Coding and the Arts by Josh Caldwell is an excellent new release that explores a wide range of integration possibilities for bringing coding, computer science (CS), and computational thinking (CT) into the arts. This book is written for K-12 teachers and technology leaders at all grade and experience levels, from those who have worked with these ideas before, to those who are brand new to thinking about coding and computer science.
And, with more states pushing for coding, computer science, and computational thinking integration across K-12, now is the perfect time to develop or expand upon your existing integration strategies. Fortunately, Caldwell explores a wealth of excellent ideas and possibilities.
Overall, the book is broken into 3 parts, each addressing a different component of integrating coding into the arts.
Part 1 opens by exploring the intersection of CS and the arts, and the historical overlap between the two fields. The focus here is around conversations on equity in CS and the importance of supporting the development of CS knowledge and skills for all students.
This first part also explores the basic terminology that will be used, and lays out the pedagogical and philosophical approaches for the rest of the book as well as the reasoning for integrating coding and CS into the arts.
Overall, the book is broken into 3 parts, each addressing a different component of integrating coding into the arts.
Part 1 opens by exploring the intersection of CS and the arts, and the historical overlap between the two fields. The focus here is around conversations on equity in CS and the importance of supporting the development of CS knowledge and skills for all students.
This first part also explores the basic terminology that will be used, and lays out the pedagogical and philosophical approaches for the rest of the book as well as the reasoning for integrating coding and CS into the arts.
From there, Part 2 is broken into different categories of the arts, and how coding and CS can be implemented across these contexts. First is the visual arts, followed by music and physical computing, and Part 2 closes by looking forward with technologies like augmented reality and virtual reality.
Across all of these chapters, highly detailed and specific examples and tools are examined and discussed, and elementary and secondary integration examples are provided.
Finally, Part 3 explores how to “bring it back to the classroom.” This section provides specific tips and strategies for implementing these ideas in your schools and classrooms. Ideas on instructional strategies as well as assessment and feedback are provided. I found this section to be particularly beneficial, as so many teachers who are being asked to integrate these topics don’t necessarily have a background or training in coding or CS.
Overall, for K-12 arts teachers and technology leaders who are looking to bring more coding, computer science, and computational thinking into art classrooms, this book is full of excellent and detailed examples and possibilities. I highly recommend exploring this book whether you are just getting started, or have already begun to integrate coding into your arts classroom. You can also find Josh on Twitter at @MrJoshida.
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