- Class Number 4382
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Mitchell Whitelaw
- Prof Mitchell Whitelaw
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
This course introduces code and data as powerful tools for design and creative practice. By working directly with these fundamental processes of computing, students will develop practical skills and conceptual approaches that can be applied to design, fine arts, digital media, data visualisation and many other fields. Students without previous computer programming experience will gain an introduction to core concepts, processes and techniques of coding, with a focus on generating visual and spatial form. Through practical production workshops and design projects, students gain the expertise required to generate creative works for screen, print and fabrication technologies (such as laser cutting, CNC and 3D printing). This course will also introduce students to the vibrant cultural context of creative code platforms and practices.
Upon successful completion, students will have the knowledge and skills to:
- interpret and apply creative coding concepts and techniques;
- employ computational methods to generate design outcomes for a range of media;
- creatively adapt to the technical and cultural constraints of a specific context;
- conduct research into design artefacts and processes, assess and apply findings to creative production; and
- critically reflect on practice and substantiate design outcomes with research and rationale.
Resources for each assessment task will be made available via the course Wattle site and in weekly classes.
Students will be provided with verbal feedback in the weekly classes. Verbal and written feedback will be provided for all assessment items.
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction - What is Creative Code? Mapping practice, community, contexts and concepts. Intro to Processing & P5js; learning to learn.|
|2||Drawing machines: variables and interaction. Painter demo.||Code Sketch 1 due Thursday|
|3||Iteration and randomness. Clock demo.||Code Sketch 2 due Thursday|
|4||Text and image: mashup poetics. Arrays. Webcam and mirror demo.||Code Sketch 3 due Thursday|
|5||Functions and transforms.||Code Sketch 4 due Thursday|
|6||Recap and revision.||Digital Redesign work in progress presentations|
|7||Dynamic ID - Introduction. Surveying dynamic identity design. Generative systems: variation and coherence|
|8||Dynamic ID design approaches Combinatorial systems; Dynamic ID concept development|
|9||Computational Typography Dynamic ID project development|
|10||Physical Simulations Dynamic ID project development|
|11||Dynamic ID project development|
|12||Dynamic ID project presentations|
Required: Use Wattle for Self-Enrolment
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Code Sketches||20 %||*||08/04/2021||1,2|
|Digital Redesign||20 %||08/04/2021||22/04/2021||1,2|
|Dynamic ID Project||50 %||27/05/2021||10/06/2019||1,2,3|
|Reflective Report||10 %||03/06/2019||17/06/2019||4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
The course has been designed with the expectation that students will attend and participate in the weekly class activities. Students are required to present their work in class for both in-progress and final reviews.
Assessment Task 1
Learning Outcomes: 1,2
Total value: 20% (4 x 5%)
These weekly assessments will demonstrate your developing understanding of fundamental code concepts and techniques, and your ability to apply code for creative outcomes. Each week you will submit a single small p5.js sketch that demonstrates your understanding and creative exploration of techniques covered in class:
- Creating and manipulating variables;
- Drawing — at least line(), rect() and ellipse()
- Mouse and keyboard interaction — mousePressed(), keyPressed()
- Iteration — for() and/or while() loops
- Randomness — random()
- Saving images — save()
- loadStrings() and/or loadImage()
- Functions with arguments
- Transforms — translate(), rotate(), scale()
Use comments in your code to demonstrate your understanding of the techniques you are using. Your comments should briefly explain how your code functions, focusing on the required techniques for each exercise. Your sketches should also demonstrate your creative application of code to create developed and resolved visual outcomes.
Create your weekly sketch in the p5.js online editor (http://editor.p5js.org) with a 600 x 600px canvas. Submit the URL of your sketch via the class Wattle site.
Understand and apply creative coding concepts and techniques
All required techniques applied successfully with comprehensive interpretation. Additional techniques applied and integrated, with evidence of independent learning
All required techniques applied successfully with clear and comprehensive interpretation.
All required techniques applied successfully, with mostly sound interpretation.
Most required techniques applied successfully. Basic interpretation.
Fails to apply most required techniques successfully. Limited interpretation and understanding shown.
Generate successful visual outcomes using computational methods
Highly resolved and polished creative outcomes, showing inventive and independent engagement with computational methods.
Successful and resolved creative outcomes, showing inventive and fluent application of computational methods.
Coherent creative outcomes showing successful application of established computational methods.
Mostly coherent creative outcomes showing a basic application of computational methods.
Incomplete, incoherent or non-functional creative work, showing significant limitations in applying computational methods.
Assessment Task 2
Learning Outcomes: 1,2
Code is a powerful medium that can enable us to rethink or redesign familiar forms. This assessment item will demonstrate your knowledge of fundamental coding techniques, and your ability to apply code to develop a more complex creative idea. Based on work undertaken in class, develop a p5.js sketches in response to one of the following prompts. Consider the familiar conventions or structures that each of these refers to, and think about how you can use code to respond to and redesign them.
- Clock - design a dynamic visual representation of the current time. Your clock might be legible and familiar, or experimental and abstract. Consider the design conventions around the representation of time, and how you can use, bend or break these. How can the passing of time be visualised? How can you use creative code to investigate or play with concepts of time?
- Mirror - design a digital “mirror” that uses a live video feed. Transform, manipulate, remix or composite the image however you like. You might use the live image to generate or manipulate new graphics, text, sound, animation etc. Design a mirror that demonstrates your creative exploration of code, and your thoughtful reflection on the digital image in the age of the selfie.
- Painter - develop an interactive app that allows the user to create graphics. This might be a familiar painting or drawing app, or something more complex. Your app may create still or animated graphics. It may use pre-existing materials (such as images). It may include text. Your app should show a wide range of creative potential, but also have its own distinctive character. Consider the design of the app’s interface, as well as the graphics it creates.
Extend your knowledge of code techniques beyond the basics covered in class. Add detailed comments that explain the function of each portion of the code to demonstrate your understanding. You may use pre-existing code, provided that it is licensed appropriately and attributed correctly; also note that you must demonstrate in the comments an understanding of how the pre-existing code functions.
BuiId and present your sketch using the p5.js web editor environment (http://editor.p5js.org). Submit a link to your sketch via Wattle.
Interpret and apply creative coding concepts and techniques
Code techniques applied successfully with comprehensive interpretation.
Code techniques applied successfully with clear and comprehensive interpretation.
Code techniques applied successfully, with mostly sound interpretation
Code techniques applied successfully. Basic interpretation.
Fails to apply code techniques successfully. Limited interpretation and understanding shown.
Generate successful design outcomes using computational methods
Highly resolved and polished design outcomes, showing inventive and independent engagement with computational methods.
Successful and resolved design outcomes, showing inventive and fluent application of computational methods.
Coherent design outcomes showing successful application of established computational methods.
Mostly coherent design outcomes showing a basic application of computational methods.
Incomplete, incoherent or non-functional work, showing significant limitations in applying computational methods.
Demonstrate independent learning of creative code techniques
Extensive evidence of independent learning
Substantial evidence of independent learning
Some evidence of independent learning
Limited evidence of independent learning
No evidence of independent learning
Assessment Task 3
Learning Outcomes: 1,2,3
Dynamic ID Project
In this project you will apply fundamental programming techniques to realise a creative project. Working in groups of 2-3?, devise and develop a dynamic visual identity for one of the following Canberra organisations:
- FYI Festival
- Molonglo Group
- ANU Energy Change Institute
- The National Arboretum Canberra
- Landspeed Records
- Mallaluka Wines
- (or nominate another with approval)
A visual identity is a designed system of text and graphics that conveys an organisation’s identity in a distinctive, legible, recognisable and engaging form. A dynamic visual identity is one that uses code to systematically create variations on the identity, while retaining its character. Variation can be created through coded rules, external data, or user interaction. Consider how variation in the identity might be meaningful in relation to the client.
Your identity should show a wide range of variations, while maintaining its distinctive character and appeal. Prepare a p5.js sketch that demonstrates dynamic variation and use of interaction, data or generative rules. Demonstrate your dynamic ID in at least two of these three physical realisations:
Screen? - stills or animation for web, video, mobile app, digital signage or projection
Print? - identity for business cards, stationery, posters, flyers.
Object? - digitally fabricated realisation, eg laser-cut signage or 3d-printed object
For digital fabrication we highly recommend the ANU Maker Space. They run regular inductions and provide a range of fabrication services. If you are intending to use their services make sure you complete your induction early in semester!
Each submission must include:
- Final output (screen media, prints, or fabricated items)
- Dynamic ID p5.js sketch
- Process Documentation
For the Process Documentation, produce a PDF containing:
- All Processing / p5.js code used to generate the outcomes
- Documentation explaining the code and generative processes used
- Documentation of the final realisation (eg photographs of fabricated outcomes or plots)
- Documentation of group roles and contributions to the project. Briefly outline the contributions of each group member
The Process PDF is documentation, not an essay. It should clearly demonstrate what has been done, how, and by whom.
Upload digital files (screen media, Process PDF) via Wattle. Submit p5.js sketches as links to the online editor, or other public URL. Submit physical media in class.
Groups will present their finished projects in class, in a final review during week 12. Give a 15 minute presentation outlining the process and outcomes of your project.
In this group assessment students should demonstrate their individual contribution in the Process Documentation (above). Students will also have an opportunity to demonstrate their individual learning and contribution in the Reflective Report (below).
Presentation requirements:? Present your completed Dynamic ID Project in class week 12
Interpret and apply creative coding concepts and techniques
Fluently adapts and applies swarm approaches, independently extending and developing the swarm scaffold.
Successfully applies, adapts and extends swarm concepts and techniques
Successfully applies and adapts swarm concepts and techniques
Successfully applies swarm concepts and techniques
Fails to apply swarm concepts and techniques
Use computational methods to generate coherent creative outcomes for a range of media
Fluently uses computational methods to realise highly resolved and inventive work in a specific medium or material.
Uses computational methods to realise highly resolved work in a specific medium or material.
Uses computational methods to realise successful work in a specific medium or material.
Uses computational methods to realise coherent work in a specific medium or material.
Incomplete, incoherent or non-functional creative work, showing significant limitations in applying computational methods.
Creatively adapt to the technical and cultural constraints of a specific context.
Fluently combines the creative potential of code with specific cultural features of the chosen context and outcome.
Successfully combines the creative potential of code with specific cultural features of the chosen context and outcome.
Adapts creative code to specific cultural features of the chosen context and outcome.
Applies creative code in line with cultural conventions of the chosen context and outcome.
Fails to adapt creative code to cultural conventions of the chosen context and outcome.
Assessment Task 4
Learning Outcomes: 4,5
Drawing on the resources presented in the unit, and your own experience, write an individual report that gives a reflective account of your work in this unit and its outcomes.
- Reflect? on the process of learning to code, including obstacles encountered and successful strategies applied.
- Document your creative process and provide a rationale?, explaining and contextualising your decisions and investigations in both the Digital Redesign and the Dynamic ID project.
- Consider the implications? of creative code techniques, approaches and concepts, for your own work. How might they be applied, and how would your practice or process change as a result?
- Support your discussion with examples of relevant creative code practice. Demonstrate how your research? into specific works and practitioners has informed your work in this course.
Cite all sources as per the School of Art and Design referencing guidelines
Critically reflect on practice and substantiate design outcomes with research and rationale.
Articulate and insightful reflection on practice and learning. Sophisticated and thoroughly supported rationale.
Open and astute reflection on practice and learning. Clear and well supported rationale.
Sound reflection on practice and learning. Clear rationale with solid support.
Some reflection on practice and learning. Offers a limited rationale with some support.
Fails to show reflection on practice and learning. Little or no rationale and/or inadequate support.
Conduct research into design artefacts and processes, assess and apply findings to creative production
Detailed and thoroughly documented research into creative code outcomes and processes. Insightful assessment and application of findings to production.
Throrough research into creative code outcomes and processes. Thoughtful assessment and application to production.
Sound research into creative code outcomes and/or processes. Clear application of findings to production.
Some research into outcomes and/or processes. Some application of findings to production.
Little or no research demonstrated. Little or no application of findings to production.
Effective written communication and organisation
Flawless written expression and sophisticated expression of ideas. Effective document structure
Fluent written expression and clear articulation of ideas. Effective document structure.
Sound written expression and clear articulation of ideas. Sound document structure.
Key points are clearly conveyed; some minor errors. Document shows coherent organisation.
Unclear, incoherent or significantly flawed written communication and/or failure to structure the document effectively.
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
The written assignment (Reflective Report) is submitted using Turnitin in the course Wattle site. You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records.
Submission for the Dynamic ID Project may include physical outcomes (prints, objects etc). These should be submitted in person, in class, on the due date.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Physical submissions will be returned in person by arrangement with the Course Convenor.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Students whose assignments receive a Fail grade may be permitted to resubmit at the discretion of the Course Convenor
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Prof Mitchell Whitelaw