Transforming Programming into "Fungramming"
De Angela L. Duff, Assistant Professor, Multimedia Department, The University of the Arts
This case study describes the creation and evolution of a required introductory, programming course within our multimedia curriculum. With responsive interfaces, such as the iPod & iPhone, and rich internet applications, such as google maps & flickr, being pervasive in our daily lives, it is not enough for art / design students to be able to design for the "front-end" anymore. At the very least, they should also be cognizant of "back-end" solutions as well. In addition, students benefit from programming, as yet another tool in their arsenal, for sketching and creating traditional art and design.
Despite filling a perceived need in the curriculum, the course was not an instant success, however. In fact, there was a huge initial backlash from the students. As a result, the course metamorphosed from being taught by a computer science major in Java, to being taught by a designer in three different languages to the current two (processing and actionscript). Over the period of six semesters, for some of the students, the fear and dislike of programming has somewhat dissipated, and, for some, it has even transformed into "fungramming."
Keywords: Processing, Actionscript, Lingo, Programming, Syntax, Rich Internet Applications, Interfaces.