[PD] Pd, Max/Msp, Reaktor, Plogue Bidule... How do these compare?

[Marco Donnarumma]

> I'm almost finished revising the docs: 2.control.examples,
> 3.audio.examples, 4.data.structures, and 5.reference.  I'll post them to
> the list when I'm done (should be shortly).
>
>
cool!




> >Anyway learning Pd is _not_ easy and it doesn't have to be. Hence the
> >learning curve and learning tools could be improved, but you still should
> >be aware that if you want to be able to master such a flexible computing
> >capability you need to get your hands (and mind) dirty. I think it's
> >worth, and I wouldn't like it to be easier.
>
> I disagree-- I would like it to be easier, and it should be easier.  More
> time spent trying to figure out how dollarsym atoms get expanded is less
> time spent making music.  The last paragraph of Pd Manual 2.6.5 doesn't
> reflect the current state of Pd, btw.  Do items like that belong on the
> bug tracker?
>
>

Well, I agree It could be a better learning, but Michael stole my thought:

" If I am not interested in solving problems
algorithmically through programming, I will not use Pd but some other
software that will help me accomplish my goals via some other means
that I can understand better."





> >Studying and Teaching I found Pd can operate kind of "natural selection"
> >that sometimes is needed in some context.
>
> By that logic there should be even less documentation (or more outdated/
> erroneous docs).  But what are the characteristics that make students fit
> enough to avoid death and reproduce themselves into the next generation of
> the Pd learning environment?  As far as I can tell, Pd crashes will remain
> Pd crashes, regardless of whether the output isn't boring, so I don't
> think I understand what you mean.
>

mm.. why less documentation? Could be better and updated documentation as
you are doing. Be sure that who's studying and teaching to learn Pd (and not
to _instantly_ make music) will be very grateful (i am the first!)
ehehe, probably my statement was slightly "racist", apologies, I only mean
"what makes students fit enough to use Pd, or to die in the boredom of
User-friendly soft".
The _process_ of learning any kind of programming language play an essential
role in the way you will use it in the future.
As Michael outlined too, I don't think it would be useful to show students
there exist a supercool ready-made drum sequencer, but i prefer to teach
first how to load a sample in a table, explaining how they can get a drum
sequencer from there.
Talking about Pd It's fundamental to learn how things works, imho.




-- 
Marco Donnarumma aka TheSAD
Independent New Media Arts Professional, Performer, Teacher - Edinburgh, UK


PORTFOLIO: http://marcodonnarumma.com
LAB: http://www.thesaddj.com | http://cntrl.sourceforge.net |
http://www.flxer.net
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