By: Emily GlassCFA AR 600 – Group 03

June 25th, 2010

“Technology and technique share the same root word techne which means art, craft, skill” (Bryant, 2010, p.)

“In a sense, television has become the national curriculum and the media now provide ‘edu-

tainment’. In this world of imagery, how should we teach art?” (Freedman, 1997, p. 6)

Our students are “digital

natives”

Using technology in art lessons encourages student-centered learning with the medium of student’s lives.

Use technology only when it enhances the lesson or learning experience.

Subject symbiosis: “technology

blurring the lines between

content areas so that technology

and these areas can be

combined to enhance learning”

(Choi & Piro, 2009, p. 28)

Museums are digitizing their art collectionsMore artwork is available online for students

to viewMuseums can make all of their collection

available – unlimited free space!Supplement museum

field trips with online viewingEncourage students to usemobile devices to capturereal museum field trip data

Social media websites allow people to create profiles, interact with their online communities, and create and consume content on the Internet.

“individuals who are using social media as a

medium challenge the authenticity of the art

object, the authorship of the artist and the

authority of the museum/gallery system”

(Sweeny, 2009, p. 201).

“In an Art History course taught by Beth Harris and Steven Zucker at the Fashion Institute of Technology, for example, students are provided with images that allow for a virtual walking tour of New York City architecture and art (Harris and Zucker 2006). When students discuss these images in an online setting, the instructors embed the images with specific information thus provoking conversation and leading the discussion, albeit in a multi-layered manner.” (Sweeny, 2009, p. 204)

Students can tell their stories to a global audience and connect withothers, outside the walls of the classroom.

Students can learn about other communities.

“The Internet has ‘flattened’ the world and continues to alter the speed and ease with which we can access digitally based information as traditional barriers between cultures dissolve in cyberspace” (Choi & Piro, 2009, p. 29).

“digital storytelling refers to the practice of incorporating digital text, imagery, video, and audiointo the presentation of a computer-mediated, multimedia story. Digital stories are presented in a variety of formats, for example, an all-text web page or a nonlinear interactive website” (Chung, 2007, p.17)

Using the technology available in yourclassroom, encourage students to tell a personal story, research an artist or historical art period

Podcasts are free audio or video files that can be downloaded from a website, or can be subscribed to, that contain information on a given topic.

Students and teachers can create podcasts.Podcasts can be played back at student’s own

pace, anywhere, anytime.

“Williams believes that the use of podcasts, especially video podcasts, can help students with different learning styles. He writes that students can develop many important skills relating to planning a project, reading, writing, listening, and speaking by learning to make podcasts” (Buffington, 2010, p. 13).

“In 2004, Gilbert, a professor at Marymount Manhattan College, created a project that he named Art Mobs. This involved having groups of students from his organizational communication course make unauthorized podcasts about works of art in museum collections. In the first iteration, the students worked with their university art museum, and, in the second iteration, they made podcasts related to works in the collection of the Museum of Modern Art” (Buffington, 2008a, p.309)

Available online: http://mod.blogs.com/art_mobs/

Students will uncover inappropriate material online. Honesty and parent awareness will help students discuss difficult topics.

Technology is a tool for teachers. It does not replace a teacher and does not inherently make for a good art lesson.

Additional planning, lesson, and training time may be required to implement an art lesson with technology.

Teachers should make sure they have technical support resources available or get training.

Confront your fears and don’t be afraid to explore new technology and ideas.

“As Bill Buxton, principle researcher at Microsoft, stated in 2000, ‘Tomorrow everything will be a computer’” (Buffington, 2008, p.44).

Hirumi (2002) states that “traditional, teacher-centered modes of instruction are inadequate for meeting the needs of an information-based, technology-driven society. New methods and models of instruction are necessary if students are to be prepared for the 21st century” (p. 532).

While integrating technology, it’s crucial to reflect on the need for technology in the lesson and to apply it judiciously. As educators, we must remember that “education is not about teaching, it’s about learning” (Gregory, 2009, p. 47).

GEM’s Gateway to Educational Materials http://www.thegateway.org Metropolitan Museum of Art: Period Rooms

http://www.metmuseum.org/collections/vr_html/vr/temp_v_thumbnails.htm

Vatican Museums http://vrm.vrway.com/issue14/VATICAN_MUSEUMS_IN_VIRTUAL_REALITY.html

Virtual Tour of the Louvre http://www.louvre.or.jp/louvre/QTVR/anglais/

John F. Kennedy Center for the Performing Art’s ArtsEdge http://www.artsedge.org

Curriki http://www.curriki.org The Minneapolis Institute of Arts and Walker Art Center’s

ArtsConnectEdhttp://www.artsconnected.org

Peabody Essex Museum’s ARTscape http://www.pem.org/artscape/index.php

Art Ed 2.0 on the social networking site Ning http://arted20.ning.com

Virtual Museum. Image retrieved from: www.tetravol.com/Gallery-Eng.html

Students working on computer. Image retrieved from: http://tunxis.commnet.edu/college/foundation/images/Computer-Art-Studio.jpg

Artist on computer graphic. Image retrieved from: http://www.wincom.net/~mvail/computer_artist_3.gif

Computer painter graphic. Image retrieved from: http://www.artassociationinroxbury.org/images/computerartist.gif

iPhone artwork. Image retrieved from: http://thewitcontinuum.files.wordpress.com/2009/05/david-hockney-i-phone-art.jpg

Digital Natives. Image retrieved from: http://michaelcorey.ntirety.com/Portals/1101/images//Digital%20Native.jpg

Social Media sites. Image retrieved from: http://milesobrien.files.wordpress.com/2009/01/21-social-nets.jpg

World internet. Image retrieved from: https://academictech.doit.wisc.edu/ORFI/otr/creating/internet.png

Tired Teacher. Image retrieved from: http://3.bp.blogspot.com/_GoHkx_QIz7o/SxU14Mi7LxI/AAAAAAAAAHE/i3fwefiU5AE/s320/TiredTeacher.jpg

Art Mobs iPod. Image retrieved from: http://mod.blogs.com/art_mobs/

Buffington, M. (2008a). Creating and Consuming Web 2.0 in Art Education. Computers in the Schools, 25(3/4), 303-13.

Buffington, M. (2008b). What is Web 2.0 and How Can It Further Art Education?. Art Education, 61(3), 36-41.

Choi, H., & Piro, J. (2009). Expanding Arts Education in a Digital Age. Arts Education Policy Review, 110(3), 27-34.

Chung, S. (2007). Art Education Technology: Digital Storytelling. Art Education, 60(2), 17-22.

Freedman, K. (1997). Visual art/virtual art: teaching technology for meaning. Art Education, 50, 6-12.

Gregory, D. (2009). Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom. Art Education, 62(3), 47-54.

Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning. Journal of Technology and Teacher Education, 10(4), 497-537.

Sweeny, R. (2009). There's no ‘I’ in YouTube: social media, networked identity and art education. International Journal of Education through Art, 5(3), 201-12.

Vavoula, G., Sharples, M., Rudman, P., Meek, J., & Lonsdale, P. (2009). Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums. Computers & Education, 53(2), 286-99.