Integration of Visual Arts with Technology

From WikEd

1 Descriptions, definitions, synonyms, organizer terms, types of Art Paradigms
2 Application in classrooms
3 Evidence of effectiveness
4 Critics and Obstacles and their rationale
5 Bridging the Gap in the Art Classroom
6 Signed “life experiences”, testimonies and stories
7 References and other links of interest

Descriptions, definitions, synonyms, organizer terms, types of Art Paradigms

Danielle DeVera Identity Portrait,2007 Digital Photography

WHAT IS THE VISUAL ARTS?

According to a Random House 2006 Dictionary, visual arts is defined as visual arts as "created primarily for visual perception, as drawing, graphics, painting, sculpture, and the decorative arts."

According to Wikipedia, The current usage of the term "visual arts" includes fine arts as well as crafts, but this was not always the case. Before the Arts and Crafts movement in Britain and elsewhere at the turn of the 20th century, "visual artist" referred to a person working in the fine arts (such as painting, sculpture, or printmaking) and not the handicraft, craft, or applied art disciplines. The distinction was emphasized by artists of the Arts and Crafts movement who valued vernacular art forms as much as high forms. The movement contrasted with modernists who sought to withhold the high arts from the masses by keeping them esoteric. Art schools made a distinction between the fine arts and the crafts in such a way that a craftsperson could not be considered a practitioner of arts.

What is Discipline Based Art Education? (DBAE)

Why put the internet into the art classroom to begin with? The internet should "not be used simply because it is available but because it can help build a richer teaching and learning environment" (Roland 6). Discipline based art education, or DBAE, allows for students to study western art and construct artwork based on the themes and movements of art history.

What is Visual Culture Art Education? (VCAE)

During the 1990's, many art teachers moved away from DBAE to a more expansive curriculum which allowed for new mediums and new technologies to come about.By being able to talk about social, political and global issues. Contemporary art emerged and visual culture was brought into view. Visual Culture Art Education, is a means to "draw attention to the broader visual record of human experience within the art curriculum" (Freedman 2003). Many art teachers are threatened by this new type of theory, purely because they are afraid it will replace traditional art practices. What they don't realize is that the goal of VCAE is to allow to reexamine the "purposes and process involved in student production in light of the influence of contemporary visual culture in their daily lives" (Freedman,2003b). Students are to use emerging technologies and respond to "visuals and depend heavily on television and digital technologies like the internet to gather information and communicate with others around the world"(Roland 8).Now the visual arts have expanded to include emerging technologies, such as digital photography, imaging, animation and many other digital media.

What is considered emerging technologies?

internet
computers
cell phones
digital cameras
ipods
digital video
multimedia

Can we speculate that full integration of technology in the art room is only a matter of time? Perhaps. The newest art teachers embrace technology because they have been raised with it and we tend to teach the way we've been taught(Greh,x).Greh believes that when given the choice, students often prefer working with paper, pencils, crayons and clay and believes that traditional materials will not be replaced, but we have to make room for computers as another medium to work with.

Now with access to emerging technologies, art has been moving toward digital, especially in many different art-based careers such as art education, graphic design, photography, animation, etc. the questions become more apparent. Will there be a place for the emerging digital media in the art world to replace the fine arts or will both still be as relevant in the future? We look at both the pros and cons of bringing digital media into the visual arts.

Application in classrooms

The typical art classroom involves a number of tables set up in a group setting with a cabinet of traditional art supplies that students use for the creation of their artwork. At one time, the potters wheel, loom, printing press, pencil, tubed paint, camera, art reproductions, and even linear perspective were considered revolutionary technologies at one time, though few would question there place in art classrooms today.(Roland 8). Conventional media such as crayons, clay, paint, pencil, etc. are "not any less worthy for not being cutting edge technologies" and all mediums have their place in our art programs. (Roland 11). Yet, students are drawn to the internet for many reasons: its versatility, its ability to be interactive and multimedia, being able to connect to people from around the world. The students we teach have grown up in a technology driven environment and use the internet for "personal, social, and recreational purposes" (Roland 11).

A contemporary art classroom is a classroom that happens in real world context and tries to connect to students everyday lives using emerging technologies. Students are able to make those real world connections and to "work with up to date information, real-time events, and people from different geographic locations" and in turn creating a richer learning experience for all of those involved.(Roland 11) We must embrace the tools of our time, in this case computers, if we are to truly serve our students.

Students use the internet and emerging technology for the following purposes:

homework
personal research
downloading music
creating personal websites (myspace, facebook)
online games
email
chatting/Instant Messaging
videoconferencing
online discussion groups (Moodle)
webcam/YouTube

According to Craig Roland,one of the leaders in promoting emerging art technologies in the classroom, believes there are 12 good reasons to use the internet in the art classroom:

Network and share ideas with other art educators from around the globe. (Ex: Art Education 2.0)Art Education 2.0

Collaborate with other art teachers on students art exchanges and joint classroom projects.Pinwheels for Peace Project

Participate in professional development courses and workshops offered over the internet. CTER Home Page]

Download and incorporate online tools, images and curricular resources in your lesson presentations.

Promote your art program on a global scale by posting curriculum materials and student work on your school
Warren Digital Photography Website
Warren Art Department Website

Take your class on a virtual field trip to art museums or other public art sites around the world.National Gallery of Art: Van Gogh Virtual Tour

Promote student research into art and visual culture using online tools and resources.

Foster student dialogue and collaboration with their peers from other schools.Moodle-Digital Photography

Build connections to other subject areas in the school curriculum.(ie: English, Math, Social Studies, etc.)

Expose students to a variety of viewpoints and ways of visually representing the world.

Allow students to learn online from artists and other art professionals. ie: list of websites below

Empower students to use the internet as a medium for personal expression, communication, lifelong learning.(pg.16)

The growth of internet connectivity in America's public schools over the past decade has generated discussion with the community regarding the benefits and non benefits of introducing technology into the art classroom.

Evidence of effectiveness

Surveys and Research

Computers and technology have allowed the artist with the ability to "expand artistic vision, of watching ideas grow, of playing with and integrating images". Computers allow the "potential of expanding the possibilities of creative expression, and providing a playground for ideas and images" (Greh 1).A big reason why technology has impacted the art classroom is that computer-generated works are being recognized as an art form and can be seen in galleries and mseums worldwide" (Greh 8). Research has been down to show the role that technology can play in improving teaching and learning inside and outside of the classroom.The Center for Children and Technologycontains a number of research reports and articles regarding issues related to technology use and education.

A Survey was taken by Craig Roland in 2007, as to the art teachers use of the internet in the classroom, what they used it for and how it was effective in their classroom. Roland surveyed a total of 225 art teachers from November 12 to February 13, 2007. Participants were asked what grade they taught, years teaching, level of computer expertise, use of internet tools, attitude toward internet use, how their students used the internet in the classroom,obstacles they faced when using technology, and conculsion of what came about of the survey. Less popular uses of the Internet in art classrooms include having students publish their artwork on the Web (12%), collaborate with students in another school on a project (7%), build their own Web sites (5%) and exchange email with students in another school or country (5%). Moreover, some 20% of the respondents checked "none of the above" among the choices given to indicate how students used in the Internet in their classrooms over the past year. The complete survey showing of art teacher effectiveness can be seen at this website:Internet Survey

Students are drawn by the varied information that the internet provides as a tool, and the capacity to keep you connected. With technology we are able to "bridge the gap" between the classroom and a students everyday life. By giving students access to and training in the internet and emerging technology, we empower them to become active learners Al Doyle (1999).

Here are ways that technology can be effective in an art classroom:

Technology Enhancing as a Supplement to the Traditional Materials in the Art Classroom

In 1986 Don Wass became a leader in technology and art education, outstripping even many college programs, when he brought computer graphics into his high school painting studio and began teaching 3D. In his experience, Don Wass, a leader in technology and art education, points out that "the main way technology affects traditional curricula is to enhance what we already do. But, as Don points out, "Technology can also add new opportunities not available in traditional art curricula. Chief among these is the opportunity to build storytelling into the art classroom. In the 15th century, art told a story and this was the purpose. Now we have wonderful opportunities with 3D and digital video to start dovetailing storytelling into all the curriculum and to cross the boundaries, bringing art solidly into other programs. We have reached a wonderful point in time with resources that are available and affordable to let us do this. And the kids are already doing this in their own experiments with technology so we might as well get into it." (TechLearning Magazine)

Example:Traditional perspective drawing Don Wass, a leader in art education and technology,explains, "Traditionally trained artists may emphasize flat drawing too much when teaching forms in space. Working on flat paper is not necessarily the best way to understand a 3Dimensional form. 2D drawing of a three- dimensional form is an illusion. High school students in my experience, even Special Education kids, can all learn to model in 3D when they can't come close to drawing in 3D perspective on paper. What the brain tells the viewer about a form is not well represented on a flat piece of paper but it is very well represented in a 3D environment. We may need to rewrite our thinking about this concept."

Technology is a visual medium and we as art teachers are the best trained to guide this process. With the advent of technology, the art curriculum should now be the hot spot, the center of the universe, the place from which the rest of the curriculum emanates. Many teachers are now coming to Don to ask for training in the most recent software he has been teaching. These teachers are from the business, theater, physical education, English and social studies departments as well as ceramics and other art disciplines.

Taking Risks with Computers

Risk taking is a key to successful art students. With traditional media it is sometimes hard for students to take risks because it is harder to correct mistakes or make changes, especially for beginning students. Most computer technologies take kids less time to master than traditional media. Is our traditional esthetic less sophisticated when expressed through new technology?

Personal Growth

Is there a higher level of expectation for technical mastery in traditional media than there is in digital media? Does the sophistication of technology bring an element of sophistication to end products that can be deceiving? The bottom line is that if kids are quickly pleased with what they do they may find greater encouragement in pursuing their creative ideas. By comparison, they may struggle with a range of learning challenges in handling traditional media which can be discouraging. With computers, students can immediately explore many options.

Rethink Decision Making

With the computer a student can make dozens of changes and rethink many more choices more quickly than with traditional media. An example is using the computer to develop dozens of color comparisons when only 4 or 5 could be accomplished in paint. For young painters to see color combinations in endless varieties gives students a chance to see many more possibilities. Moving from mastery to creativity, to implementing good ideas, is facilitated very readily though the computer. This degree of success also fosters confidence and an excitement about learning which in turn fosters risk taking. This aspect of learning cannot be overlooked when evaluating the need for technology in the art classroom.

Taken from an article,Arts and Technology as the Hub for All Disciplines in TechLearning magazine by Patricia Johnson 2004.

Critics and Obstacles and their rationale

Teachers are very resistant to change, especially when it comes to their classroom. For a change to appear, teacher need to understand the relevance of themselves, believe that change is important, and be given "adequate time, training, and support in order implement this change in the class." (Evans 2001). There are many obstacles for art teachers to bring technology into the classroom, depending on funding, access, risks, technical support, professional development, and time.

Funding and Access

Funding is one of the biggest factors that hinders art teachers from bringing technology in the classroom. Technology is costly and can be cumbersome for some schools. Most art classrooms are "equipped with only one internet-connected computer for 25-30 students" which can be a daunting task to try to schedule students to get equal time to access the internet(Roland 19). On the other hand, there are schools that are immersed in technology with computer labs available for student use. But these labs are only available at certain times of the day and "subjects such as science, math, or technology education" are given priority (Roland 19).

Risks

With the internet being the WORLD wide web, we have to be aware that it is available to EVERYONE. We have to be aware of what students post online and what is appropriate vs. inappropriate material that students should or should not be accessing. There is much concern that students may be able to access pornography or inappropriate materials. Barracuda Filtering Systems have allowed schools to control and block what students are able to view and not view on the internet.

Technical Support

Technology can sometimes be unpredictable due to you never know if your server will last or be up the day that you are using it and can hinder your entire lesson. Many teachers may not have the knowledge to troubleshoot any problems that may come across. There may be technical support available in the building but they may not be there in a timely fashion to be able to fix your problem. To prevent this from happening, many schools go through a "routine computer maintenance and updating of software done by the technical support staff" and to always have a backup plan in case something happens(Roland 19).

Professional Development

Lets face it, many teachers are not up to date on emerging technology and might not have the skills necesarry to effectively integrate the art technology with their curriculum. Schools need to provide better opportunities for teachers to receive training in order to not just cover the basic technology skills but also need to "address the curricular and pedagogical needs of teachers in special subjects like art" (Roland 20). Teachers need these type of models to know how emerging technologies can enhance their teaching in the classroom and make it more beneficial to the students involved.

Time

For many teachers, there is no time to put together and have their students use emerging technologies in the classroom. Art teachers frequently say "there is simply not enough time in the school day to allow students to use the internet in the classroom " (Roland 20). With standardized testing and the rigorous curricula that we have to follow, it can be a daunting task for some to plan in time to bring in technology.

Traditional Materials vs. Emerging Technology

There are many that question that once we are immersed in the digital age, would we want to use clay, paint, etc that is analog and not digital? As we merge more and more into the Digital Age, are "traditional materials" such as chalks, oils, paints, etc, still relevant to teach with? Are these traditional materials essential to learning about art? Or are they a source of hazardous materials? (John Royo, 1996)

On the other hand, art is about pushing the envelope of creative potential, experimenting with media, mixing them, changing them, and using them in a way to produce something that has not been seen before. With improvements in printers, paper and computer design software, mixing media, both traditional and digital has never been easier. In the end, we may find that using traditional materials or emerging technologies aren't necessarily mutually exclusive but bridging the gap between them may be the new frontier in the arts.

Bridging the Gap in the Art Classroom

According to a 2002 study by the the PEw Internet, and American Life Project, there is a big Digital Disconnect between teachers and students that is preventing kids from maximizing their potential of the educational value of the internet. THe study was done with 136 middle and high school students from across the U.S. and it found out that most students do their research on the internet outside of the classroom for projects and papers. What students said to these interviewers was that they were "unispired" by the types of projects that had to create and wanted to be given relevant topics that related to their lives.

Signed “life experiences”, testimonies and stories

The art teacher at my school regularly incorporates technology into her daily lesson plans. She uses Internet resources as well as SmartBoard tools to display and create art with the elementary kids. She has even come into the computer lab to have kids create digital pieces an edit photos. This is something that I was surprised to find in an elementary school, but it is such a great experience for the students. -R. Foley

Having the ability to use digital cameras and Adobe Photoshop allows for creativity and original work in my art classes. Students having the ability to go out and shoot their own images cuts down on them wanting to copy out of magazines or off of the internet. Having the ability to go to the computer lab and use Adobe Photoshop has helped in a number of ways. I am able to teach my students a new program and show that that art can be done using technology. I use Photoshop to help students put together collages that tell a story, yet they do not become elementary or trite because they are not just using imagery cut out of whatever magazines are available. They are using their own images and they have the ability to alter their images and take the layout/composition further. Adding certain filters allows lower level students to see the variation in value in self portraits and other images they use during the year. -Alison Hudok, Warren Township High School Art Teacher

My students use images taken using digital cameras and/or alter images with Adobe Photoshop. Having access to multiple images for samples to art projects on the Internet is infinitely useful! Recently I have subscribed to several art education listservers that allow for open ended discussion and sharing of ideas and tips with teachers around the world. With technology help truly is just a click away!-Kate Knutson, Warren Township High School Art Teacher

As a teacher of mathematics I so often see or hear in conversation that we should only concern ourselves with the "academic classes." But if we were to do that we would be taking away opportunities for students to find areas to express themselves and classes of interest that could later lead to careers. Visual Arts and technology is a growing field and there are plenty of opportunities for youung inspiring artists to make a living. Art is a incredibly important in the shools and passionate teachers who are willing to break the mold of what is commonly thought of by non art educators as "traditional art education" are creating a place for our students to grow and find that there are many places to make a living in the art world.

My Bachelors Degree is in fine arts with an emphasis in graphic design. As a high school art teacher I have had the opportunity to help write curriculum and build a program within the school's visual arts department that allows the students the opportunity to explore technology and the computer as an art medium. Technology has opened new creative pathways for my students to explore artistic possibilities and push the envelope of what is thought of as art. This is the essence of what art is for in our society. Some ways we use technology in the art room are:

  *vector graphics with digital illustration and logo design 
  *digital photography and photo manipulation
  *page layout
  *web page design and animation

The true excitement for me is when my students start to find ways to bridge the gap between traditional media (i.e. drawing and painting) and computer technology. That is when the magic really happens! -Daniel A. Whipple, Oswego High School

Integrating technology into the art room is something I try to do, even at the elementary level. The most basic of ways that I use on a regular basis is showing images, websites, movie clips and animations through my computer screen connected to the LCD projector. I also have recently acquired an ELMO document camera which is a great tool for showing books, or doing a demonstration so it shows up huge on the screen for students to view. Other things I have done in the past is work with digital photography, and even utilized the iLife software on the students iBooks that they used to check out every year. I would like to explore more in depth ways of using technology like starting a moodle course for my students, showcasing their artwork on the school or more public website, and trying computer art projects with them. The opportunities are endless and becoming more and more accessible every day. E. Bostrom