The CTC responds to changing educational conditions brought about by emerging digital media tools and technologies. The changes concern formal and informal learning environments, the making, teaching, and learning of art, as well as the accessibility to art. Our aim is to prepare artists, designers, and teachers to work innovatively with digital fabrication technologies in their studios and teaching practice whether in schools, after school programs, museums, or in other emerging educational spaces.
The CTC curriculum focuses on the creative use of digital technologies in education. Examples of these technologies include digital fabrication tools such as 3D printing, computer controlled vinyl cutters and laser etching machines, smart materials such as e-Textiles, robotics and interactive electronics, and programming environments such as Scratch, Processing, or MAX/MSP. Further, the CTC encourages exploration of hybrid digital processes such as data visualization, augmented reality, video projection mapping and the socially networked distribution of information as seen in Web 2.0 communities as Facebook, Twitter, and Flickr.
Our curriculum is guided by the view that new and emerging digital tools and materials are inextricably linked to more familiar studio materials such as clay, paint, and cardboard. As such, course and studio work is informed by a learning framework that asserts the value of the hands-on exploration of materials, whether in an art curriculum or in other curricular areas, such as social studies, history, and math. This cross-curricular, hybridized emphasis comes at a time in which social media, digital fabrication and making are reshuffling learning landscapes and education.