Ruben Museum of Art seeking teens code teaching artist

POSITION TITLE: Virtual Worlds: Teens Code Teaching Artist, School and Family Programs

REPORTS TO: Assistant Manager of School and Family Programs

DEPARTMENT: School and Family Programs

DURATION: Two months

ABOUT THE MUSEUM:

The Rubin Museum of Art is a dynamic environment that stimulates learning, promotes

understanding, and inspires personal connections to the ideas, cultures, and art of the

Himalayas.

Now in its second decade, the Rubin has welcomed over 200,000 visitors in the past year and has

a growing membership of more than 4,000 households.

Within its five floors of galleries are several long-term rotating installations drawn from the

permanent collection as well as frequent short-term exhibitions that are more broadly

conceived. The Rubin’s collection includes over 3,500 objects spanning more than 1,500 years up

to the present day. Renowned for its quality and depth, the collection focuses on art from the

Tibetan Plateau and is broadened by a significant number of important examples from

surrounding regions.

The Rubin presents films, performances, and on-stage conversations as well as a robust roster of

other educational initiatives. The ground floor anchored by its magnificent staircase is free and

open to all visitors and provides a lively nexus for conversation, shopping, refreshment and

dining.

SUMMARY DESCRIPTION:

The Rubin Museum offers schools new and inspiring ways to make curricular connections,

inspire learning, and expand opportunities for students and teachers.

Virtual Worlds: Teens Code was designed to build on the mathematical principles observed

in mandalas by teaching valuable coding skills. It is a free summer program for teens that

teaches art-making, mathematical design principles, and computer coding through the lens

of the Rubin’s collection of mandala paintings and special exhibitions.

The Rubin Museum seeks a Teaching Artist to:

  • Design a series of nine session that incorporate the mathematical and artistic principles

behind mandalas into real-time coding projects using programs such as Pure Data

  • Combine coding instruction with museum tours, art-making projects, and group discussions

and activities.

  • Drive the central project is to code a personal mandala using P5.JS or Pure Data (Pd) – a

flexible software sketchbook and visual programming language that is widely used by visual

artists, musicians, performers, and developers. (Other coding programs also accepted).

Culminate the program with an exhibition of student work on Friday evening when the

Rubin is free and open to the public. Teen work can be displayed in the café or galleries to

allow relatives, friends, and the general public to interact with their designs.

RESPONSIBLITIES:

  • Works collaboratively with Assistant Manager to develop curriculum based on

program outline

  • Outline and lesson plans to be submitted before the August program

commences

  • Three onsite-meetings required in July

  • Manages students in a classroom-like setting.

  • Conducts assessment of programs' effectiveness.

  • Documents and reports on work of students in the form of photographs, written quotations, videos, and/or audio to be digitally delivered to The Rubin for grant and/or promotional purposes.

  • Attends trainings, professional developments, and planning meetings.

  • Prepares on a timely basis all materials for each classroom, workshop, and museum visit including laying out art supplies, setting up PowerPoints, having lesson plan on hand, etc.

  • Attends and leads all 9 sessions throughout August.

  • Submits a reflection of each workshop or lesson that you taught that details the

  • successes of the experience, areas for improvement, and more.

  • End of program evaluation done in conjunction with the Assistant Manager.

QUALIFICATIONS:

  • Proficiency using web-based visual programming language, such as P5.JS or Pure Data

  • Some knowledge of Himalayan Art, or interest and willingness to learn.

  • Comfort with a range of art making techniques

  • Experience working with high school students required

  • Ability to work with ESL and ELL students a plus

COMPENSATION:

  • Stipend of $1,650

Please provide the following as part of your application:

  • Resume and Cover Letter

  • Artist Website and/or examples of your work

APPLICATIONS:

  • Indicate “Virtual Worlds Teaching Artist”in the subject line of your email.

  • Resumes and Cover Letters should be emailed to: rhouran@rubinmuseum.org

ESI Design seeking summer interns

ESI Design

Creative Technology Intern

ESI Design is one of the world’s foremost experience design firms. As an interdisciplinary team of problem solvers, designers, and doers we work at the intersection of physical, digital and social design. Whether we are inspiring customer-centric innovation for international corporations or inventing new ways to activate public institutions, our mission is the same — to inspire conversation, collaboration, and action.

ESI Design offers paid summer internship positions for students. The Creative Technology intern will be responsible for assisting creative technology designers in their daily tasks, especially relating to research, idea generation and articulating how ideas can be brought to life. The candidate should be available to work full time for an engagement of 10 weeks at minimum.

The intern will participate in the design of software and media for architectural, interpretive, and corporate brand installations. Their core responsibilities will be the development and creation ofdesign documentation such as wireframes and diagrams; hands-on creation of software and installation prototypes including VR previsualizations; and the development of creative explorations for data-driven, generative, and interactive media.

Responsibilities

  • Work on projects with a fair degree of independence, contributing to ideation, design, and implementation

  • Take creative direction and expand on concept ideas for tactics and executions

  • Participate in and contribute to broad brainstorms

  • Research and develop prototypes coming out of ideation, ranging from VR to interactive data visualization.

  • Create wireframes, diagrams, flow charts and other software design documentation

  • Create decks and presentation slides with both visual and written clarity

  • Explain and present ideas to the broader team

Qualifications

  • Experience with interdisciplinary and experiential projects

  • Proficiency in XD, Sketch or other wireframe design software

  • Proficiency in the Adobe Creative Suite

  • Familiarity with the creation of data-driven, generative, and interactive media

  • Familiarity with G Suite and other standard office productivity softwares

Preferred Qualifications

  • Currently enrolled in or recently graduated from studies in UX, Interaction Design, Experience Design, Computer Science, or a related field.

  • Knowledge of the field of architecture and architectural design considerations

  • Proficiency in an experiential programming platform, such as TouchDesigner, Unity3D, UnrealEnging or openFrameworks

  • Proficiency in a motion graphics tool such as Cinema4D or AfterEffects

  • Proficiency in presentation design software such as Keynote or InDesign

  • Familiarity with sensors and physical computing

  • Prior internship experience at design studio or advertising agency

G4C 2019 Calling Volunteers

About G4C:

http://www.gamesforchange.org/

We convene our community through the Annual Games for Change Festival, the largest industry-facing event in New York City. We inspire youth to explore civic issues and learn 21st-century and STEM skills through our Student Challenge and we train educators to run game design classes on impact games. We incubate and executive produce game projects through our game design challenges, workshops and consulting projects. We curate and evangelize games to the public through our public arcades and award shows.


Marissa Harts

Volunteer Coordinator

Games for Change

I would like to pass along a volunteer opportunity to Columbia University Teachers College students on behalf of Games for Change (G4C), a non-profit that empowers game creators and innovators.

G4C is looking for volunteers for the 16th annual Games for Change Festival, taking place June 17th – June 19th at the Parsons School of Design at The New School in New York City.

Every year, the G4C Festival unites more than 1,000 people from the games, tech, education, and non-profit sector to collaborate and drive real world change. Notable speakers from previous years include Rajesh Anandan (UNICEF), Maxime Durand (Ubisoft Montréal), Kamal Sinclair (Sundance Institute), Gabriel Stricker (Niantic), Lauren Burmaster (Oculus), and many more!

G4C relies on the support of volunteers to help bring the Festival to life. In exchange for their assistance, volunteers are invited to attend part of the Festival, where they will hear from experts, share and explore groundbreaking ideas, and experience new impact games. 

We are excited to invite your students to participate in the event. Would you be able to pass this opportunity along to the Columbia University Teachers College community?

For more information about the Festival, feel free to visit our website.

Volunteer registration is open at the following link: bit.ly/2019G4CVolunteer.

Thank you very much for your time and consideration,

GLITCH MANIFEST by CTC student Juan Carlos

Summary/Intent
Glitch Manifest is a site-specific environmental piece that comprised of audio-visual components. At its core, it is an exploration of how glitch art, or visual glitches, can be manifested in other forms outside of a computer screen. Thus far this project is manifesting these glitches as shadows, sound, and strobing lights whose patterns have been affixed to the frequencies produced by said sound.

Its site-specificness is derived from the fact that the glitches used in the piece are derived from an image of a specific location. The purpose here is to also have the audience be immersed into what can be considered a real-world digital error of the space by bombarding and overwhelming their senses. By no means is it meant to be pleasant as glitches are, in essence, a mistake, and mistakes can be frustrating. At the same time, within Artistic Statement from Mr. Carlos: mistakes, one can find inspiration and aesthetic pleasure.

Inspiration/Research
The inspiration for this project came from exploring the process of creating glitch art, a genre of art I had previously only seen and heard of before. Thus, by exploring the various means in which glitch art can be generated, the different methods and programs associated with them helped inform me, not only how to make my own glitch artwork, but also inspire me to think about different avenues I could take the same data to produce other manifestations of glitches.

This said, many of the processes that I learned in order to create glitch art and produce this project were through informal, yet in-depth tutorials (links which can be found throughout this blog). This research was originally meant for another (yet very undefined) project utilizing textiles, which through experimentation, organically became what it is today: an immersive experience.

Software Resource Links
https://troikatronix.com/#setImmediate%240.06603053400562608%241
https://www.audacityteam.org/

Dream Orbit by CTC student Can Zhang

Artistic Statement from Ms. Zhang:

Summary: In this passion project, I made a dreamy solar system, including a black background and eight planets. I first made a cosmic background board. I put a piece of shiny black foam paper on a piece of wood to make a background board. Then I paste a circular piece of wood made by laser cutting on the lower left corner of the black foam paper as the "sun". I draw the orbits of the stars on the foam paper by a silver highlighter. Then I stick a laser-cut small piece of wood between the two orbits, making an "asteroid belt." After that, I paste a rainbow I made with craft sticks in the middle of the background board. Then the background board is finished.
Then I am going to make eight "planets." The prototype of my project is the solar system, so I plan to make the planets as the eight planets of the solar system. While keeping the color of the planet as the real ones, I want to make these planets a little more abstract to preserve a "dream" feeling instead of being too real. I mainly used laser-cut wood chips to form these planets, and then glued different colors of shiny sand to the surface of the chips to color the planets. This process took a long time because I needed to make some details to make the combination of small pieces look more like planets. But I really enjoy this process. After making the "eight planets", I tried to put them on the track I painted. I wanted to find a proper position and stick them on the background board, but during the time of finding the proper positions, I found this process of freely placing planets very interesting. If I keep this feature, it will allow each viewer to participate in my project to find the location they think fits to place the planet. So, in the end, I decided to put them on the side rather than fix them on the background board.
 
Inspiration: I used to make some small pieces by laser cutting. I also made some handicrafts with craft sticks, such as pencil case, candy box, xylophone, rainbow and so on. In the process of exploring in Thingspace, I found myself more and more like laser cutting. Once I did laser cut on black acrylic to make a star with star map pattern on it. This small object was my initial source of inspiration. I like the theme of the universe, night sky, and stars. So I decided to combine the small objects I made and create the universe in my mind.
 
Research: I searched for some astronomical knowledge and celestial images. When making planets, I try to restore the relative size and color of the stars.
 
Process: I have already completed the work of Dream Orbit. I also made a craft stick pen holder. In addition, a laser-cut wooden box decorated with small art pieces is being made. When I put the crafts I made on my desk, I feel better every time I see them, which encourages me to make more crafts.
In this course of this semester, my passion for artistic creation has been inspired. I have discovered a lot of interesting art manufacturing techniques and found that their combination with traditional art is very interesting and often brings me surprises. Next, I will use more laser cutting chips, craft sticks, and glitter sand to explore and make some handicrafts.
Visual Documentation (see photo album)

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Here’s Where I am - Web + Fabrication project by ctc student Ms. Zoe Yuan

Artistic Statement from Ms. Yuan:

I’ve become more confident in believing my creative process as an epitome of my philosophical inquiries into life.

My passion project is my creative endeavor to explore my artistic voice in the realm of creative technologies. Coming from the field of contemporary craft, I have strong emotional response to the conflict between handicraft vs. technology as a means for self-expression and meaning-making. My training in visual studies and art criticism made me highly cautious of the philosophical implication of using technology to create artwork. I don’t think I’ve reconciled the conflicts yet, but I’ve had a great start in asking myself this important question — What does it mean to integrate technology into my art practice?

I used P5 javascript in my project. You are welcome to interact with the artwork itself. The movement of elements in this work are interdependent on each other. What you see in the abstract representation of this work is the story you co-create with the work.

Visual Documentation of My Final Work

https://codepen.io/zy2319/live/QzWrMb

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Fashionable Tech project by CTC student Imani Whyte-Anigboro

Artistic statement from Ms. Whyte-Anigboro:

Project Title: Fashionable Tech

Summary: This project is ALMOST the perfect combination of my love for fashion and creative technology. I have always wanted to do light up clothing because it reminds me of my LA Gear light up sneakers as a child but better. So instead of getting too complicated and going into eveningwear, I decided to create a coat using LED lights as well as other machinery I really enjoy and am curious about. Like the laser cutter and the vinyl cutter. I am excited about the final product.

Inspiration: This project idea pretty much came from myself, but I do recall seeing LED fashions on YouTube and in articles over the past few years. For me my idea is practical and the next step in fashion. It also shows how technology can be used to help create fashion and not only used in conjunction with fashion.

Research: For this project, the only thing I really needed to research was what type of LED LIGHTS to use. My major is creative technology, so I had experience using the laser cutter for cutting and etching but not on leather only on wood and acrylic. In my original design I also wanted to etch on denim because I saw videos with the laser cutter doing this but ultimately this type of use wasn’t approved by the managers of Thing Space. At 1stI thought, I’d work with the mini LED’s we have in Thingspace but after talking to Erin and doing some internet research I learned about the rope LEDs that come with a battery pack. In the end, I came to the conclusion that these would be the easiest to use in sewing as well as when it comes to powering them because it has a standard battery pack.

Process: I have extensive sewing experience and did all the sewing at home. The process of making the stencils and etching was done in Adobe Illustrator. The details of how things progressed with my project can be seen in my blog postings.

Visual Documentation: See images of my final project below.

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CTC professor Richard Jochum and students Catherine Lan, Monica Chan featured at FabLearn 2019

CTC professor Richard Jochum and students Catherine Lan, Monica Chan featured at FabLearn 2019

CTC professor Richard Jochum and students Catherine Lan, Monica Chan featured at FabLearn 2019


CTC professor Richard Jochum and students Catherine Lan, Monica Chan were recently invited to give a presentation at FabLearn 2019, regarding their involvement with Zankel Fellowship. This fellowship supports students who develop and teach creative technology-infused after school programs to underserved inner-city youth in New York City. For Academic Year 2018-2019, the Zankel Fellowship has funded a partnership between CTC and the Teachers College Community School.

Please visit their presentation slides below:

The WeeklyWeekly invites participants

The WeeklyWeekly is a co-working, co-making and co-learning space that meet weekly at the fabrication lab of Brooklyn Research, in Bushwick, Brooklyn. It uses weekly meeting as a format to encourage people from different background to keep experimenting with passion projects using the language of new media and creative technology.

For more info: please visit https://www.patreon.com/TheWeeklyWeekly/

and https://twitter.com/theweeklyweekly?lang=en


In early 2018, The Weekly Weekly launched as an experiment to see if simply keeping pace with work, week-by-week, and sharing your progress was enough to keep you going. 

We learned that at monthly meetups, people could connect in person, get feedback towards their goals, and gather support where they needed, and got great support from Brooklyn Research and The Bosco for spaces.

We learned that by having a final goal of showing that work by years end, motivation changed from the experimenting weekly, to producing a final product that is ready for the world.

We produced a podcast to share your stories with the world, and learned how important great narrative serves to reach an audience beyond our community walls. 

Through this process, our work transformed from idea to reality, and our community grew. 

The lightbulb went off...bing!
This needs to be an INCUBATOR!!!
But... incubators have tons of money and resources, and we just have each other. 

Starting in 2019, The Weekly Weekly will focus our process as the “incuBETA”; a community driven beta project motivated to develop the processes and the resources to be a true, community driven art and tech incubator. 

Over the next year we’ll continue to produce the newsletter featuring your work and continue to host meetups where you can get the community support you need, but we’re setting a few extra goals. 

More events. We’re looking to give you more opportunities to show your work, and different kinds of work. 

More resources for your work. We’re going to be looking for grants and financial resources to make this process happen. 

We’re going to be more public. What good is this process if you can’t share it with the world? We’re going to push for more press around our events to get your work seen by the world. 

And we need you. We need you to believe that we can build a community driven incubator, that you can go from concept to reality with our help, and that you can help make it happen. 

If you believe in our community driven "incuBETA" please support us. 

2019 is going to be an exciting year, and the The Weekly Weekly “incuBETA” will be revolutionary. 
Please share this message with anyone you think would like to be part of the community, or who you think could contribute towards meeting our goals in 2019. 

Conference Datatata Open Call

For more info: please visit http://datatata.info/


Conference Datatata aims to discuss the wide range of questions about how the artistic practise is affected by contemporary phenomena of massive data collecting and data interpretation.

Conference will take place in Brno at the Faculty of Fine Arts at Brno University of Technology in April 12, 2019.

You are invited to submit mainly theoretical, but also practical works, artworks and/or interdisciplinary projects corresponding (but not limited to) the following conference topics:

  • Datatata – data from the perspective of the machine

    In this conference section focused on machine and non-human perspective, we can discuss, for example, who is the former of final decision while the decision is based on data collected and processed by the (digital) machine? Who are we while the data describe us as the discrete collections of parameters, history, and features?

  • Data + 2ta – data from the perspective of humans

    This conference section aims to discuss data issue from the human perspective and our ability to interpret data pre-processed and collected by the machine. Can humans be still able to understand and divide their interaction with machines while the first is a master of abstraction, simplification and modeling, and the latter is a master of description, complexity and exploration?

  • Data.art – data in art

    This conference section aims to discuss such authentic art production which is based on data. What issues are brought in the visual arts by data, and what forms and genres do they influence? What questions on understanding the relationship of big data and living reality are brought out by such art?

More informations about the topics and the conference are on the website: datatata.info

Submit Your Conference paper to registration@datatata.info. The selected papers will be published in the proceedings.

Important Dates

  • Submission deadline: March 1, 2019

  • Announcement of the conference program: March 15, 2019

  • Conference: April 12, 2019

Info

  • Theme: Data in Art

  • Conference paper: max. 8 pages, the template can be downloaded here (MS Word)

  • Language: English

  • Contact: registration@datatata.info

Upperline Code seeking summer school instructional fellow

Upperline Summer Instructional Fellow:

This summer, learn coding for free, teach middle or highschoolers, and earn stipend!

Who are we?

Upperline Code is looking for Summer Instructional Fellows as it pursues its mission of empowering high school students and teachers to change the world with code. You’d be joining a small but quickly-growing organization that already has partnerships with Google, ScriptEd, Prep for Prep, and some of New York’s top high schools. We believe that technology has the ability to transform students’ lives and careers, and we are driven by the pressing need for high quality, rigorous and engaging computer science education. As demand for computer science and programming skills surges in the United States, the supply of candidates with these skills have not kept pace. Upperline Code aims to narrow the gap by training new and veteran computer science teachers this year, as part of its Summer Instructional Fellowship.


What is a Summer Instructional Fellow?

This summer, fellows will receive paid in-depth computer science training and support as they gain the technical and pedagogical skills to teach an introductory high school computer science course. We believe that the best way to learn a subject is to teach it - that’s why we’ve structured the fellowship into three steps:

  1. Learn to Code: You’ll receive online work and mentorship in preparation for your summer bootcamp. Topics will include HTML, CSS, Python, Javascript, React.js, data science, and more. (If you already know how to code, this online work will be adapted to your needs)

  2. Learn to Teach Code: You’ll spend one week with other teachers learning the pedagogy of computer science education, and be paired with a Lead Instructor for ongoing mentorship throughout the summer.

  3. Teach Code: Finally, you’ll work for 3 to 8 weeks teaching Upperline’s Summer Classes in New York City, while getting support and feedback from your Lead Instructor and the Upperline leadership team.


Fellows will earn a stipend of up to $800/week.

Who Are We Looking for?

Upperline fellows are passionate about learning to code, and about empowering students. They come from a diverse range of experiences and backgrounds, but generally they: :

  • Hold a bachelor’s degree in computer science or related field OR have graduated from a coding bootcamp OR have at least two years of full-time experience teaching any subject with high school or middle school students.

  • Are passionate about learning Upperline’s curriculum in Ruby, HTML/CSS/Javascript, and Swift.

  • Are excited to develop their teaching craft and pedagogy.

  • Have a mindset that is highly reflective, and are extremely receptive to feedback.

  • Hold a strong belief in the capabilities of all students.

  • Are able to collaborate productively with a diverse team of individuals to produce incredible results.

Apply at upperlinecode.campbrainstaff.com. We look forward to reading your application.


Black Girls CODE seeking a Vice President

https://owg.xtensio.com/k782hdcq

Black Girls CODE is looking for a Vice President, Program (VP)! The VP will design, implement and scale the program that positions the organization to coach 141,000 students by 2021 and 1 million by 2025.

You can live: in Oakland or New York

Salary range: $140k-160K

Your boss + partner: Kimberly Bryant, Founder + CEO

Review the FAQs & Apply HERE (https://lnkd.in/e2wsa_Q)

Deadline: February 4th at 2pm PT

From BGC founder: Kimberly Bryant

When I was first introduced to computer programming, as a freshman in Electrical Engineering, Fortran and Pascal were the popular languages for newbies in computing and the Apple Macintosh was the new kid on the block. I remember being excited by the prospects, and looked forward to embarking on a rich and rewarding career after college.

But I also recall, as I pursued my studies, feeling culturally isolated: few of my classmates looked like me. While we shared similar aspirations and many good times, there’s much to be said for making any challenging journey with people of the same cultural background.

Much has changed since my college days, but there’s still a dearth of African-American women in science, technology, engineering and math professions, an absence that cannot be explained by, say, a lack of interest in these fields. Lack of access and lack of exposure to STEM topics are the likelier culprits.

By launching Black Girls Code, I hope to provide  young and pre-teen girls of color opportunities to learn in-demand skills in technology and computer programming at a time when they are naturally thinking about what they want to be when they grow up.

That, really, is the Black Girls Code mission:  to introduce programming and technology to a new generation of coders, coders who will become builders of technological innovation and of their own futures.

Imagine the impact that these curious, creative minds could have on the world with the guidance and encouragement others take for granted. 

I have, and I can’t wait!

BEAM CAMP seeking project proposals for Summer 2019

Beam Camp, a collaborative making camp for kids in Strafford, NH, is seeking project proposals for its Summer 2019 session.


If you have a large and crazy idea you'd like to see realized, please submit a proposal! Past projects involve multi-story kaleidoscopes, ruins of sci-fi salvage stations, and giant apparatuses to bake bread. They've selected at least one project by an ITP alumni in the past, so they're open to our particular brand of weird. Proposals are due by January 6, 2019. They do not require a breakdown of how the project can be built - the camp staff figures that out.
More info can be found here: https://beamcamp.org/projectproposal/

About BEAM CAMP

Beam Camp was founded in 2004 by Brian Cohen and Danny Kahn to provide children with exciting experiences in creative problem-solving through working with their hands and actively collaborating with others. 

Since then, Beam Camp has guided 1000+ campers to cultivate hands-on skills while exploring innovative thinking, design and the creative process. Each session campers and staff build a spectacular large-scale collaborative project chosen through an annual worldwide design competition. Beam Projects have received international media exposure and won major architecture prizes.

In late 2011, Danny and Brian founded the nonprofit Beam Center as the New York home for Beam's philosophy and practice. Beam Center now collaborates with ten NYC public middle and high schools and its Brooklyn home hosts full schedule of workshop and apprenticeship programs for students from 2nd through 12th grades.

Since its start Beam Camp has funded scholarships and tuition assistance for 40% of all campers. In 2015, Brian donated the Beam Camp operation to Beam Center and became its Executive Director.

Beam Camp is now an integral part of Beam Center's mission. In 2016 Beam Camp refined its summer program to sharpen the focus on skill-building, collaborative challenge, responsibility and mentorship, and deepen its commitment to serve youth from Beam Center's partner public schools and Community Based Organizations.

More Info: https://beamcamp.org

Greenhill School Hiring Scratch Teacher

Greene Hill school is looking to hire a creative technology educator to design a new Scratch course for it’s lower grade students (age 8-10). Due to budget application cycle, the position will start as non-paid position in January 7th, 2019, and transition into paid position starting Fall 2020 academic year. During Spring 19 semester, the educator is expected to teach 2 hr / week. Prior experience working with children age 8 - 10 is desired.

Feel free to reach out to CTC fellow Zhenzhen Qi (zq2145@tc.columbia.edu) if you would like to learn more about this opportunity.

About Greene Hill School

Greene Hill School is an independent lower and middle school for children that serves the need of the Fort Greene/Clinton Hill and surrounding Brooklyn communities for affordable and progressive education. It actively involves families in their children’s school and children in their own education. It promotes learning through an interdisciplinary curriculum, appreciation of critical thinking and open-ended investigation of neighborhood and beyond. Founded with the understanding that community is the backbone of society, Greene Hill School guides children to become dedicated members of a diverse, democratic society.

More Info: https://greenehillschool.org

NuVuX studio hiring full-time K12 Program Designer

NuVu is reimagining K12 education by building the school of the future. NuVu is a place where students and teachers explore ideas outside of disciplinary boundaries and immerse themselves in the innovation process. Under the guidance of designers and experts, middle and high school students solve problems through a critical, rigorous, and iterative process. Our pedagogy is rooted in the architectural design studio but our team has expertise in industrial design, architecture, robotics, engineering, fashion, art, music, filmmaking, and graphic design; this diversity fosters the innovative environment that complements the passion and potential of young learners.

Apply here.

Feel free to reach out to instructor of CTC creative technology studio, Ms. Erin Riley (eriley@greenwichacademy.org) if you would like to learn more about this opportunities.

Bronx Museum of the Arts looking for Teacher's Assistant with proficient Scratch programming skills and teaching experience to work with 7th graders


The Bronx Museum of the Arts is looking for a Teacher's Assistant with proficient Scratch programming skills and some teaching experience to work with 7th graders as part of our in-school partnership with a local Middle School in the Bronx.

In this particular partnership, 7th graders learn basic gaming concepts while exploring contemporary art.  We will be learning game mechanics by creating digital games with Scratch.

As a group we will look at social interventions as catalyst for change through art, design, activism and interactive storytelling. We will introduce game design (both digital and physical games) as a way to tell a story and challenge users. The TA will work with our lead instructor, supporting students as they create their games.


Contact: heatherd10@gmail.com

Studio In Creative Tech to be taught by CTC professor Erin Riley in Spring 2019

Spring 2019 Studio In Creative Tech

A&HA5128 | CRN 98770

Mondays 4:10-6:50PM


Bring digital to form through the use of high-tech tools for creation. This course encourages deep exploration and creativity with computational materials and fabrication tools that can be applied to interdisciplinary practice across the arts, design, and engineering. Even people new to technology can jump right into making through media that they are most familiar with, and find intersections with technology to enhance and drive their work. Facilitated by an instructor with extensive background in maker-education, this course provides the a rich support structure and the opportunity for peer learning. Workshops in 2D and 3D design and fabrication along with pop-up workshops in micro-controllers and electronics as needed. Weekly meetings and guest artists chats will allow students to share their processes and to receive feedback. Prerequisite: none.

Please contact instructor Erin Riley(er2883@tc.columbia.edu) for more information. 

CTC professor Marisa Jahn launches new design course allowing Columbia, TC, and New School students to collaborate in one class

Inquiry-Based Art and Design:

Design 4 This Century (D4TC)

Fall A&H 5125-001 | CRN 31746 | 2 pts

 

Faculty:

Marisa Morán Jahn (MIT, Teacher’s College, The New School)

Richard Jochum (Teacher’s College)

Melanie Crean (The New School)

A new seminar for graduate students at Columbia University, Teachers College, and The New School.

In addition to lectures and readings, course assignments include creating a manifesto and ‘recipe’ that re-envisions how we teach, learn, and make. Guest speakers include contemporary designers, artists, interactive media producers, emerging media practitioners, data nerds, activists, and urbanists addressing key questions about potential roles of art, design and technology today. Keywords: identity and representation; codesign and participatory media; the politics of data; environmental disruption; and global migration.

 

09/20 Alice Sheppard

09/27 Amelia Winger-Bearskin

10/04 Ram Devineni

10/18 Ariel Kennan

11/01 Stephanie Wakefield

11/08 Lina Srivastava

12/06 Paul Falzone

 

All Lectures Free & Open to the Public:

Thursday (12:10-1:30 pm) starting Aug 30th, 2018

Location: The New School (63 Fifth Ave at 13th St, L104)

Lectures also available online via Canvas

 

Saturday Seminars: 10 am - 12:30 pm

Sept 15, Oct 13, Nov 10th

Location: Teachers College, Macy 55 (Thingspace)

Questions? ArtEd@tc.columbia.edu or marisa@studiorev.org

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