The position of an activity that is generally seen as neither art, nor science, is a tenuous one, particularly if the outcomes are unpredictable and open ended. Specific pedagogical issues emerge from a course that promotes an algorithmic approach to computing in art and design. The current educational strategies have arisen, over the years, out of acts of faith in – the potential of the discipline; the ability of students to disseminate and integrate their expertise; the support of the administration. The implications of this situation will be discussed with
reference to current work, the history of the department and future developments.
- Tessa Elliot, Middlesex University, UK