Computational Art Practice in Transdisciplinary Contexts

Abstract

Leveraging Dewey’s vision of learning as an aesthetic experience, we join other contemporary scholars in arguing for transdisciplinary approaches to STEM education that harness computational thinking and art. We present a transdisciplinary STEM context: a game design course, Modeling Time, focused on supporting students’ exploration of history. We use a mixed-methods approach to capture the ways students create and share computational and art knowledge with peers. This work contributes to understanding computational art practices.