLİNKLERYoutube: https://www.youtube.com/c/LeoDoganWebsite: https://www.isikdogan.com/Creative Coding: https://www.reddit.com/r/creativecoding/Papers with Code: https://paperswithcode.com/KONUŞULANLAR(00:00) Başlangıç(02:36) Araştırma mühendisi(05:05) Akademi ve doktora(08:53) Araştırmacının mülakatı(12:08) Araştırdığı teknolojiler ve bu alana ilgisi(16:20) Görüntü işleme ve makine öğrenmesi(20:38) Computational Photography(22:46) Sanata yansıması (27:16) NFT olarak satış(29:59) Profesyonel hayata etkisi(30:55) Yenilere tavsiyeler(32:56) Bir günü----Üretim Bandı'nın Slack grubu olduğunu biliyor muydunuz? 1800'den fazla ürün yöneticisi, girişimci, yazılımcı, tasarımcının bir arada bulunduğu aktif ürün topluluğuna siz de katılın:>>> uretimbandi.com/slackİki haftada bir yayınladığımız, ürün geliştirmeyle alakalı bültenimizi de aşağıdaki linkten takip edebilirsiniz:>>> uretimbandi.com/bulten

In this episode, we talk about creative coding and generative art with Varun Vachhar, developer experience engineer at Chromatic. Varun talks about what his role as a developer experience engineer looks like, how he got his start in coding with generative art, what it is and some of his favorite tools and resources to do it. Show Links TwilioQuest (sponsor) DevDiscuss (sponsor) DevNews (sponsor) Career Karma (sponsor) Cockroach Labs (sponsor) Creative Coding Generative Art Chromatic Storybook ASCII art BASIC Developer Experience at Netlify Scalable Vector Graphics (SVG) Adobe Flash p5.js Three.js Canvas Sketch A Triangle Every Day The Coding Train The Nature of Code Processing Khan Academy

Tim Rodenbröker and Patrik Hübner discuss how modern technologies are transforming communication design, education and artistic practices. By using explorative techniques at the core of a creative process, new possibilities for design, education, interaction and storytelling emerge.In the very first episode of the Two Perspectives podcast Patrik and Tim talk about their perspectives on Generative Design and Creative Coding and introduce their vision for the show.www.twoperspectives.de See acast.com/privacy for privacy and opt-out information.

Rob and Jason are joined by Zach Lieberman, professor at MIT's Media Lab and co-founder of the School for Poetic Computation. They first talk about Herb Sutter's 2020 wrap up blog post and the ISO mailing from December 2020. Then Zach discusses Open Frameworks, a C++ toolkit he co-created 10 years ago for creative coding.   News Firsts in 2020 Last 2020 ISO Mailing Links Open Frameworks Open Frameworks Book ofxAddons ShaderToy The Book of Shaders Graffiti Research Lab L.A.S.E.R Tag A Visual Journery Through Addiction Connected Worlds Vera Molnar: Pioneer of Computer Art Digital Harmony: The Life of John Whitney, Computer Animation Pioneer Muriel Cooper Sponsors Visual Assist  

In this episode I sit down with RISD Curriculum Specialist Leslie Rowe and talk about how you can utilize the creative coding features located within BrianPop to bring coding right into your content area. We talk about lesson creation and utilizing the lesson content that BrainPop already has for you in a clean easy to use user interface. If you have any more questions or would like some one-on-one coaching to help get this going in your classroom don't be afraid to hit us up on our social media platforms. Happy listening! Leslie Rowe Twitter: @leslie_rowe3 Willie Thomas III Twitter: @wilthomas3

Codekids EP.68 - CREATIVE CODING by CodeKids

Hey Leute! Unser heutiger Gast ist Tim Rodenbröker. Tim beschäftigt sich leidenschaftlich mit dem Thema Creative Coding und schult an diversen Hochschulen und Universitäten. Was ihn antreibt, was Creative Coding ist und was damit alles möglich ist, erfahrt ihr hier in dieser Folge. Wir bedanken uns für das nette Gespräch. Bis bald. Viel Spaß mit der Folge! Link zu Tim Rodenbröker: timrodenbroeker.de instagram.com/tim_rodenbroeker See acast.com/privacy for privacy and opt-out information.

MIT ID Innovation Programme invites you to MIT ID's first-ever week-long Virtual Grad Show, which will showcase Innovation projects by students of the Foundation Batch, while they hand over the baton of Innovation to Class of 2020.    One of the industry-interactions in the Grad Show, provides a glimpse into our collaboration with Mr. Rasagy Sharma, Principal Designer, Gramener    In this short 2 hour workshop, we'll explore why data needs to be narrated as stories, look at some case studies by Gramener & learn the process of going from data analysis to narrating a story. We'll learn how design thinking's user-centricity & encoding principles based on visual perception enable us to visualize insights that are useful & engaging.    The workshop will be beginner-friendly, aimed at designers who need to visualize data or anyone who needs to communicate insights. No prior knowledge of data analysis/data science is needed for the workshop. This will be open for all.    Our Guest Speaker & Innovator : Rasagy is the Principal Information Designer at Gramener, with a focus on narrating business insights through storytelling. His areas of interest include Information Visualization, Data Art, Creative Coding & Sketch noting. Prior to his current role, he worked on designing data visualization & interactive applications at Map box, Barclays, Microsoft & Capillary, and helped kickstart the Information Design Lab at IDC, IIT Bombay. He holds a M.Des. in Information & Interface Design from NID, Bangalore and a B.E. (Hons) in Computer Science from BITS Pilani, Goa Campus. 

Resources:cassie.codestwitter.com/cassiecodesAmelia's TwitterNate's TwitterKurt Vonnegut and Narrative ArcsSara Soueidan's Post on SVG Filters: The Crash CourseWelcome to the newline podcast. Our show is a conversation with experienced software engineers where we discuss new technology, career advice, and help you be amazing at work.I'm Nate Murray and I'm Amelia Wattenberger and today we're talking with creative coder Cassie Evans.In this episode we talk about something often neglected in web design today: how to bring whimsy and joy to your usersIn our chat we talk about how the old web had entry points to programming and where we might find find that today.And open with a story about how she, as a child, sold animated cursors for donuts, which felt like magic - and how even today snippets of code feel like magic spells.We loved our conversation with Cassie, and think you will too, let's dig in!Cassie Evans PodcastAmelia: [00:00:00] Welcome to the newline Podcast. Nate: [00:00:08] Our show is a conversation with experienced software engineers, where we discuss new technology, career advice and help you be amazing at work. I'm Nate. Amelia: [00:00:17] And I'm Amelia Wattenberger. Today, we're talking with creative coder, Cassie Evans. In this episode, we talk about something often neglected in web design today, how to bring whimsy and joy to your users. In our chat, we talk about how the old web had entry points to programming and where we might find that today. Nate: [00:00:35] We open with a story about how Cassie as a child, sold animated cursors for donuts, which felt like magic. And how even today, snippets of code still feel like magic spells. We loved our conversation with Cassie and we think you will too. Let's dig in. Cassie: [00:00:53] We're not Nate: [00:00:54] live and so we just it to be fun. One of things is I really love your talks and you talked about how the web needs more whimsy. I just love that so much. In one of your talks, you mentioned that you sold neopets pages for donuts. Cassie: [00:01:11] Yes. Nate: [00:01:11] Like when you were a child. Can you tell me more about that? For context, I think you and I grew up with some of the similar early web stuff. For example, when I was younger, I once got on the Internet for hours and then my parents were furious, because my dad had gotten an accident at work and his boss was supposed to call. I'd been tying up the Internet, because I was on dial-up for hours. Yeah, I just love the old classic web style, like Myspace and neopets. We can get into that some, but can you tell me about how you sold neopets pages for donuts? Cassie: [00:01:40] Yes, definitely. Yeah, firstly you mentioned dial-up. I missed that so much. It's so close to my heart, because I remember we had one computer at home, that was our home computer and I was only allowed to use it for educational things for a lot of times. I used to wait until my parents were asleep and then I'd creep downstairs with blankets and I'd have to wrap the whole computer up in the blanket, so that it wouldn't make the noises, so that I could dial-up to the Internet. I just sit there clutching it to my chest, trying to dampen down the noises, so they wouldn't wake up. Why Nate: [00:02:15] were modems so loud, right? Cassie: [00:02:17] So loud. Nate: [00:02:18] Yeah. Cassie: [00:02:21] Even that noise now gives me anxiety, because it sounds like being downstairs, terrified that my parents are going to wake up at any moment. I love that. Yeah, the donuts. I didn't have money for the tuck shop when I was younger. I got school dinners. I didn't have packed lunch boxes and they weren't really into giving us sugary snacks. They were quite healthy. I got quite jealous about all of the other kids having donuts from the tuck shops. Around that time, everyone started making Myspace profiles and neopets pet pages. My one was really good and lots of people asked me whether I could make them sparkly cursors and stuff. I started up a little side hustle and swapped sparkly cursors for donuts. It was excellent. Amelia: [00:03:11] What is the deal? Is it one cursor for one donut? Cassie: [00:03:15] Yeah, I think it was something like that; a cursor for a donut. This Nate: [00:03:19] is amazing. I don't actually understand how this would work. How much programming was it? Were you finding GIFs? I'm interested in particularly one, for the entrepreneurship side, two, because it's on-brand that you're adding sparkles. Then three, is the learning programming aspect. I love this idea, for example, that some of the best ways to learn are just when you're self-motivated and you're just trying to do stuff. I learned how to program, because I was tweaking web pages this similar way and I worked my way down. I'm interested. I didn't actually use neopets necessarily, but what were these cursors and how did that work for as much as you remember? Cassie: [00:03:53] As much as I remember. I think it was very much accidental. I don't think that I realized that I was coding at the time. I didn't really have much of an awareness of what coding was. I used to play The Sims me other early games as well and they had cheat codes that you could type in. I saw it as the same thing. It was Internet cheat codes that you went to some websites and they had pictures of different sparkly cursors, or different backgrounds, or different CSS effects and you just copied a cheat code and then you put that cheat code onto your – and I didn't really know that that's what the building blocks of the web were. I didn't understand that at the time. I thought that they were a little magical snippets that you just – I mean, they still are. Nate: [00:04:42] Right, they still are. They still are Cassie: [00:04:43] magical snippets, aren't they? I still feel like that nowadays. Some new CSS comes out and I'm just like, “Wow, another magical snippet. Amelia: [00:04:52] This is amazing.” They keep making them. Cassie: [00:04:54] Yeah. Nate: [00:04:56] I learned some early programming, we would play these old games, they were called MUDs. You'd Telnet in. It's before SSH, you Telnet. It's like SSH, but insecure. You Telnet into these servers and play these text games, where you're go to the sword shop or whatever and you buy a sword. Then I remember that what we would do is we were like, “Oh, we could host our own server.” It's the same thing. We didn't know we were We were just copying and pasting these codes, make our own server and then we're like, “Oh, we can give ourselves our own items.” We're copy this snippet and then you realize now you have these God-like powers of playing this game that you enjoy and then realize like, “Oh, shoot. What else could I do with this power?” That was actually one of my entry points to programming too. I think that's really special. One of the things that you've talked about too is well, I don't know. What are some of these entry points that people have now? What could we do to give this, serendipitous entry point into coding for kids today? Cassie: [00:05:46] It's really difficult, because I've looked around and I haven't found anything that has that same accidentally educational aspect to it. There's some really amazing things that have the same sense of community, because neopets for me and Myspace to a degree had this community aspect, where there were lots of other young kids who were all hacking around and changing things and you learnt things from each other. I think that we definitely got that in platforms like CodePen and Glitch. They're really great, because they lower the barrier to entry. They abstract away all of the fiddly setup and build tools and all of that stuff and they allow people to just jump in and start making things and remix things that other people have made and fork things that other people have made. I think that's really great, but I don't think we already have any of those accidentally educational things around anymore, which is a shame. People have to be a lot more intentional. They have to want to learn and know what they're there for in order to start off. I Amelia: [00:06:58] also think about this with cars. I think it's a little bit related. When I first started dating my husband, he had a – it was 69 Mercury Cougar, a really old car. He could work on it, because there's no computer, you can understand what the parts are pretty easily. You can just look at them and be like, okay, this turns and it turns this other thing. I think the Internet today is so much more complicated. The bar for what's cool on the web is so much higher that when we were kids and we made a sparkly cursor, even our parents would be like, “Oh, wow. How did you do that?” It's hard to make something impressive now and it's just so overwhelming. I think that's also part of why Glitch and CodePen can be so helpful, because they take care of the nitty-gritty for you, so you can focus on being creative. Nate: [00:07:51] I'm optimistic. I think that I've seen some movement there with Minecraft maybe, Roblox is interesting. Yeah, there's some interesting ideas happening there. There's even some interesting, like more deliberate code for kid tools. There's one called Microsoft MakeCode Arcade. It's like Scratch, but it's designed for building games. Even that, board is on educational. I think there's something special, where it's not deliberately educational, but you learn from it that it's important. Cassie: [00:08:19] Scratch is so cool. I really love Scratch. The Harvard computer science course, the first thing that they get you to do is a thing in Scratch. When I started that, I was like, “Oh, I bet this is really – it's really hard. It's that like Harvard computer science course.” Then they were like, “We're going to build a game in scratch.” Wow, it's Nate: [00:08:39] cool. You're like, “I can do this. Yeah.” I hope that there's more tools that come out, particularly on tablets, because one of the things I notice with my kids is that they're using an iPad a lot more frequently than they're using a computer. I think just the ethos and the ecosystem of tablet apps is it's a lot more locked down. You can't necessarily look under the covers, like you would with Vue source on a webpage. I think any tools like that that let you learn are really interesting. There's a scratch junior that my kids use just to build little stories and little animations and I love that, but there's not too many tools yet, but I'm hoping we can create more. I Cassie: [00:09:15] feel there's some stuff in the hardware hacking, crafting worlds. I think that coding and crafting, the intersection of that, there's some quite interesting stuff happening, because I think you can fall into that accidentally as well if you're interested in hacking around with things. You can end up, “Oh, well. I want to make these lights flash and oh, I'm going to have to learn Python in order to do that.” I think that that's still yeah, accidental gateway Amelia: [00:09:51] into things. Yeah, I love that. I think some of the people I used to work with, they would spend time with their kids making a Halloween skull with an Arduino that makes its eyes flashed. It's such good bonding time, and because it's fun for everyone. I enjoy doing that. Cassie: [00:10:05] I was Amelia: [00:10:06] like, “I need a kid, so I mean, Cassie: [00:10:08] I can have an excuse Amelia: [00:10:09] to do Nate: [00:10:10] this.” Right. Yeah, I know. Right. But our kids are doing that now with cosplay stuff, is they first were doing little paper craft creatures. They would print off a template and they cut it out and they'd be like, “Oh, we want to make our own,” so then they're learning how to use blender to do their own 3D modeling. Then use, there's this tool called Pepakura, which you can use to slice 3D models down into a little papercraft, like Minecraft creature or whatever. Then they're learning computer skills for using Figma to edit the templates and they're using Blender to learn 3D modeling. They're not good at that yet, but you can see the progression. They're going to take over the world. Yeah. I recently watched one of your talks on CSS filters and it totally blew my mind. I've been programming for since we talked about since dial-up, and I didn't even know that SVG had filters. I thought that was so fascinating. Can you talk a little bit about your recent work on doing paintings with SVG? Cassie: [00:11:05] Yes. I've really been loving SVG filters recently. I got into a little bit of a slump at the beginning of lockdown, where I wasn't feeling creative at all. The idea of programming, coding sounded not so much fun. I wanted to do something a little bit more relaxing. Yeah, I find SVG and SVG filters really fun to play around with, because it's more declarative. You have some filter primitives and filter primitives they work – well, filters they work a lot like audio programming, where you've got inputs and outputs. You can chain things together. You have different filter primitives inside a filter element and you can feed the output of one into the input of the next one and the output of the first two into the input of another one. That means that there's infinite possibilities. Ultimately, all you're doing is just changing a couple of values and some attributes. It feels like putting Lego blocks together. You don't really have to think through any intricate logic. You can just put some filters together and see what happens. Yeah, I find that really fun, the randomness that you get not being able to predict the outcome. I've played around and I accidentally ended up with something that looked a little bit like a pencil line. Then I just riffed on that and made some things that looked a bit like hand sketched paintings, which was a lot of fun. Nate: [00:12:42] It's gorgeous. It is one of the most beautiful SVGs I've ever seen. We'll put a link in the show notes. It was just delightful and mind-blowing. I think that yeah, your talks on SVG are really a Cassie: [00:12:55] delight. That's so lovely to hear. When you have the chance to play with these things, is Amelia: [00:12:57] that all through just side projects? I know when my – at least my job title was developer, most jobs you don't get to play around or do something super creative. Is this something you get to do in your day-to-day job, or is it mostly just side? Yeah, what is Cassie: [00:13:16] your day job? My day job, I am a front-end developer at a company called Clearleft in Brighton. I'm lucky, because my job we have a mixture of client projects, but we also – well, not so much right now, because of the pandemic, but we also do events. The event sites are a chance to flex your creative muscles a little bit, try out new things. I get to explore things creatively through the event sites and then focus on building accessible, solid front-end websites for Amelia: [00:13:55] my day job. Oh, that's a nice balance of the more focused and the more creative. Are you usually working with designers? Cassie: [00:14:02] We have a lot of really good designers at Clearleft. It's hard, but we try to avoid pigeonholing people into just one role. If people want to explore a little bit more design, but they're a developer, then they try to give people space to do that. I'm currently working on a little side project site at work. I'm getting to do design and stuff on that, which is really nice. Nate: [00:14:28] You mentioned that you used to draw a lot and I feel that , experience in your work. Your chameleon, for example, is just adorable and obviously done by someone who has art skills outside of programming. What does your process look like? Are you sketching out ideas for what you want to see on paper, or do you just go straight to SVG? How does that work? Cassie: [00:14:48] It's very much technology-driven, rather than aesthetics first, actually. I tend to get ideas, because I'll be looking at a particular technology and then I'll think, “Oh, how could I demonstrate that? Or how could I play with that in a way that is aesthetically pleasing, or fun?” The chameleon, I wanted to play around with getting colors from a webcam. I did that and it was just changing Amelia: [00:15:16] a rectangle Cassie: [00:15:17] on the screen to different colors. I was like, “Well, that's fun, but it would be so much more fun if it was a chameleon.” Nate: [00:15:25] I love that in your work. Amelia does this too, I think, in that you build something and then it's like, okay, that's fine, but how do we make that more fun? Then you'll take the time to put in those details and it's really delightful. Cassie: [00:15:38] Yeah, I am such a huge fan of Amelia's work. Your article about the SVG viewBox, I have directed so many people at that. I had a whole lengthy explanation in a workshop that I did about the viewBox and then I was just like, well, actually just look at this wonderful article, because it explains it a million times better than I could. That's so Amelia: [00:15:59] good to hear. I feel like I do these things for myself. I'm like, okay, well I need a little toy example. Then I'm like, well, I might as well make it into a telescope. Might as well just let other people use it, I think the way you described your processes, it's very just like, playing around for your own personal benefit. Then just like, “Well, if I enjoy this, other people may also enjoy this.” You released your new website recently and I feel like it got a lot of attention, especially for the bottom. You have a little SVG of yourself and the eyes follow the cursor around. It's just really delightful to play around with, because there's so many websites out there. It's nice to even stumble across one, where you're like, “Oh, this person didn't just make a nice looking well-designed website, they took the next step to make it delightful and take a chance to connect with the user.” Cassie: [00:16:56] I love that so much. I'm not a huge fan of really whiz-bang websites, so websites that you land on and just everything animates and your cursor gets hijacked and your scroll gets hijacked and all of that thing. I find that really overwhelming. I absolutely love it when I'm navigating around a website that looks on the surface, like it's just your average website and then you hover over something, or you click something and it does something unexpected and joyful. It makes you smile. It makes the website feel a lot more human. Amelia: [00:17:32] I think you have to really understand how the web works to create a website that's both really easy to read and accessible and also has that next level. I feel it's easy to do the scroll-jacking, or just animations everywhere, but to have a little bit of restraint and to make it so that people with slower connections, or using screen readers can even navigate it as well. I think that's really awesome. Cassie: [00:17:58] Yeah. I think I had a head start, because I was using 11T. You get out of the box just a lot of performance benefits there. It's a static site generator. I think the tagline is it's a very simple static site generator. Nate: [00:18:12] On the tooling side, I've noticed that you use GreenSock for a lot of your animations. I've never really used GreenSock, but I've seen that a lot of CodePen people use it. Can you just talk about GreenSock a little bit, like what you about it and explain to me why it's so popular? Cassie: [00:18:29] Yeah. I have to start with the disclaimer that I don't work for GreenSock and GreenSock don't pay me any money. Because whenever I get really excited about GreenSock people are like, “She's got to be selling something.” Yeah, I love GreenSock so much. There are a whole bunch of different animation libraries out there, like JavaScript animation libraries. I think if you're doing things with HTML DOM, or say you're using a JavaScript animation library to trim some 3JS stuff, you're mostly just concerned with changing some numbers and a lot of the animation libraries handle things exactly the same way. The problem with SVG land is different browsers handle SVG transforms differently. You can end up with things moving around in unexpected ways in some older browsers and GreenSock, they have gone above and beyond to iron out all of these browser inconsistencies. You can be very sure that your SVG animations are going to work the way that they should do. They Amelia: [00:19:31] a lot more. They'll make really nice animations between things. They have this new scrolling library, right? Cassie: [00:19:39] Yeah. This is another really cool thing about GreenSock is that they've got the core GreenSock library. Their licensing model gets a bit misunderstood, because they're one of the only JavaScript animation libraries that aren't open source. But their core animation library is free for the majority of use cases. I think if you're selling an end product to multiple users, then you have to pay for it, but for 99% of people, it's free. Then they have these additional plugins. The core library does everything that you would need it to do and then the plugins are extra fun and some of the plugins are free and then some of them are behind a membership fee, but they've got a whole bunch of different SVG-specific plugins. They've got ones that help with SVG stroke animation and they've got ones that do morphing. Yeah, they've just released scroll trigger, which is amazing. I've played around with it a little bit. It uses one event listener behind the scenes, so it's really performance and just really intuitive as well. I think that's, yeah, another thing that I really love about GreenSock is the docs. They're just really good. They've got so many good animated examples in there and the forums are really, really friendly. It's like the opposite of stack overflow, can I say that? People are nice there. You post a question and I think as a newbie, I started off doing banner ads animation. That was my first job. I didn't have anyone to learn from and I had no idea what I was doing and I'd post on the GreenSock forum and someone would just jump in and help me out immediately. Yeah, it's really good. That's a Amelia: [00:21:22] really interesting business model. Cassie: [00:21:23] It's difficult to explain to people, but I understand why they do it, because it means that they don't have to rely on any external sponsors. They can just focus their time purely on updating it, which is why a lot of the other animation libraries don't have the time to put in the effort to make sure that things work with SVG cross browser, whereas GreenSock do. Oh, Amelia: [00:21:45] and it also looks like you can use any of the plugins on CodePen? Cassie: [00:21:50] Yes. It's super cool. That's the coolest thing. I think that's why so many people on CodePen use GreenSock, because everything's available to use on there. Amelia: [00:21:58] Yeah, that's super cool. I haven't had a chance to play with it yet, but it seems like it's – just a really great way to lower the overhead of if you're like, “Oh, I want this button to have a particle system and explode, or I want it to morph into this other thing.” It might just be too much work Cassie: [00:22:13] to do. We all have deadlines at Amelia: [00:22:14] work. If anything, even haves that effort, it might just make it worthwhile. Yeah, definitely. I think there's been quite a few times where people have gone, “Wow, that's Cassie: [00:22:23] a really cool animation that you've done.” Then see that it's five lines of green top coat. That's all Amelia: [00:22:32] it takes Nate: [00:22:33] sometimes, though. Yeah. It's Cassie: [00:22:35] also a lot easier to tweak your animations with green chords, or just an animation library in general. I've struggled with very complex animations with CSS, because you can't chain them together. It's really nice to have a timeline and all that. Amelia: [00:22:54] Yeah, are there any other tools like GreenSock that might be really useful for someone who is new to the more creative coding Cassie: [00:23:02] space? I don't Nate: [00:23:03] know. I'm curious on how to learn how to do SVG animations as well, because I feel the things that actually both of you create just feel like black magic to me. I don't really understand SVG super well, or particularly CSS animations. Golly. I am not good Amelia: [00:23:18] at Cassie: [00:23:19] that. Golly. Amelia: [00:23:21] I thought of one, which is similar. I've always felt like I've seen 3D stuff on the web. I don't know what wizard you have to be to have this 3D scene in a web page, but I will never be there. Then you discover 3JS Cassie: [00:23:38] and it's like – A frame as well. A Amelia: [00:23:41] frame. Cassie: [00:23:41] Yeah, A frame is really cool. It's a web framework for building virtual reality experiences. Oh, my goodness. Yeah. Amazing. Amelia: [00:23:51] I love it. I love how these libraries make even, just you have three lines of code and you're like, “I have no idea how I did this either.” Cassie: [00:23:59] I remember when I made my first Taurus knot in 3JS and I was so excited about it. I think pretty much out of the box, you have to import Amelia: [00:24:10] a plugin, but you can rotate it, you can zoom in and out, you can pan around. It's definitely magic. Cassie: [00:24:16] What's the D3 version of that? Is there a good entry point into D3? I Amelia: [00:24:23] have this spectrum in my head of things that are really complicated, but down to the metal. You can do whatever you want with them. Then the other end is a chart library that'll make a chart for you. You say, do a line chart with this data and it'll make a line chart. D3 is definitely on the former end, where it's like, it gives you tools you need. There's a lot of tools and you have to dig into each one of them. I feel if you want that oh, my God. This is magic feeling with D3, a lot of people, especially at the beginning, they'll just look up, there's so many examples online. They'll copy the code and then they'll paste it and then over two years, they'll understand what each line is doing, which I think everyone who learns D3, this is the way they learn it, just because those end examples are so cool and you're like, “I want this. I'm going to have it.” Then you take it and don't really understand all of it. Then there's also the chart libraries that make it super easy to do a really fancy chart really easily. Nate: [00:25:23] We talked a lot about this when we were working with React and D3. I mean, D3 is like React, in that it's a ton of different little modules that all work together. If you try to use for example, D3 with React, it's obnoxious, because D3 also takes over rewriting the DOM for you. One of the things that I would complain to Amelia when she was teaching me this is that to use D3 with React, you basically use React to form all the SVGs and you almost don't need D3, except for the utility functions. I don't actually know what is a good tool that's magic for D3. There's Amelia: [00:25:55] React chart libraries that you'll get something really amazing and be like, “I did this.” We're all on the shoulders of giants. Cassie: [00:26:04] I remember looking into D3. We got a solar panel installed on the roof of our work and I wanted to hook in. Well, you could hook into the API, which is really cool. I wanted to do that and see what we'd saved. I looked into D3 and it terrified me. Then I ended up making an illustration of our office building in SVG. I've set it up, so that with every certain amount of CO2 we save, it grows another plant out of a rooftop garden. Amelia: [00:26:44] I love how this was easier. Nate: [00:26:46] Yeah. Cassie: [00:26:49] It's like reaching for the tool that you understand. It's really difficult to make yourself learn new things. I was like, this is a great opportunity to learn D3. Then about 24 hours later I was like, “I'm going to make an SVG.” I think about this a Amelia: [00:27:05] lot where the flow state is in between something that's really boring and something that's really challenging. If something's too challenging and overwhelming, your brain will just shut off. You'll be like, “I can't learn this.” Then if it's too boring, your brain also shuts off and it's like, “I can just do this in my sleep.” I think a lot of people when they first look at D3, the needle goes all the way and they'll like, “This is overwhelming. I don't know where to start direction.” Then I think even with SVG, that was probably not in the boring area for you, even though you know SVG it was in the middle flow state of this is a good challenging. Cassie: [00:27:45] Yeah. Nate: [00:27:45] Cassie, in one of your talks you mentioned this idea that limitation breeds creativity. Could you talk a little bit more about that and your thoughts there? Cassie: [00:27:53] I have quite bad anxiety. I'm quite bad with procrastinating as well. I overthink things and I procrastinate. When I was learning how to code, there were lots of times where I'd sit down and stare at an empty VS code screen and just be like, “Right. I need to make something.” Then not knowing what to do. It felt a lot like when I was younger. I really loved drawing. At a certain point, I started doubting myself a little bit and overthinking it. My mom started what we called the scribble game. The scribble game was great. She'd take the paper from me and she'd draw a scribble on it, so that the paper wasn't blank anymore and then she'd hand it back to me and I had to make that scribble into something. It was a challenge, but there was a starting point. I think that that's so important when you're trying to make some things, to have a limitation and a challenge and a starting point. If you've got those three things, I think it's a lot easier. Amelia: [00:29:02] I love that. I Cassie: [00:29:03] love the scribble game. Yeah, it's wonderful. How Amelia: [00:29:07] can we apply this to code? How can we do a code scribble in order to lower that barrier? Cassie: [00:29:14] I guess, that's what you're saying about D3 having examples that you can copy and paste and start with. CodePen as well, like other people's pens that you can fork and Glitch has things that you can remix. I think that's a really great place to get started with something new, is just start with something and then see what you can make it into, or see how you can break it. I think it's a good way to learn things. Amelia: [00:29:40] Yeah, I think that's great. I was also reading an article yesterday. I've been meaning to learn 3D modeling, like you're talking about, Nate, that your kids are doing. It was this article, someone did a 100 days of 3D modeling to learn. They had a few things where it was like, one day they'll do a tutorial and the next day they'll make something with that knowledge. Every other day, they're doing a tutorial and it's an easier day, or every other day they do something easy and then they do something really hard. That's a good idea, because otherwise, you're either burning yourself out, or you're not learning as much as you could. Nate: [00:30:17] I feel like we are so early in programming education in that there's not really – I'm lumping 3D modeling into this too. There's not really a good place that you can go that will give you this off-the-shelf curriculum to learn 3D modeling, as you learn D3. Cassie: [00:30:32] Yeah, it's definitely a tricky thing. I find it really hard, even just trying to figure out what I need to learn to be a good front-end developer nowadays, because I feel there's just so much and I inevitably just go off on rabbit hole tangents all the time into the stuff that I'm really interested in. I'm like, “I should be learning webpack, but I'm going to learn some 3JS instead.” Amelia: [00:30:59] I feel whenever I try to write an article, I turn into a grade school version of myself that would tweak the PowerPoint slide styles, instead of actually writing my presentation, where this is the only reason idea in my blog posts have something fun in them is I don't like writing. Cassie: [00:31:16] I'd rather Amelia: [00:31:17] just do something fun, like scribble on the page with SVG. It's also a strength, I guess. Because most of these things I do, I'll end up using them Cassie: [00:31:26] in work. I work with someone who uses the phrase procrasti-working. That's when you know that you're really bad at procrastinating. You have a couple of things that you want to do. Then if you're not doing one of them, then you're going to be doing the other one to procrastinate them. Right, Nate: [00:31:43] procrastinate doing something else you should be doing, so that at least, you're moving Cassie: [00:31:48] I was to Amelia: [00:31:49] my friend about this. She said, she cleans when she has a deadline. That sounds like such a superpower. At least something's clean. Cassie: [00:31:57] Before I do a talk, my house is the tidiest it's ever been. Everything is alphabetically organized. Everything is polished. Nate: [00:32:06] Can you tell us about how you prep for your talks? What does that workflow look like? I prep with Cassie: [00:32:11] great difficulty, is the honest answer. I'm very lucky, because there's a lot of people at Clearleft who do a lot of public speaking. Jeremy Keith being one of them and he helped me huge amounts with my talk writing. I think that the first ever talk I did, it was just a little talk at a meet-up. I was just doing a show and tell, basically, of some of my CodePens I clutched a glass of wine for the whole thing and just showed people the fun stuff I was working on. Doing a conference talk, it needs to have a little bit more structure than just a list of things. I think that it's very rare that you see a talk that's just a list of things that is engaging. I think Jeremy really helped with that, because he's very good at telling stories and he said to me, what you need is you to make sure that your talk has a narrative structure. You need a flow to it. I wrote down everything that I wanted to talk about on post-it notes. Then Jeremy prompted me with different narrative structures. One being the hero's journey, I think was the one I used, so you've got a hero. The hero learns something along the way and overcomes something. I looked at all of the notes that I had and tried to arrange them into different narrative structures and then, eventually found one that I was happy with. Amelia: [00:33:39] What are the other narrative structures? What do you even google find this story to narrative arts? Nate: [00:33:45] The Wikipedia page on the hero's journey is pretty good. There's another one. There's a graph. I'll link to this in the show notes. There's a blog called Reedzy, and they've actually diagrammed out. There's a talk by Kurt Vonnegut, where he actually goes through all these different narrative arcs. One of them that he talks about is the hero's journey, but they actually plot out Cinderella. Here, I'll send you the link. Cassie: [00:34:10] I love graphs of Cinderella. Excellent. Nate: [00:34:14] Yeah, so Kurt Vonnegut, he wrote Slaughterhouse-Five and he also gave this really fantastic talk. There's a YouTube video of it, where it's Kurt Vonnegut graphs the plot of every story. There's actually a database of these different narrative plot lines. Dativism Cassie: [00:34:28] storytelling. Yeah, this is right up my street. Yeah, I love cart when I get as well. Amelia: [00:34:34] I also found this chart of how happy Harry Potter is throughout all the books. It looks like he just gets progressively less happy. Yeah, Nate: [00:34:42] progressively sadder the whole time, right? Amelia: [00:34:44] Yeah. It's pretty dark by that in there. Cassie: [00:34:47] What are some other narrative arcs? Oh, the rags to riches. That's a narrative arc. Oh, rags to riches has two, so there's the rags to riches rise and riches to rags full Icarus, where you rise and then fall. I feel that'd be such a Amelia: [00:35:03] disappointing book. Cassie: [00:35:04] Yeah. Amelia: [00:35:04] Everything's happy until the end. You definitely wouldn't want to choose that for a conference talk. Right. For a conference, you got to end on the up. Yeah, Cassie: [00:35:08] definitely. Amelia: [00:35:15] Yeah, I love the concept of using storytelling in talks, because I think, especially with technical talks, it can be very like, all right, people want facts. I'm going to tell people how to use this thing. I'm just going to have slide after slide of here's a fact, here's a best practice and then it can be really hard to sit through an hour of that and keep paying attention and just keep learning things. Cassie: [00:35:39] I think it's the human element, isn't it? Again, you need more whimsy and more human elements to things. I think some of the best conference talks that I've seen have been – I learnt this thing by doing it wrong for ages. This is what happened, because I was doing it wrong and I learned this lesson the hard way. I think that that's really good, because it feels – you have empathy with them. It feels more relatable. Amelia: [00:36:06] Brain, it's like, I can avoid this pain myself. Cassie: [00:36:11] Everybody likes to laugh at other people's misfortune as well. You Amelia: [00:36:16] just started a creative coding meetup. Cassie: [00:36:19] Yes. Amelia: [00:36:20] Right before lockdown, right? Cassie: [00:36:23] Yeah. We had about three meet-ups and then lockdown happened. It was really great. There's a conference in Brighton called FFConf and Charlotte Dan did a talk. She's amazing. She does lots of really cool generative art. She makes degenerative jewelry as well, which is very cool. A lot of my Brighton nerd friends, we all went to this conference and we saw her talk and she talks through pen plotting and generative art with CSS and generative art with JavaScript and using hardware and creating physical things, like jewelry and stuff. We were all really inspired. Afterwards, we were like, “Let's have a meet-up,” because it's really hard to find time to do all of that stuff and motivation to do side projects outside of work. We decided to do a meet-up that wasn't the normal talk structure, where you go along and watch people talk and then leave again. It was more of we call it a knitting circle for nerds. Everyone just goes along and we all have our laptops and we just tinker on projects and help each other. Then do a little show-and-tell at the end and eat crisps. Sometimes there's a very, very small dog. A very, very small dog. Very, very, very small chihuahua. Amelia: [00:37:48] [inaudible] . Cassie: [00:37:50] Yeah, now that's all moved online now, because of the plague. It's been really lovely, because we've got this little Slack community that has been there the whole time the lockdown's been happening and quarantine's been happening. It's just been such a great bunch of people. Creativity without the pressure and coding without the link to work and career development and stuff. It's just feels a very free space. Everyone there has been super open about feeling a bit creatively restricted, or battling with balancing out life stuff and coding. Yeah, it's been a really, really lovely group of people. Chris, one of the people from Brighton Generator, he is just a project machine. Even when everyone else hasn't been making stuff, he's just been knocking out projects pretty much every week. It's been wonderful watching what he's been making. That Amelia: [00:38:51] sounds so nice to just have that group, especially in these times. On Twitter, I feel a lot of people are having just such a hard time with a lot of people get inspiration from nature, or talking to people, or going places. It's just so hard when you always stay in the same house, if you see the same things and the same people all the time. Yeah, definitely. I think that that's fine. People shouldn't be outputting stuff all Cassie: [00:39:18] the time. You shouldn't feel like you have to constantly be producing things. Sometimes you have to take time to absorb stuff. If that's reading books, or watching tutorials, or going for walks, or that thing. I think it's all just as important. Amelia: [00:39:34] Totally agree. Cassie: [00:39:35] Ooh, if you're wanting to learn more about SVG filters, Sara Soueidan has an amazing set of articles on Codrops, which I Amelia: [00:39:43] learned everything from. They're really great. Nate: [00:39:45] One of the things I appreciate about you is that you remember people's names. I've noticed that in your talks as well. When you are saying, you're not just like, “Oh, there's a blog post on SVG filters.” You're like, “Sara Soueidan wrote this filter.” You should know her as well as her article. I really appreciate that. I think I would like to see more of that in general. Cassie: [00:40:06] It's so important. One of the things that brings me the most joy, which I've started doing is there are a few times where I had made a CodePen or something, or written a blog post and someone actually just sent me a direct message just saying, “Oh, I just read your article and it was really helpful. Thank you for that.” I do that now. Every time I read something and it's useful, I get hold of the person directly and just say, thank you. It's such a small thing, but yeah, I think it's really nice, especially for people who don't have analytics and tracking on their things, because I don't. I don't really want to know who's on my blog, because I get a bit too overwhelmed with numbers and statistics. But it's really nice to get a message from someone saying that they enjoyed it. Amelia: [00:40:51] I love that. Also, I feel for me, the better something is, probably the less likely I'll reach out to someone to say that I enjoyed it, because I'm like, “Oh, there's so many people who are telling them that it's great.” As a creator, it's so nice to get any message. I think being on the other side has helped that anxiety. Cassie: [00:41:12] Yeah. I think we put people on pedestals and don't reach out for that reason. I think we should stop doing Amelia: [00:41:19] also recently released new newsletter. I think it's monthly. What was your motivation behind starting it? I think it's solely focused on SVG, which is just a great niche. Where do you find inspiration for that newsletter? There is Cassie: [00:41:36] a little patch of time where GreenSock were hosting the CodePen challenges. I mean, it was about a month. Every week, Jack from GreenSock got hold of me with a whole load of CodePens for me to look through and judge. I just loved it. It was so much fun. I spent every Sunday evening just going through all of these different CodePens and writing people messages and telling them what I liked about it. I got so many lovely messages back. It just felt so joyful and so lovely to be able to signal boost some people who are making really cool things and give people some feedback. I basically just loved it, so I thought that I would like to carry on doing that. Then I had also, just before lockdown happened, I did a workshop in Brussels and I met Louie, who's also putting the newsletter together with me and we've been Internet friends for quite a while, but it was we met in person for the first time. We just got along really well. We decided we wanted to do a little side project together. Yeah, he's been writing some SVG tips for a while as well on Twitter and I've been looking at those and thinking, “Oh, it'd be great if we could get these tips out to some more people.” Amelia: [00:42:50] Oh, I've seen those. They're so good. Cassie: [00:42:52] Yeah, I learned things. Amelia: [00:42:54] Yeah, Cassie: [00:42:57] me too for sure. He's a creative coding tour de force, he is. Nate: [00:43:00] Cassie, thank you so much for being with us today. It was really delightful. Cassie: [00:43:04] Oh, it's an absolute pleasure. It was lovely to meet both of you, and especially because I've been such a huge fan of Amelia: [00:43:11] Amelia's work for a while. Nate: [00:43:19] Thank you. Hey, you made it to the end. I hope you enjoyed this conversation. Amelia: [00:43:22] If you have a minute, a review on iTunes would help other people find the podcast. We have a lot of great content coming up. To be notified of new episodes, hit that subscribe Cassie: [00:43:37] button.

For the first of our interview series with recent Music Technology graduates, we talk with audio-visual artist and creative coder Alex D'Yan about her recent dive into the world of generative art. Helloworld.Alex Instagram: https://www.instagram.com/helloworld.alex/ Links to Alex's projects can be found on her website: https://alexdyan.github.io/ On Art Techo, hosts Sean Porio and Nick Royall have conversations with artists and musicians using technology in innovative and forward-thinking ways. Episodes premier live Wednesday nights on WNYU 89.1 FM and wnyu.org/live --- Support this podcast: https://anchor.fm/arttecho/support

In this episode, we speak to Sisi Yu. She is currently working at Unqork as a UX Designer and has previously worked at Adobe as a Machine Intelligence Experience Design intern. #adobe #machinelearning

This year, Price Lab's week-long digital humanities training institute Dream Lab was canceled due to safety concerns around COVID-19. We created this series of podcasts not as a replacement, but rather to introduce you to some of the people who make Dream Lab such a great experience! Programming is notoriously goal-oriented: if there is a problem you work to solve it. Creative coding is different. Rather than look for a solution, creative coding asks, what happens if coding is a tool to explore and play. In this episode, Dr. Mark Sample discusses his approach to creative coding. Hint- it includes twitter bots and Walt Whitman! This episode was produced and edited by Maria Kiamesso DaSilva with assistance from Sarah Milinski.

Today we’re speaking with Tim Rodenbroker, a designer, musician and media-artist from Paderborn, Germany. After graduating from the Münster School of Design, Tim discovered Creative Coding and has been pursuing it in countless projects ever since, constantly pushing into “unexplored territories”. He joins us to share some of his perspectives and learnings, why his passion is centred around teaching creative coding to students, and much more. I highly recommend checking out his work online: Website Twitter Instagram As always you can find out more about Tech+Art by visiting our website or following us on Twitter! Cover art by Matt DesLauriers.

In today’s episode of My Disney Class Podcast, Howie and Ryan are pleased to have Micheal Corbert on the show. For some time now, countries and regions around the world have adopted various initiatives to encourage and support the use of computers in their educational systems. These initiatives have taken many different forms in different countries, some focusing on strategic support for hardware and software-related programs, some on strategies more directly focused on curricular and instructional aspects of computers, some on strategies for the school manager, and others on different approaches to teacher education and support. Regardless of the focus or scope of the initiative, one aspect has become crystal clear and reoccurs in all the studies and that is that the teacher is the key figure in the eventual success of any technology-driven educational initiative Micheal Corbert is one of those teachers that is pushing his district’s educational technology initiative forward.  He has been doing this for 31 years working in the computer lab of his school and teaching such classes as Introduction to computer programming and Digital Literacy. He has even developed his own curriculum involving creative coding and wouldn’t you know as a long time Disney fan, he even finds ways to incorporate his love of Disney in his lessons.  We know you are going to enjoy hearing Micheal’s story and also be encouraged to start using technology in your classroom if you are not already doing so. Like always if you have any thoughts or suggestions about this show or future shows, make sure to reach out to us on social media or email us at MyDisneyClass@gmail.com. Also if you enjoy the show, please write a review and rate us on iTunes as this helps other educators find our show.   

Patrik and Julian are joined by Matthias Husinsky, an expert vvvv teacher, and discuss the merits of VL, the new .NET based programming language at the heart of vvvv gamma. We also talk about how software testing practices could be applied to visual programming.

In this first episode, Patrik and Julian chat about a free online mastering service, Patrik's visuals as hardware prints, the state of visual programming tools, the merits of applying diverse transformations on sound, and future Znibbles video episodes.

Hadeel Ayoub is the Founder and CTO of BrightSign and our guest on Episode 100 and final episode of the Invention Stories Podcast.  She is an Experienced Lecturer, Researcher and Entrepreneur with a demonstrated history of working in the higher education industry. Skilled in Innovation, Creative Coding, Programming and Design Research. Strong professional with a Doctor of Philosophy (Ph.D.) focused in Human Computer Interaction HCI and Gesture Recognition from Goldsmiths, University of London. One of the biggest problems with existing solutions for those with hearing and speech disabilities is the fact that they all assume that everyone is the same. They are wrong. With over 100 different formal sign languages being used in the world, and thousands more individual variations and sign systems, it simply isn't good enough to support one or two languages and call it done. BrightSign allows you to teach it ANY sign language library that you can think of, even one that you have made up yourself. Thank you for listening and please...tell a friend.  

In this episode I unpack Peppler and Kafai’s (2009) publication titled “Creative coding: Programming for personal expression,” which is an analysis of a single project created in Scratch that appears to indicate kids can learn how to create media arts expressions despite little experience with coding.Click here for this episode’s show notes.

- UUC(Uniba Unity Club)年間 Jun Mori が有志でゲームを作った時の話 - PureScript触ってみた Koichiro Mori がpure scriptでエディターを作った話

In this episode Ruth and Tim have a big wide look into the world of creative code, exploring both digital and generative art. There's lots to know, so lets get into it!

In this episode, we are joined by a returning guest, Shirley Wu to talk with us about the combination of code and art. Guests: Shirley Wu - @sxywu Panelists: Ryan Burgess - @burgessdryan Augustus Yuan - @augburto Mars Jullian - @marsjosephine Stacy London - @stacylondoner Picks: Shirley Wu - Team lab Tokyo crystal universe Shirley Wu - Misaki Nakano Shirley Wu - Matt DesLauriers Shirley Wu - Tyler Halves Shirley Wu - Matt’s Frontend Masters creative coding Ryan Burgess - Joshua Davis Ryan Burgess - Nikka Coffey Grain Whiskey Ryan Burgess - Like-so app Augustus Yuan - @beesandbombs Augustus Yuan - Zdog Mars Jullian - A Single Div Mars Jullian - Aphantasia Stacy London - Simon Stålenhag Stacy London - make8bitart.com by Jenn Schiffer Stacy London - Once Upon a Forest by Maruto (aka Joshua Davis)

Photo credit: Stéphan Ballard Kofi Oduro is a creative coder, creative engineer, thinker, poet, and performer living in Montreal, Quebec (my new hometown!). In this week’s episode, we take a dive into computer science and finding creative fulfillment when you’re also a math geek. Kofi fills me in on the intersections of live coding, video, AI, spoken word poetry, music, and “algoraves,” an event where people dance to music created by algorithms. Turns out, math is at the foundation of pretty much everything we do. Kofi uses Videography, Poetry and Creative Coding, to highlight the realms of the human performance and the human mind in social, internal, or even biological scenarios which we face in our everyday lives. You can check out his work at kofioduro.myportfolio.com and follow him on Instagram at Illest Preacha.

GUEST BIO: Charlie Gerard is a Software Developer at ThoughtWorks in Sydney.  She is passionate about Creative Technologies, Creative Coding, Hardware and the Internet of Things. Charlie is also a mentor at General Assembly, building projects using Arduino and other devices and writes tutorials to share what she has learned. EPISODE DESCRIPTION: Phil’s guest on today’s show is Charlie Gerard. For the past few years, Charlie has been working to provide all kinds of companies with better software. She is also a mentor at the General Assembly. There, she provides support to both amateur and professional developers. In her spare time, she experiments and collaborates with others to try out new concepts, often using Arduino. Right now, she is diving deep into their VR browser and uncovering the possibilities it brings. KEY TAKEAWAYS: (0.45) – So Charlie, can you expand on that brief introduction and tell us a little bit more about yourself? Charlie explains that by day she works as a software developer building websites and applications. But, at night she likes to explore technology. So, she spends much of his free time building prototypes with Arduino and is currently experimenting with their VR browser. Basically, she is interested in anything that is going on within the IT industry. (1.42) – How long have you been doing this? Charlie explains that she has been a developer for about four and a half years. Before that, she worked in marketing as a project manager. (1.58) – Phil asks Charlie for a unique IT career tip. Charlie said she was once told not to let people know that you are good at something you do not really want to do. If you do, there is a real danger that you will be stuck doing tasks that you really don’t enjoy. For example, she once made the mistake of letting people know she is good at CSS. Now, people tend to ask her to complete that part of a project. But, that is the last thing she wants. She already has a good level of competency with CSS. So, she really wants to be doing other things, so that she can grow as a developer and progress her career. (3.16) – Phil says that reminds him of learning to say no. Charlie agrees that is important too. (3.42) – Charlie is asked to share his worst career moment by Phil. Years ago, she was due to give her first conference speech. So, she worked hard to clear her desk, the night before the big day. She did that so that she would have a little time to get herself ready for her important event. So, when she woke up to find 20 fresh tasks waiting on her board, her heart sank. Her initial reaction was that she had no choice but to deal with them. However, instead she decided not to do so. Instead, she checked that none of the tasks was urgent and left them sitting there undone, for half a day.   Doing this ended up empowering her. Fairly soon, after this incident, she told the company she worked for that her 70+ hours workload was not reasonable. It was this situation that taught her that sometimes you have to say no. She realized that furthering her career and making time for her life was important, as well. (5.54) – Phil asks Charlie what her best career moment was. Charlie says that it was delivering her first conference speech. Speaking at a conference was an especially big achievement for Charlie, because she is a very shy person. So, giving a speech in front of so many people was something she never expected to be able to do. (6.50) – Is it something that you would recommend that other people try? Charlie’s response is, yes. The challenge of speaking publically teaches you a lot about yourself. It is scary to get on stage, but, also exciting. Once you are up there you forget your fear. Even if things are not perfect the audience usually stays with you. They want you to succeed, so they are always supportive. Public speaking is something that Charlie intends to do more of. She has learned a lot from her first conference speech, including skills that she is finding helpful in the workplace. Plus, public speaking is really good for anyone’s personal brand. (8.17) – Can you tell us what excites you about the future of the IT industry and careers? The wealth of possibilities that new technology offers us excites Charlie the most. In particular, machine learning, it will simplify the interaction between humans and computers. In time, it will be the technology adapting to the human being, rather than the other way around. Eventually, there will be virtually no learning curve. (8.56) – Are there any particular technologies that you are finding interesting? Charlie says that the field of neurotechnology is one that fascinates her. Currently, she is at the very early stages of learning about this technology and that she is sharing what she learns as she goes. For this technology, the possibilities are huge. Phil agrees, and says that with so much new technology being available it is impossible for us to know where it is going to take us. (9.35) – What drew you to a career in IT? Charlie explains that her journey started when she was working as a project manager. After a while, she wanted to be able to help her development team. To begin with, she planned just to learn how to upload some of the work her team did. But, once she started coding she realized that this skill would enable here to bring any idea to life. Charlie now understood the power of coding, so wanted to learn more. (10.10) – What is the best career advice you have ever received? A friend of Charlie’s once told her to remember that “If you don’t do it, somebody else will.” Over time, she has used that advice on several occasions. She finds that thinking like that pushes her to just get on and tackle things, even if she feels slightly scared. (10.59) – If you were to start your IT career again, now, what would you do? Charlie started her IT training and career by attending boot camps. There she learned how to solve problems and do so quickly. But, she missed out on learning the fundamentals. As a result, she still does not know how everything works, which is frustrating. (11.39) – Phil asks Charlie what she is currently focusing on in her IT career. Right now, Charlie wants to grow her technical knowledge. She plans to switch from working mainly on the front end to doing some back end work. Ideally, Charlie wants to understand how an entire system works and fits together. (12.24) – What is the number one non-technical skill that has helped you the most in your IT career? Charlie says that is definitely communication. As a consultant, she spends a lot of time talking to clients. So, she has to be able to help them understand why certain things are not possible. However, she believes that being a good communicator is an essential skill for everyone. After all, everything we do is achieved through teamwork, so good communication is extremely important. (13.12) – Phil asks Charlie to share a final piece of career advice. Charlie says that it is important to be able to network. Becoming a good networker ensures that you gain an understanding of what others are working on. It also enables you to uncover new technologies that are of interest to you and sometimes spot opportunities. Plus, networking helps to build your personal brand. BEST MOMENTS: (2.24) CHARLIE – “Never let people know you're good at something you don't want to do.” (7.05) CHARLIE – “You're scared to be on stage. But once you're there, the excitement of sharing what you know, takes over.” (10.00) CHARLIE – “Once I started coding, I got really interested in being able to bring any idea to life.” (10.32) CHARLIE – “If you don’t do it, somebody else will.” (13.08) CHARLIE – “Everything we build is through teamwork. So, good communication is essential.” CONTACT CHARLIE: Twitter: https://twitter.com/devdevcharlie LinkedIn: https://www.linkedin.com/in/charliegerard/ Website: charliegerard.github.io

Legendary designer, Joshua Davis, joins us to talk about how he utilizes programming to create unique visual landscapes. A Flash pioneer for over a decade, Joshua shares his journey with open source software and creative coding that informs his incredible art. In this episode, we time travel back to '95 to hear how Joshua went from painting to programming. He also shares what frameworks he's using now, why he's a fan of open source software, and why it's important to share what he's learned with others. This episode is brought to you by Wix. Push the limits of design and start creating beautiful, impactful websites that are uniquely yours at wix.com/dribbble. Links Mentioned on Overtime Joshua Davis Joshua on Vimeo Joshua on Twitter Joshua on Instagram Commodore 64 Slackware Branden Hall Displacement Shader + RGB Separation and Oscillation UEFA Champions League opening visuals Hype Framework Joshua Davis on Patreon Tim Saccenti Voices by Phantogram Fall in Love by Phantogram Here IBM Watson Praystation Once Upon a Forrest Escaping Success MakerBot Anderson Ranch Joshua on Skillshare Joshua Smith, Hydro74 Transcript can be found at dribbble.com/overtime

Legendary designer, Joshua Davis, joins us to talk about how he utilizes programming to create unique visual landscapes. A Flash pioneer for over a decade, Joshua shares his journey with open source software and creative coding that informs his incredible art. In this episode, we time travel back to '95 to hear how Joshua went from painting to programming. He also shares what frameworks he's using now, why he's a fan of open source software, and why it's important to share what he's learned with others. This episode is brought to you by Wix. Push the limits of design and start creating beautiful, impactful websites that are uniquely yours at wix.com/dribbble. Links Mentioned on Overtime Joshua Davis Joshua on Vimeo Joshua on Twitter Joshua on Instagram Commodore 64 Slackware Branden Hall Displacement Shader + RGB Separation and Oscillation UEFA Champions League opening visuals Hype Framework Joshua Davis on Patreon Tim Saccenti Voices by Phantogram Fall in Love by Phantogram Here IBM Watson Praystation Once Upon a Forrest Escaping Success MakerBot Anderson Ranch Joshua on Skillshare Joshua Smith, Hydro74 Transcript can be found at dribbble.com/overtime

Keith Peters joins us today to talk about his experiences with experimenting with code and math, the transition from Flash to Go, woodworking and blacksmithing, and getting books published.Keith talks to us a bit about multi trochoids; they're what happens when you take a circle and roll it around something, like a spirograph. He was inspired to do this project by Sodaplay, a site back in the flash days that had stuff you could hook up to various engines.What language did Keith use to write his multi trochoid experiments? Initially, Keith wrote it in Go, but he wanted to put it out on the web and make it interactive, so he ported it to Javascript.Back in the 90s Keith worked with Flash, when Flash left he moved over to Javascript and using the html5 canvas. Javascript is great if you want it live on the web but for still images and animations it was a pain in the neck, so Keith tried out Rust, Python, and finally settling on Go.Keith is into some non-coding hobbies like woodworking and knife making, Joel has even bought some of his knives. It started when Keith wanted to build an arcade cabinet, he bought tools and got into learning how to use them. Keith has found a lot of crossover with working with his hands and building things with code, both of them can be boiled down to learning a technology to create things and solve problems.Finally, Keith explains the pros and cons of going through a publisher to get your book out. He says that self-publishing is easier than ever, but a publisher provides you with a lot of assistance with editing, marketing, artwork, and a healthy dose of pressure.Transcript"Learning and Experimenting with Physical and Digital Mediums with Keith Peters" TranscriptResources:Trochoid Experimentsplayingwithchaos.netKeith Peters:TwitterGithubWebsiteJohn Lindquist:TwitterWebsite

Samuel Fry speaks to Matthias Dörfelt, a Los Angeles-based artist. Matthias is a Media Artist, who started life as an illustrator and who now produces art ranging from drawings, prints, animation, videos, robotics and interactive installations. The pair discuss how Matthias started learning to code, before discussing various artworks including Matthias' Lumen Award winning Blockchain art, Block Bills.

Descripcion del programa Joan León Front-end y UI Developer y responsable de formación en su empresa y amante del CSS y la animación nos hablará sobre PostCSS. Si os gusta pensar en el futuro del CSS y las posibilidades que podemos llegar a usar sin duda este es vuestro programa. ¡Bienvenid@s al futuro de la web! Recomendaciones Preguntas rápidas: Joan León Quién me ha inspirado: Lea Verou Quién me ha inspirado: Harry Roberts Quién me ha inspirado: Hugo Giraudel Recomiéndanos un recurso: MDN Recomiéndanos un recurso: Perf.Rocks Recomiéndanos un recurso: DevSpace Recomiéndanos un recurso: Codepen Recomiéndanos un recurso: People You Should Follow on CodePen Recomiéndanos a un o una invitad@: Diana Aceves Recomiéndanos a un o una invitad@: Belén Albeza Recomiéndanos a un o una invitad@: Gabi Recomiéndanos a un o una invitad@: Jaume Sanchez Recomiéndanos a un o una invitad@: Daniel Guillan Recomiéndanos a un o una invitad@: Daniel Fornells Recomiéndanos a un o una invitad@: Fernando Serrano Recomiéndanos a un o una invitad@: Carlos Villuendas ¿Qué tema te gustaría que tratásemos?: WebGL ¿Qué tema te gustaría que tratásemos?: Canvas ¿Qué tema te gustaría que tratásemos?: Creative Coding ¿Qué tema te gustaría que tratásemos?: Desktop apps with HTML5 ¿Qué tema te gustaría que tratásemos?: CSS Architecture ¿Qué tema te gustaría que tratásemos?: Web Games Contacta con: Joan León Twitter de Joan León Blog de Joan León Web de Joan León Links del programa Plugins Rockstars Autoprefixer Autoprefixer Online Autoprefixer Twitter browserslist Rework PostCSS PostCSS Plugins List 1 PostCSS Plugins List 2 CSS Next Pre CSS CSS Nano stylelint postcss import postcss-custom-properties PostCSS Sprites Post Inline SVG PostCSS's plugins I used in my last project (with Gulp) gulp-postcss postcss-color-function postcss-css-variables postcss-custom-media postcss-devtools PostCSS For postcss-math postcss-nested postcss-partial-import postcss-reporter postcss-style-guide Mmmm... plugins (IMHO) postcss-shape postcss-extract-animations postcss-alias postcss-triangle postcss-short-position postcss-short-text postcss-andalusian-stylesheets postcss-trolling postcss-imperial Links útiles PostCSS Resources Suit CSS Post HTML Recomendaciones de Ignacio Harry Roberts - Newsletter CSS Weekly Slides PostCSS - Jorge Introducción a PostCSS - Lourdes Montano - DevDayAR 2016 Contacta con el programa Web de WeCodeSign Twitter de WeCodeSign eMail de WeCodeSign Web de Ignacio Villanueva Twitter de Ignacio Villanueva

The O'Reilly Radar Podcast: Scott Murray on creative coding, data visualization, and STEAM.This week, O'Reilly's Mary Treseler chats with designer, creative coder, and artist Scott Murray about coding and computation in design, his book Interactive Data Visualization for the Web and his new book coming out soon Creative Coding and Data Visualization with p5.js.Here are some highlights from their chat: Design, code, and computation I use to call myself a code artist but I really struggled with that title, and I think other people in my position feel similarly—those who are doing data visualization, or generative art, computationally based art or design work. I was kind of uncomfortable with the word art. I don't show work in galleries, I don't participate in the traditional art economy, so maybe I'm not an artist but more of a designer. I get excited about design as a problem-solving process. I'm totally a process geek; I get excited about design systems and consistency, so thinking about rules, and values, and data flowing through those rules and how they get expressed. I think, for me, working with code and computation is really kind of a natural fit. Creative coding approach to programming I differentiate between what I call coding or creative coding and programming. We're calling this course "Programming for Designers," but it is not going to be a computer science-y approach to programming. This is going to be a creative coding approach to programming, which is to say that the philosophy I'm bringing to this is, 'You figure out how to communicate to the computer to get it to do what you want'—that's pretty different from, 'You figure out the most efficient way of solving a particular problem.' P5.js We're going to use this new tool called P5 or P5.js. P5 is this open source, free programming language. You can download it from processing.org; it's based on Java. ... The reason why is it's a tool intended for beginners, and intended for artists and designers. A lot of the language it uses is language that designers are already familiar with. If you're trying to draw a shape you set the 'fill,' and you set the 'stroke,' and you set the 'stroke weight'; you can have red, green, blue values; hue saturation and brightness values, you can have alpha transparency values. It's language that you're already familiar with in terms of thinking of visual properties. Design and visualization Visualization is a natural fit for designers because it's leveraging all the visual communication skills, all the problem solving skills that we've already practiced. It's just in a more specific domain. The STEAM evolution My sense [of the state of design education] within my own little niche is that things are improving, and they're improving in an exciting way. That's in the sense that we have this whole STEM discussion: sciences, technology, engineering, math. That's really valuable, but that's evolved into a STEAM discussion, where we inset A for art in the middle. The art also represents design in this case, so creative coding fits into that. Getting students not necessarily even into computer science, but getting exposure to these coding skills earlier—that's really exciting.

The O'Reilly Radar Podcast: Scott Murray on creative coding, data visualization, and STEAM.This week, O'Reilly's Mary Treseler chats with designer, creative coder, and artist Scott Murray about coding and computation in design, his book Interactive Data Visualization for the Web and his new book coming out soon Creative Coding and Data Visualization with p5.js.Here are some highlights from their chat: Design, code, and computation I use to call myself a code artist but I really struggled with that title, and I think other people in my position feel similarly—those who are doing data visualization, or generative art, computationally based art or design work. I was kind of uncomfortable with the word art. I don't show work in galleries, I don't participate in the traditional art economy, so maybe I'm not an artist but more of a designer. I get excited about design as a problem-solving process. I'm totally a process geek; I get excited about design systems and consistency, so thinking about rules, and values, and data flowing through those rules and how they get expressed. I think, for me, working with code and computation is really kind of a natural fit. Creative coding approach to programming I differentiate between what I call coding or creative coding and programming. We're calling this course "Programming for Designers," but it is not going to be a computer science-y approach to programming. This is going to be a creative coding approach to programming, which is to say that the philosophy I'm bringing to this is, 'You figure out how to communicate to the computer to get it to do what you want'—that's pretty different from, 'You figure out the most efficient way of solving a particular problem.' P5.js We're going to use this new tool called P5 or P5.js. P5 is this open source, free programming language. You can download it from processing.org; it's based on Java. ... The reason why is it's a tool intended for beginners, and intended for artists and designers. A lot of the language it uses is language that designers are already familiar with. If you're trying to draw a shape you set the 'fill,' and you set the 'stroke,' and you set the 'stroke weight'; you can have red, green, blue values; hue saturation and brightness values, you can have alpha transparency values. It's language that you're already familiar with in terms of thinking of visual properties. Design and visualization Visualization is a natural fit for designers because it's leveraging all the visual communication skills, all the problem solving skills that we've already practiced. It's just in a more specific domain. The STEAM evolution My sense [of the state of design education] within my own little niche is that things are improving, and they're improving in an exciting way. That's in the sense that we have this whole STEM discussion: sciences, technology, engineering, math. That's really valuable, but that's evolved into a STEAM discussion, where we inset A for art in the middle. The art also represents design in this case, so creative coding fits into that. Getting students not necessarily even into computer science, but getting exposure to these coding skills earlier—that's really exciting.

The O’Reilly Design Podcast: Staying relevant, design as a problem-solving process, and a creative coding approach for designers.In this week’s Design Podcast, I sit down with Scott Murray, designer, creative coder, and artist who writes software to create data visualizations. Murray is the author of Interactive Data Visualization for the Web and the forthcoming book Creative Coding and Data Visualization with p5.js: Drawing on the Web with JavaScript. Murray is teaching an online course, Programming for Designers on May 11-12, 2016. We talk about why coding is a great skill for designers to learn (and it’s not just about earning more money); data visualization; and why design, at it’s core, is problem solving.Here are a few highlights from our conversation: Design and data visualization We're swimming in infographics, and we have open government data, open data, API's data—data, data everything. You can't avoid data. It's a critical part of the modern world. The way I see it, to stay relevant, designers have to keep engaging in the modern world. Visualization is a natural fit for designers because it's leveraging all the visual communication skills, all the problem solving skills that we've already practiced. It's just in a more specific domain. You might still be designing posters, or dashboard, or charts, or something, but your source materials are these rows and columns of values instead of unstructured text. It's just a more specific kind of design. It uses all the same skills, and then some. Historically, everybody who’s practicing in the field now came from another place, so they're either coming from design, data science, statistics, architecture, computer science, cognitive science, journalism. Essentially, everybody was trained as something else and then found their way into this, which I love. Doing data viz, you get to meet so many interesting people and curious people. But it does make it hard—there's no one-size-fits-all solution when people are trying to figure out how to get into it. I point people to Alberto Ciaro's website or Andy Kirk's websites. Those are: thefunctionalart.com and visualisingdata.com. Problem solving: The meaning of design One of the challenges I see is getting design recognized as a problem-solving process, not just as a beautification tool, and not even just as a visual process, either. I think designers get this already, but design is one of those weird words that has different kinds of meaning and different contexts, so it's hard ... When I'm talking about design, I'm usually talking about this problem-solving process that you could apply to making a band poster, or making an interactive silly face, or do like IDEO does: change organization design, designing entirely new school systems from scratch. They're visual elements, but it's not really a visual problem. You apply the design process to political problems, social problems. To me, that's one of the challenges, and the related challenge for the field is to figure out how to manage all this complexity that goes with increasing popularity and more and more people in more and more fields adopting the design language, and design thinking, and design process. It can be super intimidating for new designers—and especially students I've worked with who are just coming out of school. They graduate and they're dropped into this whole world that is just ... I guess every generation thinks the world is more complicated than it was for the previous generation, but it really feels that way. The bar is so high. It's like to get any design job you have to already be familiar with these thousand different processes, and techniques, and tools. It can be really intimidating. I think managing that complexity is going to be huge. How programming can help designers Even if you don't go on to code as part of your job, learning to speak that language and learning the thinking process that goes behind programming is helpful. We call it computational thinking. Appreciating how the computer operates and how you have to think about your own design systems differently in order to fit them into that box that the computer can understand. That's really helpful later, even if you don't code yourself, because then you can talk to developers and other people on your team who are working with this stuff. I guarantee you'll start to understand, ‘Oh, they always get frustrated when I ask for x, y, and z. Now, I see why that's a big deal because I have a sense.’ Maybe you don't understand the details, but you have a sense of what effort had to go into creating that. In the online Programming for Designers course, I’m using a creative coding approach to programming, which is to say that the philosophy I'm bringing to this is, ‘You figure out how to communicate to the computer to get it to do what you want’—that's pretty different from, ‘You figure out the most efficient way of solving a particular problem.’ That's not something I do. That's something computer scientists and proper developers do really well. [In the training course,] we're going to use this new tool called P5JS, which is a Javascript framework.

The O’Reilly Design Podcast: Staying relevant, design as a problem-solving process, and a creative coding approach for designers.In this week’s Design Podcast, I sit down with Scott Murray, designer, creative coder, and artist who writes software to create data visualizations. Murray is the author of Interactive Data Visualization for the Web and the forthcoming book Creative Coding and Data Visualization with p5.js: Drawing on the Web with JavaScript. Murray is teaching an online course, Programming for Designers on May 11-12, 2016. We talk about why coding is a great skill for designers to learn (and it’s not just about earning more money); data visualization; and why design, at it’s core, is problem solving.Here are a few highlights from our conversation: Design and data visualization We're swimming in infographics, and we have open government data, open data, API's data—data, data everything. You can't avoid data. It's a critical part of the modern world. The way I see it, to stay relevant, designers have to keep engaging in the modern world. Visualization is a natural fit for designers because it's leveraging all the visual communication skills, all the problem solving skills that we've already practiced. It's just in a more specific domain. You might still be designing posters, or dashboard, or charts, or something, but your source materials are these rows and columns of values instead of unstructured text. It's just a more specific kind of design. It uses all the same skills, and then some. Historically, everybody who’s practicing in the field now came from another place, so they're either coming from design, data science, statistics, architecture, computer science, cognitive science, journalism. Essentially, everybody was trained as something else and then found their way into this, which I love. Doing data viz, you get to meet so many interesting people and curious people. But it does make it hard—there's no one-size-fits-all solution when people are trying to figure out how to get into it. I point people to Alberto Ciaro's website or Andy Kirk's websites. Those are: thefunctionalart.com and visualisingdata.com. Problem solving: The meaning of design One of the challenges I see is getting design recognized as a problem-solving process, not just as a beautification tool, and not even just as a visual process, either. I think designers get this already, but design is one of those weird words that has different kinds of meaning and different contexts, so it's hard ... When I'm talking about design, I'm usually talking about this problem-solving process that you could apply to making a band poster, or making an interactive silly face, or do like IDEO does: change organization design, designing entirely new school systems from scratch. They're visual elements, but it's not really a visual problem. You apply the design process to political problems, social problems. To me, that's one of the challenges, and the related challenge for the field is to figure out how to manage all this complexity that goes with increasing popularity and more and more people in more and more fields adopting the design language, and design thinking, and design process. It can be super intimidating for new designers—and especially students I've worked with who are just coming out of school. They graduate and they're dropped into this whole world that is just ... I guess every generation thinks the world is more complicated than it was for the previous generation, but it really feels that way. The bar is so high. It's like to get any design job you have to already be familiar with these thousand different processes, and techniques, and tools. It can be really intimidating. I think managing that complexity is going to be huge. How programming can help designers Even if you don't go on to code as part of your job, learning to speak that language and learning the thinking process that goes behind programming is helpful. We call it computational thinking. Appreciating how the computer operates and how you have to think about your own design systems differently in order to fit them into that box that the computer can understand. That's really helpful later, even if you don't code yourself, because then you can talk to developers and other people on your team who are working with this stuff. I guarantee you'll start to understand, ‘Oh, they always get frustrated when I ask for x, y, and z. Now, I see why that's a big deal because I have a sense.’ Maybe you don't understand the details, but you have a sense of what effort had to go into creating that. In the online Programming for Designers course, I’m using a creative coding approach to programming, which is to say that the philosophy I'm bringing to this is, ‘You figure out how to communicate to the computer to get it to do what you want’—that's pretty different from, ‘You figure out the most efficient way of solving a particular problem.’ That's not something I do. That's something computer scientists and proper developers do really well. [In the training course,] we're going to use this new tool called P5JS, which is a Javascript framework.

Henning botches the intro. Raquel was on the Creative Coding podcast. Briefs.fm is cool. Stripe makes starting a business easy and taxes are pretty lame. We are looking for a co-host for Descriptive.

Stefan und Schepp haben heute Martin Schuhfuß eingeladen, der bei den diesjährigen Events der JSConfEU und der OTSConf mit seinen kreativen Entwicklungen für Aufsehen gesorgt hat. Schaunotizen [00:00:12] Creative Coding Martin erzählt uns von seinem „Werdegang“ als Creative Coder, und wie er da grundsätzlich an neue Projekte rangeht. Schepp ergänzt durch seine Erfahrungen beim letztjährigen […]

Introduction [0:40] ThreeJS Animated gifs Blink HTML tag Flash Canvas CSS Animation WebGL WebGL in Yosemite glsl web, threejs and randomness[4:57] jQuery Animate CSS Transitions DOM Reflow Chrome’s Paint Cycle z-transform hack css 3d renderer Processing JS PaperJS Arduino IDE Bezier Curves Adobe Illustrator EaselJS Adobe Edge Flocking behaviour Linear Algebra Vector Graphics Physics Engine Fourier Series Making Things Move Trigonometry Tweening Easing TweenJS I/O Polling audience questions [24:04] mrdoob Lens Blur on Android Camera Elias quasimondo Stack Blur Rapid Fire questions [47:17] Sublime Text The Zen of Programming Swift Ubuntu Doubly Linked List - New releases [49:14] SocketIO 1.0 Swift WWDC Videos Dragon v2 Unveiling Event Loop - Local events [51:59] PyConSG RedDot Ruby Conference Rails Girls (mentors wanted) NodeSchool (mentors wanted) Electric Plug – Connect with Joshua! [54:05] Joshua’s Twitter Joshua’s Blog Joshua’s JSDoIt Joshua’s CodePen Joshua’s Github Joshua’s Facebook Joshua’s Creative Coding meetup

On a very special Creative Coding podcast, we're joined by Stacey Mulcahy (to whom British politeness prevents me from referring by her vulgar handle “BitchWhoCodes”). We discuss the crazy week when Adobe decided that Steve Jobs might have been right about Flash after … Continue reading →

Michael Müller hat letzten Montag am 11. Juli das Chaosseminar des CCC Ulm gehalten. Sein Thema war „Creative Coding“ oder wie man mittels Algorithmen Gestalten und Visualisieren kann. Diesen Sonntag ist er zu Gast im freeFM Studio bei /dev/radio und wird uns nochmal etwas zu Creative Coding erzählen.