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Code art

with chatbot/python

The teaching
Curriculum
Questions/answers
Resources

Have students create code art on a sand printer using programming and artificial intelligence. They get access to a chatbot as a learning assistant.  

More and more schools are using chatbots in teaching, but how to use them to strengthen digital creativity and learning? Can artificial intelligence make text-based programming more accessible to more people?

In this teaching method, the students program geometric shapes which they print on a sand printer. They use Python and get access to a chatbot (artificial intelligence) as a learning assistant. The chatbot will provide guidance adapted to the individual student's level, promote independent problem solving and provide important knowledge about the use of artificial intelligence.

Through trial and error, students will experience how language models can promote digital creativity and programming skills, but also what limitations the technology has and how it can be misused.

The teaching plan is particularly relevant to the new curriculum (LK20) by combining arts and crafts with mathematics through programming.

The teaching offer has been developed with support from Sparebankstiftelsen DnB.

NB! Show up no later than 10 minutes before the lesson. Failure to attend without cancellation 7 days in advance will result in a NOK 500 fee.


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Suitable for ages 8-10. steps and VGS

Maximum 28 students

Mathematics, Arts and crafts

Duration 75 min

What happens in this teaching program?

Curriculum and competence targets

Core elements and competence targets 8.–10. steps

Mathematics
  • Explore how algorithms can be created, tested and improved using programming (Step 8).
  • Describe, explain and present structures and developments in geometric patterns and in number patterns (9th stage).
Arts and crafts
  • Exploring how digital tools and new technology can provide opportunities for forms of communication and experiences in creative processes and products (10th stage)

Core elements and competence targets VGS

Mathematics – 1T
  • Formulate and solve problems using algorithmic thinking, various problem-solving strategies, digital tools and programming.
Mathematics – 1P
  • Digital skills in mathematics P involves being able to use graphing, spreadsheets, CAS, dynamic geometry programs and programming to explore and solve mathematical problems.
Science – VG1 SF
  • Discuss how the development of natural science hypotheses, models and theories helps us to understand and explain the world.
    evaluate and create programs that model science phenomena.
  • Digital skills in science are being able to use digital tools to explore, record, calculate, visualize, program, model, document and publish data from experiments, fieldwork and other people's studies.
Description of the lesson
Introduction (approx. 30 min)
  • Brief introduction to generative artificial intelligence, language models and chatbots.
  • Brief introduction to algorithmic art and about using code as a brush
  • Introduction to text-based programming and the sand printer Sisyphus
  • Introduction to the use of a chatbot as a learning assistant
  • Joint review of some challenges and opportunities
Activity (approx. 30 min)
  • The students create their own creative design based on their own ideas and interaction with the chatbot and print them on the sand printer
Reflection (approx. 15 min)
  • Reflection: how can chatbots work as learning assistants.
  • Discussion: "AI literacy": What is good and what is bad use. What have we experienced that we can take with us further?
    Practical information
    The teacher's role

    We want you as an adult to be active, participating and curious. Teachers are responsible for the group during the entire visit and may be asked to help along the way (not academic/programming) . Explainer is responsible for the implementation of the program.

    Before the visit

    Our teaching plans do not require preparatory work, but it is always useful to prepare students for a museum visit. Feel free to show pictures or video from the museum, tell us about what will happen, and see our digital resources that can be used for pre- and post-work.

    After the visit

    Reflect and discuss with the students after the lesson, preferably in groups.

    You meet one of us!

    Jon Haavie
    John
    Catharina Hoff
    Catharina
    Øystein Salomonsen
    Øystein
    Astrid Haugland
    Astrid
    Toddler jumbo test tube. Photo.
    A child in a lab coat who prefers white powder to jumbo test tubes. Photo.

    Common questions and answers

    What happens on arrival?

    One of the teachers in the group approaches the reception. We will then register that you have arrived and you will be allocated a cloakroom space and possibly cabinet for locking up valuables.

    Arrive at the museum no later than 10 minutes before the start of the program. Let us know if you will be delayed by phone. 22 79 60 00. If you arrive late, the learning offer may be shortened or cancelled.

    Is this teaching offer free?

    Our teaching programs are free, but you have to pay for the entrance ticket to the museum. You can only book one arrangement per visit.

    Separate prices apply to teachers, pupils and school classes.

    What payment methods do you have?

    Kindergartens and schools can pay by cash/card on arrival or receive an invoice. For invoices, you must include the requisition or resource number and invoice address.

    Do we have access to the entire museum?

    Yes! Access to the museum's exhibitions is included in the ticket for school visits. You are most welcome to explore the exhibitions both before and after the lessons.

    Where can we have a lunch break?

    You can eat the packed lunch in different places; in the cafe, at the reception and outside the museum entrance. It is not allowed to eat or drink in the exhibitions.  

    What rules apply to school visits?

    At The Norwegian Museum of Science and Technology the same rules apply as at school/kindergarten. We will

    • be role models for each other
    • be kind to each other and the exhibits
    • use consensus
    • don't run.

    ATTENTION: Everything behind barriers must not be touched.

    Then we all have fun and contribute to a good learning experience. If you decide that your group can visit the museum shop, the teacher must be present as long as some of the children are there.

    Resources

    Below you will find various resources that can help prepare students for a museum visit.

    5 children in front of The Norwegian Museum of Science and Technology eating soft ice cream

    Preparation: Random art

    You need

    • A sheet
    • A dice
    • A ruler
    • A pencil

    Put a cross in the middle of the sheet and place a ruler from the cross

    Roll the die and draw a line with the pencil as many cm as the die shows.

    Rotate the ruler 90 degrees.

    Repeat 2-4 as many times as you want

    Study the result and compare with the neighbours.

    5 children in front of The Norwegian Museum of Science and Technology eating soft ice cream

    Post-work: Useful links

    As follow-up work, the class can use the Sisyphus software that we used in the lesson.

    For teaching, you can use our teaching resources (block or Python) in Google Slides.

    The Norwegian Museum of Science and Technology

    See all opening times

    Kjelsåsveien 143
    0491 Oslo
    Org. no.: 979676832

    Tel: 22 79 60 00

    The museum

    Shortcuts

    pdf Photography and filming at the museum ( 82 kb )

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