In any endeavor, play has the ability to bring forth creativity. Some say it is impossible not to be creative while in a state of play; the two have a strong correlation. In this paper, we look at play through the lenses of both Johan Huizinga and Roger Caillois to establish a foundation for play discourse in the design process. Their perspectives help provide formal definitions for several of the ludic activities found in the design process. Play allows us to create in very intuitive ways. It provides for moments of reflection and for moments of whimsical imagination. It is the key to being creative.
A prerequisite to becoming a great computer coder is the ability to think algorithmically. Prior to learning a programming language or soldering hardware, the individual must have an ability to see and think in systems. “Playful Calculation” is a formal method to build foundational algorithmic thinking skills. By teaching students how to create algorithmic rules and schemas in their art process, we are providing a more flexible and intuitive entry point to integrate technology in art education. This chapter examines a case study carried out at the Boston Children's Museum in Boston, MA. In the study children were allowed to play a game in which algorithmic thinking was introduced through the manipulation of physical geometric shapes. The research documents the play process of children and demonstrates how they invent rules and procedures to carry out a creative task. The game itself can be understood as tangible coding for visual thinkers.
Considering what we know about computational thinking, how much of this cognitive domain hangs on one's ability to think spatially? Is spatial thinking a hidden foundational property for developing strong computational thinking skills? If coding is the new literacy for 21st century thinking, educators must diversify their methodology of instruction. Mathematics must not be the only pathway to computational thinking, computer science, and coding. This book chapter opens up new insight into spatial reasoning, showing it as a new viable method to give students the computational thinking skills necessary to thrive in STEM fields. Finally, this chapter presents concepts found in shape grammars as a methodology used to teach students how to approach art and design computationally. With shape, grammars we find computational thinking at the center of creative activities.
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