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Chapter 4

Chapter 4. Arts Education and the New Media. Standards-based Arts Education and the New Media.

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Chapter 4

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  1. Chapter 4 Arts Education and the New Media

  2. Standards-based Arts Education and the New Media • Art teachers everywhere are trying to develop curricula that support the National Standards for Arts Education and to help their students achieve/build relationships to art that expressed to them or captivates them • This Chapter will consider how the New Media can be used to support arts education represented in the National Standards

  3. Categories of Arts Education • Four Major Components of Arts Education • Creating, performing, and participating in the arts • Knowing and using arts materials and resources • Responding to and analyzing works of art • Understanding the cultural dimensions and contributions of the arts

  4. New Media and the Art Experience...Traditional Way of categorizing the elements of arts education is by discussing: • Art History • § Understanding the cultural dimensions and contributions of the arts • Art Appreciation • § The ability to respond to and analyze works of art • Studio Art • § Creating and participating in the arts, knowing and using art materials and resources as its focus

  5. New Media and the Art Experience...CONTINUEDNew Tools and New Opportunities • Multimedia computers • § Important part of the “tool kit” • § Computer art is a rich, interesting, powerful, accessible medium in which artists are learning to express new ideas in new ways - From scanners to printers, from desktop publishing to Web designs (such as our edfolio’s) • § Computers also provide opportunities to collaborate in ongoing on-line art projects (which exhibit student work in new ways to new audiences)

  6. New Media and the Art Experience...CONTINUEDAccess and Exploration • The New Media bring an enormous wealth of resources • § Such as: Virtual Museums and Conversations with living artists about their work(s) • § *Important Point*: In order for the resources to be accessible to students they have to be identified, located, and evaluated, and a meaningful context for them must be provided by the assignment and activities designed by teachers • § Although there are these resources, teachers still have to prepare the ground, guide the interpretation of events, and make sure all their students get a chance to learn what they need

  7. New Media and the Art Experience...CONTINUEDExamples and Analytical Tools • The New Media provide both a rich set of examples and a new set of analytical tools • “In some ways the new media allow art teachers to make all their constructivist dreams come true” • §Meaning: The Medium makes possible taking a work of art and... • - Examine it in detail • - Put it back together in different ways to study... • ·  its form, • ·  its composition, • ·  its tone, • ·  and its feel by manipulating its elements--*without ever losing sight of the original construction* • § The Medium becomes interesting for art appreciation and aesthetic literacy education because of this increased ability to play with objects, alter them in order to understand them, etc.

  8. New Media and the Art Experience...CONTINUEDPleasure • The New Media offer opportunities for opening the pleasures of art to new audiences. • There is a generation gap when perceiving these new media as a source of pleasure • For instance: an adult can get pleasure out of reading a great novel or watching a classic movie, while teenagers can get pleasure out of listening to their favorite rock band or playing their favorite video game • All the pleasures brought by all of the examples above are real enough and considered art • If the life-long ability to enjoy the arts, to perceive ourselves more deeply through them, and to enhance the quality of our lives is truly one of the main goals of arts education, then the pleasures brought by the new media have to be taken seriously • For example: some students believe they are not artists or that are not interested in art, would love to make a music video or computer game to express their feelings about their music or their world

  9. New Media and Studio Art...What the New Media Contribute • The New York City standards stress that the arts nurture multiple intelligences and are thus important in developing such abilities as: • Independent risk taking • Harmonious collaboration • Imaginative problem solving • Effective communication • They also point out that the arts foster... • Discipline • Concentration • Creativity • Intuition • Logic

  10. New Media and Studio Art...What the New Media Contribute...CONTINUED • In the context of Studio Art, the new technologies provide a new medium and new tools for making art • For instance: Photography or Digital designs • In a good art classroom students... • Are asked to choose a medium according to their interest • Come to learn how to use the medium, explore it, and to use them effectively for expressive and communicative purposes • The strengths of different media • The ways in which the medium itself can affect what an artist can do

  11. New Media and Studio Art...CONTINUEDWhat Skills Are Needed? • Having a “good eye”: to compose an image • Patience: to compose it again and again until it looks right • Being willing to persist to overcome technical limitations • The discipline to save the image so that it does not disappear • For digital medium: programming interactively • *Most Importantly* - Careful tending

  12. New Media and Studio Art...CONTINUEDWorking with Interactive Media • The digital medium lacks the warmth of something tangible, but its responsiveness makes up for its coldness • The equivalent of warmth comes from the extent to which someone can interact with a digital work; to which it responds directly to our engagement with it • The digital medium is like theater than like photography...meaning it requires collaboration among students with very different talents and interests • In other words: One student might be good with researching, the next might be good with bringing graphic talents to the endeavor, and lastly the other might be good with programming

  13. New Media and Studio Art...CONTINUEDWho and Where Is the Audience? • Getting the programs “right” is important • The sites can be seen or interacted with people across time • This makes collaboration more tense and complicated • The fact that these works are represented to the world can worsen existing tensions and create new problems • Students values may conflict, differences in taste, interpretations, goals, or acceptable standards of excellence can no long simply be resolved by “psyching out” what the teacher wants

  14. New Media and Studio Art...CONTINUEDOpportunities for Collaboration • The students whose interests might have flowered with this media will be silenced again, and traditional media will come about • In traditional media, the potential of a real audience, helps students to face these tensions and motivates them to learn how to becomes more harmonious in their collaboration because something real is at stake for them

  15. New Media and Studio Art...CONTINUEDNew Conventions • Tabs across the top or down the left side are becoming conventions because they allow readers to go directly to the first page of each section from anywhere in the document • Because the medium is so new, students have a genuine opportunity to invent such conventions, which involves risk-taking

  16. New Media and Studio Art...CONTINUEDTaking Risks • An interactive program can fail • If none of the content is interesting, the experience feels empty • Developing age-appropriate criteria for assessing such productions is one of the things students and teachers have to invent together

  17. New Media and Studio Art...CONTINUEDProblem-solving • The very richness of the medium—using sound, images, texts, etc.—requires a great deal of imaginative problem-solving • It is the negotiation between what the students imagine and what they can actually do that provides opportunities for creative problem-solving • “We don’t yet know how to determine whether a digital work has “lasting artistic value.”” • What matters most: whether any given piece of work manages to communicate satisfactorily to some particular target audience

  18. New Media and Studio Art...CONTINUEDCommunicating Through and About Art • Students need to communicate with their parents and peers • Students can invent their own tastes and criteria, rather then appealing to adults • This is a benefit only if they learn how to determine whether the communication has been effective • Meaning: learning how to discuss about the aesthetic experience with others

  19. New Media and Studio Art...CONTINUEDNew Tools • The New Media provide an amazing set of composition tools • Such as: graphics programs, painting with electronic tools, the electronic “place” where images come together, etc. • The medium allows some students, especially those with physical challenges to overcome, to express themselves in new and welcome ways...for others it is the ability to integrate pictures and sounds which makes it interesting

  20. New Media and Studio Art...CONTINUEDUses of New Media in the Studio Art Curriculum • Digital Tools students have access to are: • Photoshop • PowerGoo • Morph • Premiere • Painter • Poser and Virtual WalkThrough

  21. New Media and Studio Art...CONTINUEDUses of New Media in the Studio Art Curriculum...CONTINUED • Specific Way these tools might be integrated into the middle or high school art classroom are: • Storyboarding: Graphic tools help the students focus on a careful planning of a larger, collaborative work, such as making a story • Storytelling: Graphics programs are tools for multimedia storytelling because students infuse meaning through what they do with digital images and pictures, which can be imported into a program like Powerpoint • Family Portraits: Power Goo allows students to scan a family photo and construct a composite image • Animation vs. Cartooning: Digital tools make it interesting and easy to explore differences between genres of artwork • Transformations: Digital medium makes it easy to create collages from “focused objects” in digital form, whether scanned in photographs or pictures made by artists • Visual Literacy: Digital medium lends itself to classroom work in visual literacy skills • Such as: VizAbility which covers six topics: imaging, seeing, drawing, diagramming, environment, and culture

  22. New Media and Studio Art...CONTINUEDCommunicating Through and About Art • Students need to communicate with their parents and peers • Students can invent their own tastes and criteria, rather then appealing to adults • This is a benefit only if they learn how to determine whether the communication has been effective • Meaning: learning how to discuss about the aesthetic experience with others

  23. New Media and Studio Art...CONTINUEDMedia Literacy in Studio Art Classes • Issues raised by this medium are beginning to emerge • The new technologies give studio art classes access to digitized art, which is art made in and for this new medium and that has no other physical existence

  24. New Media and Art HistoryWhat the New Media Contribute • The arts education standards stress the importance of helping students understand the relationship between art and culture, between the particular contributions made by the diverse cultural groups and the effect of cultural traditions and values on the life of art • The New York City standards stress the importance of teaching students how art gives voice to communities, preserves a community’s collective memory, and allows students to transmit their cultural inheritance • As I said before, The New Media provide an enormous amount of resources designed to let students explore everything • The primary value for access to these treasures of life is the Internet, which provides priceless resources for the arts educators

  25. New Media and Art History...CONTINUEDUses of New Media in the Art History Curriculum • Art-related Digital Resources that are used are: • Virtual Museums • There are many museums on the internet now • They are including an educational section featuring a variety of on-line activities, exhibits, and resources designed to interest viewers in the art the museums preserve and display • Some are: • The Metropolitan Museum of Art, New York (www.metmuseum.org) • The Jewish Museum, New York (www.jewishmuseum.org) • The Louvre, Paris (mistral.culture.fr/louver/)

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