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….Seeing
Through
Technology:
Visualizing
Contemporary
Art Education
Vicki DaielloAssistant Professor of Art Education University of Cincinnati
…. Seeing
Through
Technology
Multiple Meanings. . .
Seeing / Thinking Through the
Meanings
of Technological Tools in Art
Education
…. Teaching Art in
an Age of
Technological
Change
Art Education & Technologies. . .
To What End?
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Technologies, Content Creation, and the Social/Cultural Effects. . .
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Intersections . . . Art + Technology + Society
Visual Culture
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“The medium is the message” ~ Marshall McLuhan (1911-1980)
The characteristics of a particular medium
(rather than the information it disseminates)
are of greatest influence and importance in society.
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“Life” takes place on screen
FOCUS:
Social implications of computer and
digital artmaking technologies…
(1) PERSONAL: Identify and challenge one’s own
assumptions about art and technology
(2) CULTURAL: Explore the meaning and value of
art production and consumption in an age of digital
technologies
Role of the Art Teacher in an
Age of Technological Change?
Must we be an EXPERT
on
Technological
Tools & Software?
OR....
Could we shift focus?
From. . .
“What can a technology do?
To. . .“What can a technology mean?
Technologies:
What shall we teach?
A Critical Inquiry
Approach to Technology
Goals:
Create learning experiences that could lead us
to shocks of awareness. (Maxine Greene)
Inspire complicated conversations
that compel our thinking
and push our art (and our awarenesses)
to stretch and grow.
HOW?
“Critical Consciousness”
Critical Consciousness at any age. . .
Identifying and questioning the social,
historical, political, and personal contexts
that shape our perceptions and
responses within visual culture
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The “medium” is the
method of critical inquiry
The qualities and features of a particular medium
become a lens for thinking critically about its
purpose, value, and meaning
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For example. . .
Questions about identity, reality, power, relationships. . .
Recurring Issues & Themes in the study of Art Education and Technology:
Time
Focus and/or Distraction
Reality
Identity
Meaning & Knowledge
Authenticity & Ownership
Questions to ask about Art and
Visual Culture objects and experiences:
?For whom was it created?
For whom does it exist?
Who or What does it represent?
Who or What is doing the telling? The hearing?
How do you know?
Questions to further interpretive thought:
?What do you think the work is for or against?
What political, religious, or racial views does the work
seem to uphold?
What would the work have you believe about the world?
Does the work represent a gendered point of view?
What does the work assume about the viewer?
(More) questions to further interpretive
thought:
?Is it directed at a certain age group, a certain class of
people? How can you tell?
Who might most appreciate the work? Why?
Might some be offended by it? Who? and Why?
Adapted from Terry Barrett (2010). Making Art: Form & Meaning, Ch.13 – Studio Critiques
Issues & Themes:
Time
Focus and/or Distraction
Reality
Identity
Meaning & Knowledge
Authenticity & Ownership
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Issues & Themes:
Time
Focus and/or Distraction
Reality
Identity
Meaning & Knowledge
Authenticity & Ownership
GAZE & POWER: Seeing and being seen
Technology &
IDENTITY
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Barbara Kruger
Intertextuality
An understanding
of popular culture
depends upon
familiarity with other
items or experiences
in culture
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Cassandra Parente: http-//english.marion.ohio-state.edu/EnglishPaper/Epw2011.html.
Distinctions blurred between fine art and popular culture
Appropriation: Also known as repurposing, recycling,
mash-up, culture jamming………….
Using Common Computer Software / Technologies
As a Means of Critical Questioning and Reflection. . .
PowerPoint
GarageBand and Audacity
Photoshop & GIMP
PowerPoint Slide Movie
An “OLD” technological tool may be repurposed
toward new ends. . .
Express a “big idea” that reflects your relationship with technologies in art and/or in your life:
2 minutes in length... 20 -- 50 slides.
No sound effects required.
Images may be repeated to achieve certain effects.
Use images of your choice, appropriated or “original” work.
*If appropriated images are used, citation/attribution must
be included.
Podcasts:
GarageBand (Mac); Audacity (freeware, Mac/PC)
Digital Exquisite Corpse:
Scanner, PhotoShop (GIMP-freeware); E-Mail
Projects that encourage Collaboration
Digital Exquisite Corpse:The computer as a mechanical tool that can be directed by
the artist as well as produce unknown and new outcomes.
Goals of Lesson:
1. To examine the role of chance in artworks.
2. To understand the ongoing process of creating artwork.
3. To relate different objects/subjects/forms/ideas.
4. To learn and employ problem solving skills.
5. To work collaboratively.
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Webquest
Open-ended, multi-task, multi-layered inquiry
May relate to an artmaking project, or stand alone as a
class discussion activity or individual exploration
Characteristics of a Webquest:
Intertextuality, Creativity, Flexibility, Process, Ambiguity
~ Flexibility of time spent on tasks
~ Unpredictability: Less control over “product,” more
emphasis on “process”
~ Encounters with ambiguity . . . Trust of and respect for
an individual’s and group’s ability to solve problems with
minimal teacher intervention
Hair: an interactive web quest
Created by Mindy CarsonFor use with middle school students, grades 6th-8th
Artists who use hairYour next challenge in this quest is to find one contemporary artist
(one who is still living) who uses physical hair in their artwork.
You will post a blog entry about this artist, which will include:
1. Five picture examples of their hair-contrived artwork
2. Why this artist chose hair instead of traditional materials to communicate their message
3. What you think their message could be
#2Ms. Soapbox:
Media is just a fact of life. We need to be free to make up our own minds. However, we as consumers and producers of information should have the opportunities to speak our view as well.
Speak out!!!
Task G
Final Reflexive Journal Entry. Individually state your perceptions and personal beliefs about the Internet. How do you believe information flows? Indicate what you’ve gained from this experience. Defend your position on the effects of the Internet on you and your culture.
Visualizing a Global Civil Society
ArtReflexivity. . .
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Recommended Readings
Barrett, T. (2010). Making Art: Form and Meaning.
Delacruz, E. (2009). Art Education Aims In the Age of New Media: Moving Toward Global Civil Society
Eisenhauer, J. (2006). Next Slide Please: The Magical, Scientific,and Corporate Discourses of Visual Projection Technologies
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