HW9.2 Scratch Experience and Classroom Connections

I enjoyed working with Scratch and I can see why an artist would be attracted to working with programming.  There are so many possibilities with the code if you know how to manipulate it correctly.

• Working with scratch can be summed up in three words: "trial and error."  I made many mistakes and had to replay my animation again and again to find where I had errors in the code.  Most of all, I needed time to work through the mistakes and teach myself.  Similarity, in an art classroom, students not only need instruction, materials, and motivation, they also need time to work with the medium and allow themselves to make mistakes.  This especially true when using new media materials because students will have less familiarity with them.  Giving students plenty of time to emerge themselves in the activity is essential for technology to work in the classroom.
• Although I did not choose to make a game while using Scratch, the ability to do so is a great application of the program.  I think it is a wonderful opportunity for artists to create interactive works of art, allowing their audience to truly be involved in the process.  Likewise, in a classroom it is important to remember that students will want to be a pert of the lesson.  Simply lecturing to a classroom will not inspire the same enthusiasm as creating a lesson that incorporates interactivity.  Allowing students to provide examples and ask questions during the instructional session will keep them attentive and add to their experience.