Code as Canvas: Embracing the Artistry of Computer Science
By Melissa Tranchida, Computer Science Department Chair, Hackley School
I was introduced to my first programming language as a junior in high school, and although I am far removed from that moment, I can still recall the excitement I felt being in that classroom. Visual Basic is a language that allows a programmer to interact with their code through graphical elements. Now, let’s not get ahead of ourselves — the visual aesthetic was far from what we recognize today. It was the late ’90s, and the programs I built were not ready for the high-definition experiences of modern day. But even then, programming allowed me to transform into a creator, a visionary, an artist without a paint brush, piece of charcoal, instrument or a glimmer of traditional artistic skill. It was the beginning of my realization that computer science is a vehicle for creativity.
Schools throughout the world attempt to label Computer Science: some as an art, some as a science and others as math. Many have found a way to pitch the field as a modern language. I would argue that as long as Computer Science is being labeled, spoken about or taught in a school, it’s a win. And the truth is, all of these labels can fall into our magical little home that Computer Science has carved out in the Center for the Creative Arts and Technology.
You see, Computer Science students are artists, mathematicians, scientists, deep thinkers and explorers. We are dynamic and dabble in ventures beginning with thoughts centered around creating, which come to life through logical thought and problem solving. In my role as Computer Science Department Chair, I’m fortunate to witness this dynamic experience through a K-12 lens. One that allows me a seat in second grade Technology classrooms filled with artists disguised as student engineers, building with Lego bricks, motors and sensors; seventh grade visionaries connecting foundational principles of machine learning to craft AI Pixel Art; and our most advanced coders of the Upper School who add their flair to statistical data models through visualization in Post AP Data Analytics.
Artists exist in many capacities within the field of Computer Science. Whether students are digitally editing images, showcasing interactive games, exploring connections between code and graphical elements, or making decisions about a gradient within the user experience of their mobile application. In every one of these projects, the students are artists in their own right, using code as their canvas. Hackley students epitomize the joy of learning, and the art of coding is one they enroll in without checking off a graduation credit. Not all fall in love, but those who do continue because they have the same curiosities that transformed me in 1999. Regardless of each path, the transferrable skills they leave with are undeniable. Hackley affords students the luxury of exploring desires, and our exemplary community gets them hooked. They continuously grow, achieving anything they set their mind to, regardless of perceived limitations.
Getting out of your comfort zone and pushing the limitations you falsely created is a hallmark of Hackley, and it certainly holds true within the realms of Computer Science. Creating a space for students to navigate struggles and persevere through failures allows them to feel supported as they dream, create, explore and ultimately venture into uncharted territories beyond Hackley. The goal is for them to leave with confidence and familiarity, and the journey begins the moment they arrive at the program.
Had I not been able to artistically create through a programming language my junior year of high school, I might not have fallen in love with this field. Had I not seized each moment of being a leader in college, I might not have discovered how important it was for me to choose a career path where I could meld both passions. Life is about experiences, and art, no matter what form, is a beautiful entry into the passions that ultimately create fires within our souls. My goal is to provide exposure to Computer Science so that each student steps into a classroom or conversation with conviction. I am a better educator for my students because I was given opportunities to explore, and I had role models who believed in me when I didn’t have the confidence to believe in myself.
About the Author: Melissa (Brennan) Tranchida P ’34, ’36, ’37 has been a member of the Hackley faculty since 2013. Now in her fourth year as the K-12 Computer Science Department Chair, she is committed to creating a supportive, exploratory environment across the department. In 2024, Melissa was honored with the Head of School Chair, which is awarded to a teacher who exemplifies the best traditions of teaching at Hackley. Her commitment to the community is also evident in her roles as faculty advisor for Girls Who Code, Computer Club and the Hackathon. Beyond the classroom, she has taught Hornets’ Camp courses “Adventures in Inventing” and “The Great Hackley Hunt” and has played an integral role in school-wide initiatives, including chairing the Development Committee for NYSAIS accreditation and serving on Hackley’s Women in STEM panel. Her diverse contributions reflect her passion for education and her unreserved dedication to Hackley’s mission.
