04.04.2013 Views

Processing: Creative Coding and Computational Art

Processing: Creative Coding and Computational Art

Processing: Creative Coding and Computational Art

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Within each of these application areas are numerous other competitive packages as well.<br />

In addition, there are nonlinear digital editing tools for film <strong>and</strong> video—Apple’s Final Cut<br />

Pro is one such tool. These tools, often timeline-based as well, are used to edit <strong>and</strong> output<br />

finished animations, films, <strong>and</strong> videos. Compared to all these powerful time-based applications,<br />

<strong>Processing</strong> <strong>and</strong> Java, or any programming language for that matter, seems pretty<br />

sparse. <strong>Processing</strong> doesn’t have a timeline, keyframes, or the gazillion other dialog boxes<br />

commonly found in these commercial applications. Theoretically, you could build all these<br />

constructs within <strong>Processing</strong> <strong>and</strong> generate your own animation application, but wouldn’t it<br />

be way more productive to just use one of the existing applications? Why use <strong>Processing</strong> for<br />

animation? (I’ll assume you all have unlimited budgets for new software acquisition, so the<br />

fact that <strong>Processing</strong> is open source <strong>and</strong> completely free wouldn’t figure into your decision).<br />

Earlier in the book, I discussed the difference between using Photoshop filters for cool<br />

effects <strong>and</strong> finding less common <strong>and</strong> more personally expressive possibilities using code.<br />

Again, let me stress that I am not being critical of Photoshop or the other amazing animation<br />

tools I mentioned earlier; I love these tools. However, in the creative process it is often<br />

helpful to get down to basics <strong>and</strong> make more fundamental inquiries. Traditionally, artists<br />

have grabbed a pencil <strong>and</strong> paper or a lump of clay, <strong>and</strong> scribbled <strong>and</strong> poked away in the<br />

process of conceptualizing <strong>and</strong> finding new possibilities. The simplicity of the process <strong>and</strong><br />

the directness of the materials lent themselves to the process of discovery. It is often in the<br />

process of playing with the materials, without explicit application, that new approaches<br />

<strong>and</strong> forms are uncovered. I assert, <strong>and</strong> know from personal experience, that it is possible<br />

to do this with code. <strong>Processing</strong> was designed primarily around this approach to coding<br />

<strong>and</strong> is the reason <strong>Processing</strong> programs are referred to as sketches. In addition, quality in<br />

art has never been a function of quantity or effect. One can use the most powerful software<br />

tools imaginable <strong>and</strong> still make overly simple <strong>and</strong> uninteresting work. At the other<br />

extreme, artists such as da Vinci, Ingres, <strong>and</strong> Constable have used simple drawing tools to<br />

produce some of the most complex <strong>and</strong> beautiful images ever created. <strong>Processing</strong> fits<br />

somewhere between the software bells <strong>and</strong> whistles <strong>and</strong> a pencil in its complexity, <strong>and</strong> is a<br />

great tool to explore/create time-based art.<br />

The joy of math<br />

COMPUTER GRAPHICS, THE FUN, EASY WAY<br />

The title of this section may seem like an oxymoron. Rather than joy, you may have other<br />

associations with math (dread, boredom, pain, unpleasant memories from high school,<br />

etc.). I can identify with the dread response, as I spent many hours staring out of public<br />

school windows during math class. It wasn’t the subject matter that put me in a zombie<br />

state, it was the way it was presented. Being a creative <strong>and</strong> process-oriented kid, I wanted<br />

to feel a connection to the stuff I was learning <strong>and</strong> also wanted to see its relevancy in the<br />

world around me. In an art class, there is a direct response between one’s action <strong>and</strong><br />

some tangible result. Even in a science class, there is the possibility of a lab result or some<br />

process making a relevant connection. But in math, back when I was in school, we seemed<br />

to primarily concentrate on drilling, rote memorization, <strong>and</strong> things being right or wrong.<br />

However, turning 40 (yikes!), I don’t totally trust my memory of those days, so if you happen<br />

to be one of the inspired math teachers I had <strong>and</strong> selectively forgot, my deepest<br />

apologies. Recently, I decided to sit in a calculus class where I was teaching. I’d retrained<br />

myself in math (just the math I actually needed), <strong>and</strong> was really looking forward to the<br />

119<br />

4

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!