Investigating the Use of Computer Graphics in Art Lessons

1. Investigating the Use of Computer Graphics in Art Lessons Computer Graphics in Art Lessons

2. Background of the study • Trends of ICT in education • The changing Face of Art Education • ICT Development in Art Education in Hong Kong • Future Needs of IT Professionals • The Role of Art Teacher/Educator Computer Graphics in Art Lessons

3. Defining a Problem • Some students are reluctant to draw sketches for design elements • Students thought the art assignments were boring • They could not get satisfaction from making art • They had limited motivation, interest and confidence • Motivation is a powerful factor influencing the total learning environment (Mekernan, 1996; Dinkelman, 1997; Donald & Paul ,1998) Computer Graphics in Art Lessons

4. Purpose of the study • To investigate the effects of computer graphics on students’ creativity and critical judgment in the process of art making • To examine whether computer graphics could influence students’ attitudes towards art making Computer Graphics in Art Lessons

5. Developing a Hypothesis • Is it possible to use computer graphic software to arouse students’ interest in art making ? • Would computer graphics enhance students’ self-confidence and achievement regarding art making? • Would computer graphics initiate changes in students’ attitudes towards art making? • What are the implications of using information technology in teaching and learning art? Computer Graphics in Art Lessons

6. Significance of the study • To find out whether computer graphics could enhance students’motivation and creativity in art production process • Other computer graphic software can be used in other levels • New ways of teaching, new media and production tools must be introduced to refresh the system • The digital image initiates in students a desire to explore bravely into the new world of digital art Computer Graphics in Art Lessons

7. Literature Review • Duncum (1989) stated “art throws a new light on life in a society where computers play a highly significant role and that interesting computer art would be art that helps us to understand life in the computer age (p.23)”. • Reade and Johnson (1991) assert that introduction of technology into the art classroom gives status to the subjects, as it is associated with “intelligence, progression, innovation and perception” of observers to be educationally necessary • Computer graphics provides a unique experience for students in making art, stimulating creation thinking that expands the horizon of artistic expression (John & Jerry, 2001) Computer Graphics in Art Lessons

8. Methodology • Selection of subjects for study - 45 girls who had low motivation in learning art • Methodology and Research Design - Action Research (Both qualitative and quantitative) Figure 1 Cycle of action research (Atweh, Kemmis & Weeks, 1998, p.22) Computer Graphics in Art Lessons

9. Data-gathering Instrument -Validity & Reliability • Triangulation will facilitate “the validity of each participant’s perspective and understanding (Burn, 2000, p.450) • Instruments included students’ diaries, questionnaire, group interviews and classroom observation, teacher reflections • Critical friends Computer Graphics in Art Lessons

10. Procedure of the ResearchPhase One - Preparation • Arrangement of the Multimedia Learning Center and purchasing suitable software • Secured approval from Principal & Vice-Principal • Obtained consent from Parents • Surveyed the participants Computer Graphics in Art Lessons

11. Phase Two – Action Plan • Photoshop Elements 2.0 • 8 consecutive lessons • Were taught in the MMLC • Complete a simple task • Write their diaries after every lesson Computer Graphics in Art Lessons

12. Cycle One – Planning – Acting – Observing – Reflecting • Teacher-directed learning with supplementary notes • Teacher-guided strategy • Group interviews after the second lesson Reflection : Students enjoyed a rich learning experience and developed fundamental and transferable key skills. It inferred that students had a positive attitude as indicated by their behaviour Computer Graphics in Art Lessons

13. Cycle Two – Planning – Acting – Observing - Reflecting • Integrate the software with the Internet and other multimedia resources • Tutorial for students – (shared file in the e-class Intranet of the school) • More advanced techniques were taught Reflection : The level of engagement and interaction between students were comparatively high. They gained confidence & achievement Computer Graphics in Art Lessons

14. Cycle Three – Planning – Acting – Observing - Reflecting • Provided wider vision of the project as a whole • Developed students’ creativity, problem solving, collaboration, communication, critical thinking, self-management and study skills through project-based learning • Learner-focused approach Computer Graphics in Art Lessons

15. Students were assigned to finish a project collaboratively with peers • Additional workshops were arranged during lunchtime & holiday • Second interview was conducted Reflection : The levels of engagement, interaction, cooperation and collaboration were very high. Students were able to work on their own with minimum guidance under authentic learning environment Computer Graphics in Art Lessons

16. Phase Three – Data Analysis • Consists of three concurrent flows activity - data reduction, data display and conclusion verification (Miles & Huberman, 1994) Computer Graphics in Art Lessons

17. Findings & Analysis Questionnaire I • All students responded that they have a computer & Internet access at home • 93% colour printer • 62% digital camera • 60% scanner • Had knowledge of some photo editing software • They have confidence in operating computer for daily needs • They have few techno phobia in using computer Computer Graphics in Art Lessons

18. Students’ Diaries • Students wrote of their appreciation for the use of ICT in art lessons. • They enjoyed learning art in the MMLC. Computer Graphics in Art Lessons

19. Class Observation Figure 2 Students’ performances obtained from class observations Computer Graphics in Art Lessons

20. Figure 3 Level of difficulties obtained from class observations Computer Graphics in Art Lessons

21. Interview I • Level of Motivation and Interest • Level of Difficulty • Level of Usefulness • Length of Practice time • Instruction Computer Graphics in Art Lessons

22. Interview II • Level of Interest • Pair work / Project work • Problems encountered • Advantages of Using ICT in art Computer Graphics in Art Lessons

23. I. The Content 1 2 3 4 5 1. The ICT task-based lesson aroused my interest in learning Art. 2. The topics Poster, Menu and CD Cover were new and interesting. 3. The topics were appropriate to my level. 4. The topics were relevant to my interest. 5. Doing these ICT task-based activities increased my motivation in leaning art. 6. I found the lesson motivating because of the multimedia elements. Questionnaire Computer Graphics in Art Lessons

24. Expression of the students • They liked the lessons because of the ICT integration. • They felt group work helped them to better understand the material and stimulated their thinking process. • They gained confidence and achievement in learning art. • The shared responsibility reduced their anxiety associated with problem solving. Computer Graphics in Art Lessons

25. Summary of the findings • Action research is a practical and effective methodology for promoting effective, long term use of IT in education • The findings reaffirm that ICT present huge potential for art education in Hong Kong • Students had been highly motivated • 87% anticipated a change in their learning attitudes Computer Graphics in Art Lessons

26. ICT enhanced students’ learning and increased their confidence in art making • Students gained a sense of achievement • ICT-related technology act as a catalyst for arousing students’ interest and enhancing creativity in art lesson (Boughton, 1989, Cernningham & Hubbold, 1992) • There are some implications upon teaching & learning Computer Graphics in Art Lessons

27. Implications Impacts on Teaching • Teachers must learn to work and strive with hectic innovation and change • Methods of teaching will change Computer Graphics in Art Lessons

28. Impacts on Learning • Students’ control and responsibility for learning will be diversified • Exploring aesthetic capabilities and possibility • Making decisions and solving problems • Improving creativity and quality of artwork • Encouraging collaborations • Fostering peer interaction • Providing steep learning curve Computer Graphics in Art Lessons

29. Impacts on the Attitude towards Art Making • Providing motivation and interest • Enhancing sense of achievement Computer Graphics in Art Lessons

30. Limitation of the Study • Sample size • Language used for data collection • Time constraint / Inaccessible to the MMLC • Neglecting other’s approach • Uneven committement • Group dynamics • Lack of collaboration among teacher Computer Graphics in Art Lessons

31. Recommendations • Extended the programme • Focus on the long-term effects of participating • Wider scope of participants • Teachers from different schools work collaboratively Computer Graphics in Art Lessons

32. Different software can be used • Non-participated observers should be trained to attain a higher level of reliability • Invite other experienced interviewers to conduct the interview for avoiding any prejudice • To extend teachers’ professionalism and explore the best pedagogical method Computer Graphics in Art Lessons

33. Conclusion • An experimental vehicle, more about process than end product • Students experienced problems, frustrations and disappointments that they will find in the real world of work. • To develop more appropriate learning models and teaching strategies for enhancing students’ competencies in visual arts. Computer Graphics in Art Lessons

34. References Brown, J. (1992). The Multi-Faceted Blackboard: Computer Graphics in Higher Education. Interactive Learning Through Visualization. The Impact of Computer Graphics in Education. Berlin: Springer-Verlag. Bruntlett, S. (2001). Making and using multimedia: A critical examination of learning opportunities. In M. Leask (Ed.), Issue in teaching using ICT (pp.158-178). London: Routledge & Famler. Burns, R. B. (2000). Introduction to research methods. London: Sage. Butler, D. (2000). Gender, girls, and computer technology: What’s the status now? Clearing House, 73 (4): 225-29. Chai, J., & Duthrie B. (1992). An encounter with computer art: Primary children’s reactions. Journal of Art & Design Education. 11 (2), 209-22. Computer Graphics in Art Lessons

35. Thank you Computer Graphics in Art Lessons