Syllabus

Creativity & Information Technologies ITEC 2961- Fall 2012 

Course Description 


Prof. Curtis Bahn 

T.A.: Helen Bullard 

crb@rpi.edu 

bullah@rpi.edu 

class website: http://www.arts.rpi.edu/crb/classes/creativity 

Lecture Tuesday 12:00 - 1:50 Classroom: West Hall 112 

Lab Sections: Weds. 12:00 or 2:00 Lally 02 

Office hours by appt. 

Where do creativity, innovation, culture and technology collide In this course we 

will explore creativity by planning, designing and realizing individual and 

collaborative creative projects. We will also study the working process of creative 

innovators in a variety of fields to develop an understanding of creativity in a 

broader context. Through your projects and class participation - you will define 

what is Creativity and IT. 

Lecture: Weekly lectures cover basic concepts relating to the creative process, as 

well as providing a forum for discussion of issues related to students' individual 

creative projects. Examples of a variety of artists and methods will be discussed; 

guest lectures will feature case studies of individual creative process. You have to 

be there; often the lecture can inform what you do in the workshop. 

Lab: The Lab sessions will follow up on lectures, discuss readings, engage in 

class exercises, discussions, as well as give individual critiques of ongoing 

projects. 

Learning Outcomes: 

By the end of the course, students will be able to: 

- Apply concepts of creativity, the creative process, and case studies of 

creative individuals, to their own individual fields of study. 

- Conceptualize, research, plan, and schedule the development of a 

personal creative project. 

- Use different conceptual and technical tools to organize and develop 

creative projects. 

- Communicate their ideas effectively and creatively using a variety of 

media. 

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Assignments and Requirements 

Complete details of these assignments will be provided as they are assigned. 

Final Project (40%) 

Your class final project, and the process by which you arrive at its development 

and presentation, will be the main goal and objective of this class. This should 

ideally be something relevant to your course of study that will enhance your 

portfolio and give you experience developing your own creative ideas that you 

would not otherwise have in your Rensselaer experience. 

Since you come from a wide array of backgrounds and have very different 

interests and skill sets, the parameters of this project are very open. It will be up 

to you to determine your interests and your own creative view of how information 

technology could be used to benefit your field, society, or some niche application 

that you can envision. 

You will be asked to brainstorm many different ways that IT could be used in your 

field or related fields that are of interest to you; to write and sketch in your journal 

about them and to mind map them. Narrowing in on specific areas, you will 

research work that may have already been done with similar approaches or results 

to what you are interested in doing. You will narrow in on one approach and 

present a project proposal and timeline to the class for comments and feedback. 

With the possibility of forging collaborative groups and revising your project 

proposals based on class feedback, you will go forward to produce a proof of 

concept demonstration and finally present your final project on the last days of 

class. 

The process you undergo in researching, proposing and developing your project 

is as important as the final result. This is not something that you can do in the last 

days before the final presentation, but rather a disciplined and sustained 

investigation into your view of the creative applications of IT in your field. 

There have been comments in the past that this course did not apply to specific 

skills or concepts in your field. This project challenges you to imagine how you 

can use this time, guidance and the input of your teachers and classmates to create 

something that is interesting to you and relevant to your progress and goals. 

Mindmapping (2%) 

You are required to download and install “Freemind” mind mapping software: 

http://freemind.sourceforge.net/wiki/index.php/Download 

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Grading 

You will be asked to develop at least one mindmap and give at least one class 

presentation using this software. 

Journals (10%) 

You are asked to keep a physical journal which you carry to class and lab each 

week. There will be assignments pertaining to this journal, and you will be asked 

to hand it in at various times for feedback. 

Biography/Case Study (20%) 

You will be asked deliver in lecture a multimedia presentation on some figure in 

your field or related field of IT that you find to be a creative and innovative 

figure. This presentation can relate strongly to your interests and developments 

for your project. 

Two EMPAC presentations (10%) 

http://empac.rpi.edu/ 

You are required to attend two events at EMPAC, and to write a response of at 

least one page for each presentation with a particular eye to the creative use of 

information technology. 

Attendance, Visitors, Class Exercises, and Participation (20%) 

Much of what we do in the class is experiential. Your attendance and 

participation is necessary. Every week we will engage in activities during class 

that aim at heightening awareness, “waking up” the body/mind, and get those 

creative juices flowing. We will have special guests who will talk to us about 

their work and offer new ideas and creative exercises. We will have open lab 

sessions where you can work individually, or with a collaborative group recieving 

feedback from instructors or classmates. 

Readings and Media 

You will be asked to read articles, view videos, visit and evaluate websites or 

other media. These exercises will be related to class discussions and/or journal 

entries. There is a list of media on the class website and at the end of this 

syllabus. 

There will be a great deal of creative freedom in this course. We expect everyone 

to be involved in an ambitious, creative, and conscientious way. The main rule is 

to communicate about what you are doing and your progress. With 

communication, and agreement with your instructors, assignments can be 

modified to fit your creative process and needs. 

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Grading Percentage Breakdown. 

40% The final project has many aspects beginning the first day of class. There 

is a great deal of freedom, but also the need for ongoing reports and 

communication about your process including (weighting approximate): 

2 % - brainstorming mindmap 

3 % - research into similar work that might have been done 

5 % - project proposals and revisions 

10 % - proof of concepts demonstration 

10% - final project presentation in Lecture 

10% - final submitted materials and 

5 page evaluation paper outlining project, process and results. 

10% For keeping a Journal, not counting specific assignments which may 

be in your Journal such as EMPAC responses. 

20% Presentation of creative figure biography/case study. 

10% Attendance of 2 EMPAC events and 1 page report of experience in 

Journal. EMPAC report should focus on role of IT in performance as well 

as other observations. 

20% For attendance and participation in Lecture and Lab. 

All readings and assignments are to be completed by the date given in the 

formal assignment handouts. Late assignments will carry a lower grade. Be 

prepared to discuss assignments and readings in class. Percentages and 

assignments are subject to change, any changes will be discussed in class. 

Required Text and Materials 

There are no required texts to purchase . You will occasionally be asked to 

download readings, software or other materials for discussion and class 

assignments. See the end of the syllabus and the class website for the list of 

media and readings. 

Your class project material(s) will be of your own choosing. And so you may want 

to decide early what materials are best suited to your skills, curiosity and means 

ie: clay, musical instruments, recording or photography materials, robotics kits, 

web design software. You will need to provide or access the materials needed for 

your final on your own so please plan ahead. 

Attendance and Absence Policy 

Attendance is crucial in this course because much of the class is based in 

discussion, special guests and experiential exercises. If you miss any classes, you 

are expected to make up the missed work on your own. 

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You are allowed one unexcused absence from lecture. After that, the each absence 

will diminish your final grade. If you miss four lectures, you will fail the course. 

The only exceptions will be with a written excuse from the appropriate Rensselaer 

office to your situation. 

You are allowed one unexcused absence from Lab. If you miss four Lab sessions 

without you will fail the course. 

Laptop, PDA, Cell Phone Policy 

As a courtesy to the seminar please do not make personal use of devices for email, 

texting or other communications or gaming while attending the seminar. Use 

devices only for in class assignments. 

Academic Dishonesty Policy 

Collaboration between students in this course is strongly encouraged. Likewise, 

students are encouraged—indeed, to some extent required—to exchange ideas, 

opinions, and information constantly. You are encouraged to help each other with 

performance, production, and presentation of projects. 

Plagiarism of any kind is in direct violation of the University Policy on Academic 

Dishonesty as defined in the Rensselaer Handbook, and penalties for plagiarism 

can be severe. In this class you will be expected to attribute due credit to the 

originator of any ideas, words, sounds, or work which you incorporate 

substantially into your own work. This applies particularly to citation of sources 

for quotes and ideas included in your compositions. 

Below is the Academic Dishonesty Policy as found in the Rensselaer Handbook 

of Student Rights and Responsibilities: 

ACADEMIC DISHONESTY 

Intellectual integrity and credibility are the foundation of all academic work. Academic 

dishonesty is, by definition, considered a flagrant offense to the educational process. It is 

taken seriously by students, faculty, and Rensselaer and will be addressed in an effective 

manner. 

If found in violation of academic dishonesty policy, students may be subject to two types 

of penalties: the instructor administers an academic (grade) penalty, and the student may 

be subject to the procedures and penalties of the student judicial system outlined in this 

handbook. 

Since academic dishonesty is a violation of the Grounds for Disciplinary Action, the 

student may be subject to any of the following sanctions: disciplinary warning; 

disciplinary probation; disciplinary suspension, expulsion and/or alternative actions as 

agreed on by the student and hearing officer. It should be noted that no student who 

allegedly commits academic dishonesty will be able to drop or change the grade option 

for the course in question. 

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The definitions and examples presented below are samples of types of academic 

dishonesty and are not to be construed as an exhaustive or exclusive list. The academic 

dishonesty policy applies to all students, undergraduate and graduate, and to scholarly 

pursuits and research. Additionally, attempts to commit academic dishonesty or to assist 

in the commission or attempt of such an act are also violations of this policy. 

Academic Fraud 

The alteration of documentation relating to the grading process. For example, changing 

exam solutions to negotiate for a higher grade or tampering with an instructor’s grade 

book. 

Collaboration 

Deliberate facilitation of academic dishonesty in any form. For example, allowing 

another student to observe an exam paper or allowing another student to “recycle” one’s 

old term paper or using one another’s work in a paper or lab report without citing it as 

another’s work. 

Copying 

Obtaining information pertaining to a graded exercise by deliberately observing the paper 

of another student. For example, noting which alternative a neighboring student has 

circled on a multiple-choice exam. 

Cribbing 

Use or attempted use of prohibited materials, information, or study aids in an academic 

exercise. For example, using an unauthorized formal sheet during an exam. 

Fabrication 

Unauthorized falsification or invention of any information in an academic exercise. For 

example, use of “bought” or “ready-made” term papers, or falsifying lab records or 

reports. 

Plagiarism 

Representing the work or words of another as one’s own through the omission of 

acknowledgment or reference. For example, using sentences verbatim from a published 

source in a term paper without appropriate referencing, or presenting as one’s own the 

detailed argument of a published source, or presenting as one’s own electronically or 

digitally enhanced graphic representations from any form of media. 

Sabotage 

Destruction of another student’s work. For example, destroying a model, lab experiment, 

computer program, or term paper developed by another student. 

Substitution 

Utilizing a proxy, or acting as a proxy, in any academic exercise. For example, taking an 

exam for another student or having a homework assignment done by someone else. 

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COURSE OUTLINE 

subject to change, consult webpage for the latest schedule and deadlines 

WEEK 

Topics and assignments 

What is Creativity 

1. Tues. August 28 Introduction - What is creativity. 

Lab August 29 Mindmaps and brainstorming 

DUE: creativity & IT mindmap and journal entry. 

download : 

read: 

http://freemind.sourceforge.net/wiki/index.php/Main_Page 

Chrysikou, Evangelia G., Your Creative Brain at Work. Scientific 

American Mind, July/August 2012, 24-31. 

2. Tues. Sept. 4 Guest: Ryan Jenkins, EMPAC tour 

Lab Sept. 5 Discussion of final project parameters 

Readings and Video: What is creativity 

3. Tues. Sept. 11 Guest: Tomie Hahn - Shifting POV 

Lab Sept. 12 Readings and Video: Creativity and Point of View 

4. Tues. Sept. 18 Guest: Helen Bullard - Seeing the (extra)ordinary 

Lab Sept. 19 Readings and Video: Creativity and Point of View 

Creative Objects 

5. Tues. Sept. 25 Project Proposals presented in class. 

Lab Sept. 26 Readings and Video: Creativity and Innovation 

6. Tues. Oct. 2 Guest: Ryan Smith -Music and Animated Notations 

Lab Oct. 3 Readings and Video: Creativity and Innovation. 

7. Tues. Oct. 9 NO CLASS (Monday schedule) 

Lab Oct. 10 Readings and Video: Creativity and Innovation 

8. Tues. Oct. 16 Guest: Heather Dewey-Hagborg 

Lab Oct. 17 Video: Innovator Biographies - Jobs and Gates 

9. Tues. Oct. 23 10 min Class presentations: Biographies. 

Lab Oct. 24 Video: Innovator Biographies - Jobs and Gates 

10. Tues. Oct. 30 “Guest:” Curtis Bahn - Tradition and Innovation. 

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Lab Oct. 31 Readings and Video: Technology, Culture and Collaboration 

11. Tues. Nov. 6 Guest: Heidi Boisvert - Socially Responsible Games 

Lab Nov. 7 Readings: Creativity and Play 

12. Tues. Nov. 13 Proof of concept demonstration in class. 

Lab Nov. 14 Readings and Videos: Technology, Culture and Collaboration 

13. Tues. Nov. 20 Open lab, individual help on projects/presentations. 

no Lab: thanksgiving 21 - 25 

14. Tues. Nov. 27 Final Presentations 

Lab Weds. Nov. 28 Open lab, individual help on projects/presentations. 

15. Tues. Dec. 4 Final Presentations 

Last class, no lab. all class materials due by end of day Dec. 5th. 

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Media 

The class will draw from these videos, readings and websites in addition to others TBA. 

Readings: 


Chrysikou, Evangelia G., Your Creative Brain at Work. Scientific American Mind, July/ 

August 2012, 24-31. 

Michalko, M., 21 Ways to Kill Creativity. The Creativity Post, Feb 11, 2012. 

http://www.creativitypost.com/create/21_ways_to_kill_your_creativity 

Csikszentmihalyi, M. (2000). Flow: The Psychology of Optimal Experience (Chapter 

4). Harper Collins. 

Resnick, M. (2007). All I Really Need to Know (About Creative Thinking) I Learned 

(By Studying How Children Learn) in Kindergarten. ACM Creativity & Cognition 

conference, Washington DC, June 2007. 

Creativity and Point of View 

Gardner, H. (1998). A Multiplicity of Intelligences. Scientific American. 

Creative Objects 

Turkle, S. (2007). Evocative Objects: Things We Think With (Introduction). 

Technology, Culture and Collaboration 

Fischer, G. (2011). Understanding, fostering, and supporting cultures of participation. 

interactions, 18(3), 42-53. 

Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas (Chapter 8: 

Images of the Learning Society). New York: Basic Books. 

Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New Pathways into 

Robotics: Strategies for Broadening Participation. Journal of Science Education and 

Technology, 17(1) 59-69. 

Creativity and Play 

Flanagan, M. (2009). Critical play: Radical game design (Chapter 8). Cambridge, MA: 

MIT Press. 

Videos: 


Tim Brown: Tales of creativity and play (28:00) 

http://www.ted.com/talks/tim_brown_on_creativity_and_play.html 

Mihaly Csikszentmihalyi: Flow, the secret to happiness (19:00) 

http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html 

Amy Tan: Where does creativity hide (23:00) 

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http://www.ted.com/talks/amy_tan_on_creativity.html 

David Kelley: How to build your creative confidence (11:47) 

http://www.ted.com/talks/david_kelley_how_to_build_your_creative_confidence.html 

Creativity and Point of View: 

Joshua Walters: On being just crazy enough (5:51) 

http://www.ted.com/talks/joshua_walters_on_being_just_crazy_enough.html 

Elizabeth Gilbert : new ways to think about creativity (19:32) 

http://www.ted.com/talks/elizabeth_gilbert_on_genius.html 

Neil Harbisson: I listen to color (10:00) 

http://www.ted.com/talks/neil_harbisson_i_listen_to_color.html 

Creativity and Innovation 

Anil Gupta: India's hidden hotbeds of invention (22:55) 

http://www.ted.com/talks/anil_gupta_india_s_hidden_hotbeds_of_invention.html 

Arvind Gupta: Turning trash into toys for learning (15:31) 

http://www.ted.com/talks/arvind_gupta_turning_trash_into_toys_for_learning.html 

Isaac Mizrahi on fashion and creativity (14:14) 

http://www.ted.com/talks/isaac_mizrahi_on_fashion_and_creativity.html 

Dan Phillips: Creative houses from reclaimed stuff (18:00) 

http://www.ted.com/talks/dan_phillips_creative_houses_from_reclaimed_stuff.html 

Behrokh Khoshnevis - Contour Crafting: Automated Construction (12:00) 

https://www.youtube.com/watchfeature=player_embedded&v=JdbJP8Gxqog#! 

Harvard: Soft robots in color (1:33) 

http://news.harvard.edu/gazette/story/multimedia/soft-robots-in-color/ 

Biographies 

Steve Jobs: Good artists copy great artists steal (:40). 

https://www.youtube.com/watchfeature=player_embedded&v=CW0DUg63lqU 

Steve Jobs and Success (1:29) 

https://www.youtube.com/watchv=KuNQgln6TL0&feature=related 

Steve Jobs on 60 minutes (15:48 and 13:00) 

http://www.youtube.com/watchv=1jqSK8Qv4ZY&feature=youtube_gdata_player 

https://www.youtube.com/watchv=CXcfDN6L9d8&feature=youtube_gdata_player 

Steve Jobs Documentary (47:00) 

https://www.youtube.com/watchv=zhWChAihstQ&feature=youtube_gdata_player 

1990 Steve Jobs lost interview (54:00): 

https://www.youtube.com/watchv=11-x28DWiCY&feature=related 

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Bill Gates Unplugged (48:45) 

https://www.youtube.com/watch 

index=12&feature=PlayList&v=6b6DEUM5Gbw&list=PLBCD362F95A724D1E 

Technology, Culture and Collaboration 

Natalie Jeremijenko: The art of the eco-mindshift (19:51) 

http://www.ted.com/talks/natalie_jeremijenko_the_art_of_the_eco_mindshift.html 

Larry Lessig: Laws that Choke Creativity (19:00) 

http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html 

Innovation at Google - Douglas Merril (51:00) 

http://www.youtube.com/watchv=2GtgSkmDnbQ&feature=youtube_gdata_player 

The Myths of Innovation (51:48) 

https://www.youtube.com/watchv=m6gaj6huCp0&feature=relmfu 

Creating a Culture of Innovation - David Kester, Chief Executive, Design Council 

(10:17) . 

http://www.youtube.com/watchv=KyqHGdIMcas&feature=youtube_gdata_player 

No Time to Think - David M. levy (58:08). 

http://www.youtube.com/watchv=KHGcvj3JiGA&feature=youtube_gdata_player 

Creativity and Learning 

Schools kill creativity: Ken Robinson (19:29) 

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html 

Websites: 

The Creativity Post: 

http://www.creativitypost.com/ 

improve your brain health and performance, luminosity: 

http://www.lumosity.com/app/v4/personalization 

3 exercises to improve your creative thinking skills 

http://www.entrepreneurs-journey.com/7670/3-exercises-to-improve-your-creative-thinking-skills/ 

TED: the creative spark: http://www.ted.com/themes/the_creative_spark.html 

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