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Journal articles on the topic 'Computer arts'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Mones-Hattal, Barbara. "Computer graphics for the arts, computer graphics for the arts, architecture and design." ACM SIGGRAPH Computer Graphics 21, no. 3 (June 1987): 209. http://dx.doi.org/10.1145/378174.378182.

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2

Parker, J. R., Katrin Becker, and Douglas McCullough. "Computer science and the arts." ACM SIGCSE Bulletin 35, no. 3 (September 2003): 252. http://dx.doi.org/10.1145/961290.961612.

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3

Drysdale, R. L. Scot, Henry F. Korth, and Allen B. Tucker. "Computer Science in Liberal Arts Colleges." Computer Science Education 1, no. 1 (January 1988): 11–35. http://dx.doi.org/10.1080/0899340880010103.

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4

Nijholt, Anton, and Chang S. Nam. "Arts and Brain-Computer Interfaces (BCIs)." Brain-Computer Interfaces 2, no. 2-3 (April 3, 2015): 57–59. http://dx.doi.org/10.1080/2326263x.2015.1100514.

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5

Wilson, Stephen, and Richard L. Loveless. "The Computer Revolution and the Arts." Leonardo 23, no. 2/3 (1990): 325. http://dx.doi.org/10.2307/1578635.

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6

Malina, Roger F., and Richard L. Loveless. "The Computer Revolution and the Arts." Leonardo 23, no. 2/3 (1990): 326. http://dx.doi.org/10.2307/1578636.

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7

Walker, Henry M., and Charles Kelemen. "Computer Science and the Liberal Arts." ACM Transactions on Computing Education 10, no. 1 (March 2010): 1–10. http://dx.doi.org/10.1145/1731041.1731043.

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8

Hsieh, Hsiu Ching. "New Media Arts and Human–Computer Interaction." International Journal of the Arts in Society: Annual Review 6, no. 3 (2011): 201–10. http://dx.doi.org/10.18848/1833-1866/cgp/v06i03/36049.

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9

Eber, Dena Elisabeth. "Computer graphics curricula in the visual arts." Computers & Graphics 24, no. 6 (December 2000): 919–23. http://dx.doi.org/10.1016/s0097-8493(00)00094-7.

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10

Hamilton, Johanna. "Event Two: The BCS Computer Arts Society." ITNOW 61, no. 4 (2019): 28–29. http://dx.doi.org/10.1093/itnow/bwz099.

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Abstract In 1969, the newly formed Computer Arts Society staged its first show: the aptly named EVENT ONE. However, it was another fifty years before the advent of EVENT TWO. Johanna Hamilton AMBCS asks Graham Diprose Joint Chair of EVA London, about the inspirational five day show and its legacy.

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11

Tenenberg, Josh, and Robert McCartney. "Computer science in a liberal arts context." Journal on Educational Resources in Computing 7, no. 2 (June 2007): 1. http://dx.doi.org/10.1145/1240200.1240201.

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12

Nadin, Mihai. "Emergent Aesthetics: Aesthetic Issues in Computer Arts." Leonardo. Supplemental Issue 2 (1989): 43. http://dx.doi.org/10.2307/1557943.

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13

Greenberg, Gary. "A creative arts approach to computer programming." Computers and the Humanities 25, no. 5 (October 1991): 267–73. http://dx.doi.org/10.1007/bf00120962.

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14

Gristwood, Simone. "Hiroshi Kawano (1925–2012): Japan’s Pioneer of Computer Arts." Leonardo 52, no. 1 (February 2019): 75–80. http://dx.doi.org/10.1162/leon_a_01605.

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Hiroshi Kawano was one of the earliest pioneers of the use of computers in the arts in Japan, and indeed the world, publishing his first ideas about aesthetics and computing in 1962 and computer-generated images in 1964. This paper provides an introductory overview to Kawano’s work and influences from his earliest studies in aesthetics and his interest in the work of Max Bense in the 1950s, to his change of approach in the 1970s through his developing interest in artificial intelligence, until his final exhibition, a retrospective of his work held at the ZKM | Zentrum für Kunst und Medientechnologie in 2011. This paper utilizes previously unused sources including interviews conducted by the author with Kawano in 2009 and subsequent correspondence, as well as Kawano’s rich archive that was donated to ZKM in 2010.

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15

Russell, Michael. "Testing On Computers." education policy analysis archives 7 (June 8, 1999): 20. http://dx.doi.org/10.14507/epaa.v7n20.1999.

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Russell and Haney (1997) reported that open-ended test items administered on paper may underestimate the achievement of students accustomed to writing on computers. This study builds on Russell and Haney's work by examining the effect of taking open-ended tests on computers and on paper for students with different levels of computer skill. Using items from the Massachusetts Comprehensive Assessment System (MCAS) and the National Assessment of Educational Progress (NAEP), this study focuses on language arts, science and math tests administered to eighth grade students. In addition, information on students' prior computer use and keyboarding speed was collected. Unlike the previous study that found large effects for open-ended writing and science items, this study reports mixed results. For the science test, performance on computers had a positive group effect. For the two language arts tests, an overall group effect was not found. However, for students whose keyboarding speed is at least 0.5 or one-half of a standard deviation above the mean, performing the language arts test on computer had a moderate positive effect. Conversely, for students whose keyboarding speed was 0.5 standard deviations below the mean, performing the tests on computer had a substantial negative effect. For the math test, performing the test on computer had an overall negative effect, but this effect became less pronounced as keyboarding speed increased. Implications are discussed in terms of testing policies and future research.

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16

Hu, Zhengjuan. "Research on the Application of Computer in the Design of Arts and Crafts." E3S Web of Conferences 290 (2021): 02025. http://dx.doi.org/10.1051/e3sconf/202129002025.

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Firstly, this paper expounds the design methods of traditional arts and crafts, including the traditional design methods of sculpture crafts, glass crafts and ceramic crafts. Then it analyzes the advantages of computer technology in the design of arts and crafts, including improving the product performance of arts and crafts, improving the design interest of arts and crafts designers and improving the modern flavor of arts and crafts; then it expounds the application of computer technology in different stages of arts and crafts design in detail, including the early preparation, concrete implementation, design scheme optimization and in-depth design stage; Finally, it analyzes the specific application of computer technology in arts and crafts design, including the application of computer technology in sculpture crafts design, glass crafts design and ceramic tea set modeling design.

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17

Spitz, Rejane. "Computers in arts and design education." ACM SIGGRAPH Computer Graphics 29, no. 3 (August 1995): 16–18. http://dx.doi.org/10.1145/209914.209918.

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18

Newcomb, Steven R. "Computer-based Arts Instruction: How Are We Doing?" Design For Arts in Education 89, no. 5 (June 1988): 46–49. http://dx.doi.org/10.1080/07320973.1988.9935525.

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19

Dohn, Helge, and K. D. Wagner. "Learning problems ? when arts students encounter computer science." Higher Education 16, no. 2 (1987): 231–35. http://dx.doi.org/10.1007/bf00139045.

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20

Baldwin, D., A. Brady, A. Danyluk, J. Adams, and A. Lawrence. "Case Studies of Liberal Arts Computer Science Programs." ACM Transactions on Computing Education 10, no. 1 (March 2010): 1–30. http://dx.doi.org/10.1145/1731041.1731045.

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21

Davis, Janet, Jeannie Albrecht, Christine Alvarado, Tzu-Yi Chen, Amy Csizmar Dalal, and Sohie Lee. "Computer science faculty careers at liberal arts colleges." XRDS: Crossroads, The ACM Magazine for Students 21, no. 3 (March 27, 2015): 13–15. http://dx.doi.org/10.1145/2730918.

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22

Drees, Deanne E., and Gary D. Phye. "Gender Representation in Children's Language Arts Computer Software." Journal of Educational Research 95, no. 1 (September 2001): 49–55. http://dx.doi.org/10.1080/00220670109598782.

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23

Hsiung, Ping-Kang, and Robert Thibadeau. "Accelerating ARTS." Visual Computer 8, no. 3 (May 1992): 181–90. http://dx.doi.org/10.1007/bf01902138.

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24

Balajthy, Ernest. "Computers and Reading/Language Arts:." Computers in the Schools 4, no. 1 (September 3, 1987): 67–80. http://dx.doi.org/10.1300/j025v04n01_06.

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25

Spicer, D. "Computer." Journal of Design History 24, no. 3 (July 17, 2011): 292–93. http://dx.doi.org/10.1093/jdh/epr026.

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26

Nie, Sen, and Yan Liu. "Analysis of Application of Digital Media Arts." Advanced Materials Research 989-994 (July 2014): 4223–25. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4223.

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In 21st century, with the leaping advances in science and technology, computers and the rapid development of science and technology industry, formed by combining human intelligence and high-tech digital content industry that corresponds to the rapid development, and developing at an astonishing speed into a pillar industry of the knowledge economy in the new century. It is well known that digital media are based on digitized text, sound, images, Graphics, animation and video images as information carriers, through means of dissemination and development of science and technology. Basic characteristics of digital media arts: Cross uses online media which contains computer-animated production, the television advertising shoot, digital music player, there are activities such as online games, virtual reality, network, performance art, video, interactive installations and DV (digital video). This paper discusses the present status of digital media art, features, applications in education, vocational orientation and analysis of the development trend.

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27

Cassidy, Jacquelyn A. "Computer-Assisted Language Arts Instruction for the ESL Learner." English Journal 85, no. 8 (December 1996): 55. http://dx.doi.org/10.2307/820043.

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28

Wygonik, Mindy L. "Computer Usage in Accredited Post-Secondary Culinary Arts Programs." Journal of Teaching in Travel & Tourism 3, no. 4 (April 28, 2004): 35–56. http://dx.doi.org/10.1300/j172v03n04_03.

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29

Schneider, G. Michael. "Undergraduate Computer Science Enrollment Trends in Liberal Arts Colleges." Computer Science Education 4, no. 2 (January 1993): 185–97. http://dx.doi.org/10.1080/0899340930040202.

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30

Spector, Lee. "Artificial intelligence as the liberal arts of computer science." ACM SIGART Bulletin 6, no. 2 (April 1995): 8–10. http://dx.doi.org/10.1145/201977.201981.

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31

Liao, Thomas T., and David L. Ferguson. "Computer Literacy for Liberal Arts Students: an Applications Approach." Bulletin of Science, Technology & Society 7, no. 1-2 (February 1987): 78–87. http://dx.doi.org/10.1177/027046768700700114.

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32

Davis, Timothy A., and John Kundert-Gibbs. "The role of computer science in digital production arts." ACM SIGCSE Bulletin 38, no. 3 (September 26, 2006): 73–77. http://dx.doi.org/10.1145/1140123.1140146.

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33

Hagelhans, Nancy L. "A computer science/mathematics major for liberal arts colleges." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 400–402. http://dx.doi.org/10.1145/31726.31795.

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34

Deng, Juqing, and Xiaofen Chen. "Research on Artificial Intelligence Interaction in Computer-Aided Arts and Crafts." Mobile Information Systems 2021 (May 27, 2021): 1–14. http://dx.doi.org/10.1155/2021/5519257.

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Background. With the continuous maturity of computer software and hardware technology, the theory and method of computer-aided art design have developed rapidly. Objective. Applying artificial intelligence theory to computer-aided process art design is one of the newly developed research hotspots, and it is also the development trend of industrial design modernization. Methods. On the one hand, it can transplant the research results in the field of artificial intelligence into computer-aided art design, and on the other hand, it expands the application field of artificial intelligence, so that the two can be perfectly combined to promote common development. Results. With the development of artificial intelligence technology, computer art has gradually become a very active field, and a large number of computer art works are available every year. Conclusions. This paper briefly describes the basic concepts of computer-aided art design and artificial intelligence and discusses the application of artificial intelligence in computer-aided art design.

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35

Shein, Esther. "Computing the arts." Communications of the ACM 60, no. 4 (March 24, 2017): 17–19. http://dx.doi.org/10.1145/3048381.

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36

Kara, Sema. "Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction." International Journal of Technology in Education and Science 4, no. 2 (January 1, 2020): 98–107. http://dx.doi.org/10.46328/ijtes.v4i2.60.

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The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

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37

Yagou, Artemis. "Grafică făra Computer (Graphics without Computers)." Design Journal 18, no. 4 (October 2, 2015): 613–20. http://dx.doi.org/10.1080/14606925.2015.1109213.

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38

Сherkasov, Volodymyr. "Model of formation of readyness of future teachers of fine arts for use of computer graphics in professional activity." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 85–90. http://dx.doi.org/10.36550/2415-7988-2020-1-189-85-90.

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The model of formation of readiness of future teachers of fine arts to use computer graphics in professional activity in the context of a subject field of our research contains three blocks, namely: methodological and target (the purpose, tasks, approaches, principles); content-procedural (stages, content, forms, methods, technologies); diagnostic and effective (criteria, indicators, levels of readiness). Сomputer graphics are used in almost all areas of human life, and above all, in art education, in the creation of images and processing of visual information obtained during the study of various arts, communication with various arts. With this approach, we consider it appropriate to determine the essence of computer graphics in the scientific environment and its place in the system of disciplines. At present, it is worth noting that computer graphics is a component of computer science and is studying the means and methods of creating and processing graphic images using computer technology. Computer graphics is a scientific discipline that develops a set of tools and techniques for automating coding and decoding graphic information. Computer graphics studies the methods of digital synthesis and processing of visual content. Our proposed model of forming the readiness of future teachers of fine arts to use computer graphics in professional activities contains three blocks: methodological-target, content-procedural and diagnostic-effective. For liquidity of research and experimental work the purpose is defined, tasks are developed, approaches and principles of the specified phenomenon of research are substantiated. The second block proposes the stages, content, forms, methods and technologies of forming the readiness of future teachers of fine arts to use computer graphics. In addition, at the diagnostic and effective stage of the experimental study, the criteria, indicators and levels of readiness are motivated. In addition, we have proposed pedagogical conditions aimed at improving the effectiveness of this phenomenon, including: purposeful motivation of future teachers of fine arts to use computer graphics in professional activities in the study of professional disciplines; mastering by future teachers of fine arts theoretical knowledge about the essence, content of computer graphics and methods of its use; improving practical skills and abilities to form the readiness of future teachers of fine arts to use computer graphics in professional activities.

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39

Wilson, Stephen, and Herbert W. Franke. "Computer Graphics: Computer Art." Leonardo 19, no. 4 (1986): 348. http://dx.doi.org/10.2307/1578386.

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40

Gao, Mei Hong. "The Application of Computer Digital Simulation Technology in the Technical Structure Study of the Martial Arts." Advanced Materials Research 989-994 (July 2014): 4362–66. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4362.

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In this paper, the author adopts the literature review research methods, starting from the perspective of the sports science research methodology, and discussing the research methods and procedures of the computer digital simulation technology in the technical structure study of the martial arts. In the martial arts study, the author expounds the application methods, procedure, steps and functions of the computer digital simulation technology in terms of the establishment of the structural digital models of the human body, the procedures, data input, data pre-treatment and calculation of the computer digital simulation technology, the structure models modification of the martial arts, the new action skill model design as well as the application value of the computer digital simulation technology in the skill training.

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41

Herbert, Ian. "Computer Databases for Theatre Studies." New Theatre Quarterly 2, no. 6 (May 1986): 175–80. http://dx.doi.org/10.1017/s0266464x00002049.

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Slowly the theatre is coming to terms with the computer – not only in practical matters ranging from lighting control to ticket sales, but also in the collection and collation of the material which is the concern of the theatre student and scholar. Ian Herbert, whose own editorial work on Who's Who in the Theatre was largely assisted by lots of box-files and strong coffee, has converted the production of his invaluable London Theatre Record, now into its fifth year, to a computer-based system, and has recently been appointed to a fellowship at the City University to investigate the use of computerized databases for the theatre. In this capacity he helped to organize a conference held at the University in the summer of 1985, which brought together many theatre people with experience of using computers: in the following article he summarizes some of their contributions, and the conclusions of the conference.

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42

Dorin, Alan. "Generative processes and the electronic arts." Organised Sound 6, no. 1 (April 2001): 47–53. http://dx.doi.org/10.1017/s1355771801001078.

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This paper gives a personal perspective on the application and relevance of generative processes to art production. This view is that of a computer programmer, rather than that of a user of computer programs written (or hardware constructed) by others. The programmer is in the unique position of being able to describe and manipulate abstract processes which may be used as a unique means of artistic expression. This gives a greater amount of freedom to the programmer/artist than is the case when he or she is limited by programmed procedures defined by others.Prior to the development of a formal means of specifying visual and aural events, a concrete machine or set of rules for their manipulation and a means of bringing these representations back into the world as physical events, abstract processes were things to be contemplated but not experienced. Musical and spatial notations employed by artists, engineers and others, in concert with the programming of computing hardware, have opened the way for those who wish to manipulate processes in their artistic practice.In order to focus study and practice in the area of such generative computer art, the Center for Electronic Media Art (CEMA) has been established in Melbourne, Australia. The Center has spawned an international conference series on generative/process-based electronic art called Iteration. The perceived roles of the Center and Iteration conferences are discussed in this paper.

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43

Maddrell, Susan. "ARTSDOC: Arts Documentation Service." Art Libraries Journal 11, no. 1 (1986): 21–24. http://dx.doi.org/10.1017/s0307472200004466.

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Computer technology, particularly in the area of data bases and networking systems, enables arts librarians to overcome some of the problems engendered by isolation and great distances. The Australia Council Library aims to provide greatly increased access to its large collection of press clippings on the arts in Australia through its data base, ARTSDOC. The artists’ file, a 22,500 record, A-Z sequence of press clippings covering the past decade, forms the basis of ARTSDOC. It is anticipated that input from 1986 onward will include all press clippings culled by the Library, whether they are artists’ clippings or more broadly subject based.

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44

Sinatra, Richard. "Holistic Applications in Computer-Based Reading and Language Arts Programs." Computers in the Schools 4, no. 1 (September 3, 1987): 95–108. http://dx.doi.org/10.1300/j025v04n01_08.

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45

Scrugg, Greg W. "A crisis in computer science education at liberal arts colleges." ACM SIGCSE Bulletin 19, no. 2 (June 1987): 36–42. http://dx.doi.org/10.1145/24728.24736.

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46

Allen, J. Thomas, Hayden Porter, T. Ray Nanney, and Ken Abernethy. "Reexamining the introductory computer science course in liberal arts institutions." ACM SIGCSE Bulletin 22, no. 1 (February 1990): 100–104. http://dx.doi.org/10.1145/319059.323420.

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47

Konstam, Aaron, and John E. Howland. "Teaching computer science principles to liberal arts students using Scheme." ACM SIGCSE Bulletin 26, no. 4 (December 1994): 29. http://dx.doi.org/10.1145/190650.190658.

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48

Küblbeck, J., M. Böhm, and A. Denner. "Feyn arts — computer-algebraic generation of Feynman graphs and amplitudes." Computer Physics Communications 60, no. 2 (September 1990): 165–80. http://dx.doi.org/10.1016/0010-4655(90)90001-h.

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49

Bruce, Kim, Robert Cupper, Stuart Hirshfield, Ted Sjoerdsma, Allen Tucker, and Norman E. Gibbs. "A computer science curriculum for liberal arts colleges (panel session)." ACM SIGCSE Bulletin 17, no. 1 (March 1985): 115. http://dx.doi.org/10.1145/323275.323301.

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50

Chard, Gill. "Computer Games and Karate: The Arts and Crafts of Today." British Journal of Occupational Therapy 70, no. 8 (August 2007): 329. http://dx.doi.org/10.1177/030802260707000801.

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