Creativity in digital art education teaching practices
Title of Article : Creativity in Digital Art Education Teaching Practices
Name of The Journal : Art Education; Sep 2011; 64, 5; Arts & Humanities Full Text
Year Publish September 2011
Page number : 19 - 34
This article is about a problem that many teachers remain still infrequent users of technology or
avoid using new learning technologies in art classrooms. The study emphasizes with more
details on the aspects the contributing of art teacher’s reluctance to apply technologies to their
teaching include software is too difficult.
The author try to help the teacher’s to bring more effectively integrate technology in the art
curriculum. Which is can establish creative student and more collaborative learning between
teachers and students during in a classroom. Why technology is an important in art classroom?
According to this article, “The times they are a changing” (1964) so that art teachers only use
computer technologies as teaching or presentation tools rather than facilitating student’s
creativity production and thinking.
In this article the author postulates that using digital technologies in this era does not to be
creative only but to allows and encourages students or users to access creative selves. In this
article also the author discuss creativity in visual art and by a description of their research with
preservice and in- service teachers to turn theirfavorite and creativity so that the teachers will
use all this approaches in early and secondary visual art classrooms.A new media technologies
develop student’s problem, solving skills and many more. In digital technologies an
importantapproach to teaching digital art is student did not have to know about the software only
because student can explore it by the act of creating. So that, students can manipulate and play
with digital object and their creative ideas.
2. A description of the Methodology
The research for Preservice digital art education by the author Kathy Browning are study
entitled Digital Application in Elementary Visual Arts : A Case Study in Ontario and
Newfoundland Schools (Browning, 2006) which is six generalist elementary teachers who use
creative digital software applications in their visual arts classes and these teachers were from
different school boards in Southern Ontario and Newfoundland. For In Digital Applications in
Intermediate/Senior Visual Arts Education (Browning,2006), six teachers in one school district in
Newfoundlandand three is intermediate and other three is visual art teachers.
Purpose of this study is to the important role of creative digital art applications in visual arts and
the importance of teaching training. Students will express their creativity to create art rather just
by completing exercise by assignment. In order to realize the ultimate, the author field studies
interviewees. From this the author know students in digital art class will transformed creatively
while learning new software applications.
By creating digital art, students became more confidents in their digital creative ability as
teachersthe process of experimenting and playing with digital effects tools, students can acquire
a creative knowledge within a visual art curriculum.
The data collected from the interviewees was use to study a combination of traditional methods
of visual arts curriculum by exposing student teachers to technologies as tools of creativity.
The research for In- Service Digital Art Education by the author Joanna Blackare involved six
schools, three board administrator, six teachers and 500 students to review the effectiveness of
in- service teachers and their students upon fostering the creative process in digital art
Purpose of this study was to improve the process of learning and teaching about digital visual
art thought ongoing workshop and classroom pedagogy.
First years,”Digiclosets” theme was introduced to students, there have to draw their own
bedroom closets and working with software by animated their closets giving the sense of
motion. Second years, based on theme “Capturing Capricious Communities”. As a result,
teachers developed the theme differently by elementary grades, middle-school grades and high
school-grades. Second, the projects was not driving force, the teachers were told to use any
computer technology by completing the project and most of them are used to choose a video
and photography training in that workshop.
For the final year theme was change to “Memories in Motion” the focus is on current
contemporary new media artists and not only teaching software.
The data collected from workshop was use to study the ability to self-express in innovative ways
is crucial to successful digital art pedagogy.
The author found the major obstacles in the effective delivery of digital art for preservice
and in –service training within school. The teachers should begin with compelling,
imaginative and conceptual ideas.
The data presented are based on performance in interviewees and workshop by face to
face by using art digital approaches by the author. It is recommended that technology
play a secondary role to creative pedagogy in concepts of teaching and learning in
The study did not find any significant methodological weakness in the study to find the
The method used by the authors does not exceed the limitation in finding answers
through interviewees and face to face (workshop). The author present the data based on
what they are doing by a research.
4. Discussion of Implication
According to the author, many teachers are not prepared to integrate digital applications in art
education. The used of Digital art in teaching and learning will make a student’s more creative
and love to explore about computer technologies.
I am strongly agreed with the statement by Greb (1977),“All teachers tend to teach as they have
been taught, and clearly few, if any, have been taught to use new technologies as either art
media or teaching tools.Yet few courses are available to increase teachers’ familiarity and,
therefore, comfort level with computers. And many art teachers who do use technology are self-
In my opinion, the author should provide more extensive data such as a sample of number and
cover other areas as to increase more accuracy and findings. The author can measured in
terms of other factors such as environment. The teachers also can combine traditional approach
and technologies to make the digital art in education more variety.
There is no doubt that technology is an important medium for teaching practices. The author
have briefly discussed in details the importance of creativity in Digital art education teaching
practices, technology does not stifle creativity students’ imagination but in 21 st-
centuryteaching teachers should using their students multimodal “digiworld”.