Chapter 13


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  • The TPACK visual arts taxonomy of student activity types was published online last August as a tool for grounded technology integration. If it is helpful to you, it is available as an open source artifact via The College of William & Mary's site: There is also a completed taxonomy for music on the site.
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Chapter 13

  2. 2. The arts in the information age<br /> Technology has always played a part in the arts. Over centuries, technology has provided tools, materials, and processes that have aided artists’ creative expression. <br />2<br />
  3. 3. Why link school art programs with technology<br /> Four reasons for linking the goals of a school arts program with rapidly developing instructional technologies:<br /><ul><li>Expanded modes of expression
  4. 4. Literacy for the information age
  5. 5. Creative approaches to modern problems
  6. 6. Arts as aesthetic balance</li></ul>Danielle Williams<br />3<br />
  7. 7. WHAT IS TPACK<br /> TPACK - TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE <br /> Questions surrounding (TPACK) for teachers often include “How does it relate to me?” and “What are the implications of knowing about TPACK in my content area?”<br /> (TPACK) in any discipline is the perfect union of three knowledge domains(content, pedagogy, and technology)to develop a knowledge base from which a teacher can view a lesson and see how technology can enhance learning opportunities and experiences for students. <br />Danielle Williams<br />4<br />
  8. 8. WHAT DOES TPACK LOOK LIKE IN ART ?<br /> In art education a teacher is incorporating the TPACK principles when he or she, fluent within a content area, readily introduces students to image editing tools such as Photoshop, thereby allowing them to develop their own pieces of art. <br /> This teacher knows the correct pedagogy for introducing the content and technology to the students.<br />Danielle Williams<br />5<br />
  9. 9. Issues and problems in art instruction<br /> As a result of lean economic times and an increase emphasis on reading and math, funding for arts education is at a all-time low. <br /> Teachers and school administrators have to stretch funds available for arts education. <br /> Funding for technology in art is especially difficult. <br />Danielle Williams<br />6<br />
  10. 10. Technology integration strategies for art<br />THERE ARE NINE INTEGRATION STRATEGIES FOR ART:<br /><ul><li>Accessing art examples for classroom use
  11. 11. Using teaching examples and materials
  12. 12. Producing and manipulating digitized images
  13. 13. Supporting graphic design and 3-D modeling
  14. 14. Supporting desktop publishing with graphics
  15. 15. Virtual field trips to art museums
  16. 16. Creating movies as an art form
  17. 17. Using computerized kilns
  18. 18. Sharing students’ creative and research works</li></ul>Danielle Williams<br />7<br />
  19. 19. What does tpack look like in music ?<br /> In music education, a teacher fluent in content knowledge and using the TPACK perspective might readily introduce Garage Band to allow students to develop their own compositions.<br /> Again this teacher knows the correct pedagogy for employing this technology.<br />Danielle Williams<br />8<br />
  20. 20. Issues and problems in music instruction<br /> In music education , the term music literacy usually means an ability to read standard music notation which in the past has discouraged kids because it is a difficult task. <br /> Today, the desktop music production software industry (e.g., Apple, Emagic, Cakewalk, Propellerheads, ) is helping accelerate a trend away from reliance on printed sheets and toward a sound artifact. <br /> This means that many of the discouraged students will now be able to participate in the schools music program as both composers and performers with little, if any, ability to read music.<br />Danielle Williams<br />9<br />
  21. 21. TECHNOLOGY Integration STRATEGIES FOR MUSIC<br />THERE ARE FIVE INTERGRATING STRATEGIES FOR MUSIC:<br /><ul><li>Support for music composition and production
  22. 22. Support for music performance
  23. 23. Support for self-paced learning and practice
  24. 24. Support for teaching music history
  25. 25. Support for interdisciplinary strategies</li></ul>Danielle Williams<br />10<br />
  26. 26. Areas of competency in music technology<br />Electronic musical instruments (keyboards, controllers, synthesizers, samplers, sound reinforcement equipment)<br />Music production: data types (MIDI, digital audio); processes (sequencing, looping, signal processing, sound design) <br />Music notation software<br />Technology assisted learning (instructional software, accompaniment/practice tools, internet-based learning)<br />Multimedia: authoring (web pages, presentations, digital video); digital image capturing (scanning, still/video camera); Internet; electronic portfolios<br />Productivity tools, classroom and lab management: productivity tools (word processing, spread sheets, database); computer systems (CPU, I/O devises, storage devices/ media); lab management systems; networks<br />Danielle Williams<br />11<br />
  27. 27. Menc standards<br />Singing, alone and with others, a varied repertoire of music.<br />Performing on instruments, alone and with others, a varied repertoire of music.<br />Improving melodies, variations, and accompaniments.<br />Composing and arranging music within specified guidelines.<br />Reading and notating Music. <br />Listening to, analyzing, and describing music.<br />Evaluating music and music performances. <br />Understanding relationships among music, and other arts, and disciplines outside the arts.<br />Understanding music in relation to history and culture.<br />Danielle Williams<br />12<br />
  28. 28. Adapting for special needs<br /> For students with physical disabilities, determining physical motions and manipulations that are feasible and the types of interface controls (switches, sliders, potentiometers, and so on) that can be used is the first step in making art and music activities accessible.<br />Danielle Williams<br />13<br />
  29. 29. Virtual field trips to art museums<br /> Many museums around the world have sites where you can go on a virtual tour through the museum. <br /> It may not be the same as being there in person but for schools with limited funds it is the next best thing. <br /> Some sites let the students be the artist and students are able to post their own creations. <br /> Virtual field trips are a great way for students to gather examples of art and music from around the world. <br />Danielle Williams<br />14<br />