Cfaar600 assign 7-2-emilyglass


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  • Using technology familiar to students in an art lesson can help students establish a connection to the lesson. Today’s American youth are intimately familiar with computer and mobile devices by the time they reach school age. Students are also adept at navigating the Internet, and leveraging software tools.
  • “ a major advantage of the use of technology is the high motivation of the students, an effect appreciated by teachers, students and museum representatives, and summarised by a student as: ‘‘Most people think going to galleries is boring, but when you put ideas on a web site and use the phones it’s much more fun.” (Interview,Student) (Vavoula, Sharples, Rudman, Meek, & Lonsdale, 2009, p.296)”
  • Cfaar600 assign 7-2-emilyglass

    1. 1. By: Emily Glass CFA AR 600 – Group 03 June 25 th , 2010
    2. 2. <ul><li>“ Technology and technique share the same root word techne which means art, craft, skill” (Bryant, 2010, p.) </li></ul><ul><li>“ 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) </li></ul>Our students are “digital natives”
    3. 3. <ul><li>Using technology in art lessons encourages student-centered learning with the medium of student’s lives. </li></ul><ul><li>Use technology only when it enhances the lesson or learning experience. </li></ul><ul><li>Subject symbiosis: “technology </li></ul><ul><li>blurring the lines between </li></ul><ul><li>content areas so that technology </li></ul><ul><li>and these areas can be </li></ul><ul><li>combined to enhance learning” </li></ul><ul><li>(Choi & Piro, 2009, p. 28) </li></ul>
    4. 4. <ul><li>Museums are digitizing their art collections </li></ul><ul><li>More artwork is available online for students to view </li></ul><ul><li>Museums can make all of their collection available – unlimited free space! </li></ul><ul><li>Supplement museum </li></ul><ul><li>field trips with online </li></ul><ul><li>viewing </li></ul><ul><li>Encourage students to use </li></ul><ul><li>mobile devices to capture </li></ul><ul><li>real museum field trip data </li></ul>
    5. 5. <ul><li>Social media websites allow people to create profiles, interact with their online communities, and create and consume content on the Internet. </li></ul><ul><li>“ individuals who are using social media as a </li></ul><ul><li>medium challenge the authenticity of the art </li></ul><ul><li>object, the authorship of the artist and the </li></ul><ul><li>authority of the museum/gallery system” </li></ul><ul><li>(Sweeny, 2009, p. 201). </li></ul>
    6. 6. <ul><li>“ 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) </li></ul>
    7. 7. <ul><li>Students can tell their stories to a </li></ul><ul><li>global audience and connect with </li></ul><ul><li>others, outside the walls of the </li></ul><ul><li>classroom. </li></ul><ul><li>Students can learn about other </li></ul><ul><li>communities. </li></ul><ul><li>“ 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). </li></ul>
    8. 8. <ul><li>“ digital storytelling refers to the practice of incorporating digital text, imagery, video, and audio </li></ul><ul><li>into 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) </li></ul><ul><li>Using the technology available in your </li></ul><ul><li>classroom, encourage students to tell a </li></ul><ul><li>personal story, research an artist or </li></ul><ul><li>historical art period </li></ul>
    9. 9. <ul><li>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. </li></ul><ul><li>Students and teachers can create podcasts. </li></ul><ul><li>Podcasts can be played back at student’s own pace, anywhere, anytime. </li></ul><ul><li>“ 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). </li></ul>
    10. 10. <ul><li>“ 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) </li></ul><ul><li>Available online: </li></ul>
    11. 11. <ul><li>Students will uncover inappropriate material online. Honesty and parent awareness will help students discuss difficult topics. </li></ul><ul><li>Technology is a tool for teachers. It does not replace a teacher and does not inherently make for a good art lesson. </li></ul><ul><li>Additional planning, lesson, and training time may be required to implement an art lesson with technology. </li></ul><ul><li>Teachers should make sure they have technical support resources available or get training. </li></ul><ul><li>Confront your fears and don’t be afraid to </li></ul><ul><li>explore new technology and ideas. </li></ul>
    12. 12. “ 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).
    13. 13. <ul><li>GEM’s Gateway to Educational Materials </li></ul><ul><li>Metropolitan Museum of Art: Period Rooms </li></ul><ul><li>Vatican Museums </li></ul><ul><li>Virtual Tour of the Louvre </li></ul><ul><li>John F. Kennedy Center for the Performing Art’s ArtsEdge </li></ul><ul><li> </li></ul><ul><li>Curriki </li></ul><ul><li>The Minneapolis Institute of Arts and Walker Art Center’s ArtsConnectEd </li></ul><ul><li> </li></ul><ul><li>Peabody Essex Museum’s ARTscape </li></ul><ul><li>Art Ed 2.0 on the social networking site Ning </li></ul>
    14. 14. <ul><li>Virtual Museum. Image retrieved from: </li></ul><ul><li>Students working on computer. Image retrieved from: </li></ul><ul><li>Artist on computer graphic. Image retrieved from: </li></ul><ul><li>Computer painter graphic. Image retrieved from: </li></ul><ul><li>iPhone artwork. Image retrieved from: </li></ul><ul><li>Digital Natives. Image retrieved from: </li></ul><ul><li>Social Media sites. Image retrieved from: </li></ul><ul><li>World internet. Image retrieved from: </li></ul><ul><li>Tired Teacher. Image retrieved from: </li></ul><ul><li>Art Mobs iPod. Image retrieved from: </li></ul>
    15. 15. <ul><li>Buffington, M. (2008a). Creating and Consuming Web 2.0 in Art Education. Computers in the Schools , 25 (3/4), 303-13. </li></ul><ul><li>Buffington, M. (2008b). What is Web 2.0 and How Can It Further Art Education?. Art Education , 61 (3), 36-41. </li></ul><ul><li>Choi, H., & Piro, J. (2009). Expanding Arts Education in a Digital Age. Arts Education Policy Review , 110 (3), 27-34. </li></ul><ul><li>Chung, S. (2007). Art Education Technology: Digital Storytelling. Art Education , 60 (2), 17-22. </li></ul><ul><li>Freedman, K. (1997). Visual art/virtual art: teaching technology for meaning. Art Education , 50 , 6-12. </li></ul><ul><li>Gregory, D. (2009). Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom. Art Education , 62 (3), 47-54. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
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