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From Kandinsky to Java (The Use of 20th Century Abstract Art in Learning Programming)

Price, Colin (2007) From Kandinsky to Java (The Use of 20th Century Abstract Art in Learning Programming). Innovation in Teaching and Learning in Information and Computer Sciences (ITALICS), 6 (4). pp. 35-50. ISSN 1473-7507

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Abstract

At the University of Worcester we are continually striving to find new approaches to the learning and teaching of programming, to improve the quality of learning and the student experience. Over the past three years we have used the contexts of robotics, computer games, and most recently a study of Abstract Art to this end. This paper discusses our motivation for using Abstract Art as a context, details our principles and methodology, and reports on an evaluation of the student experience. Our basic tenet is that one can view the works of artists such as Kandinsky, Klee and Malevich as Object-Oriented (OO) constructions. Discussion of these works can therefore be used to introduce OO principles, to explore the meaning of classes, methods and attributes and finally to synthesize new works of art through Java code. This research has been conducted during delivery of an “Advanced OOP (Java)” programming module at final-year Undergraduate level, and during a Masters’ OO-Programming (Java) module. This allows a comparative evaluation of novice and experienced programmers’ learning. In this paper, we identify several instructional factors which emerge from our approach, and reflect upon the associated pedagogy. A Catalogue of ArtApplets is provided at the associated web-site.

Item Type: Article
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Uncontrolled Keywords: abstract art, Java, object oriented programming, teaching programming
Subjects: L Education > L Education (General)
T Technology > T Technology (General)
Divisions: Academic Departments > Worcester Business School
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Copyright Info: Open access article
Depositing User: Tanya Buchanan
Date Deposited: 19 Aug 2016 10:30
Last Modified: 19 Aug 2016 10:30
URI: https://eprints.worc.ac.uk/id/eprint/4825

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