Hansen, Stig MøllerTarini, Marco and Galin, Eric2019-05-052019-05-0520191017-4656https://doi.org/10.2312/eged.20191024https://diglib.eg.org:443/handle/10.2312/eged20191024This paper presents a study of 30 syllabi gathered from introductory Creative Coding programming courses. A selection of the results concerning the courses' structure and content is presented and discussed. The majority of the analyzed courses exhibited evidence of being planned to adapt and submit graphic design topics to programming paradigms. Also, topics and algorithms of particular value to graphic design as a spatial practice were absent in many courses. Finally, most courses did not investigate visual output that is achievable only through computation. The present study argues that educators must adapt their Creative Coding syllabi and teaching materials to make programming meet the needs of graphic designers rather than the other way around. The findings in this paper provide a point of departure for a critical discussion among educators who wish to integrate programming in graphic design education.10.2312/eged.2019102417-20