An issues I've been thinking about is how to integrate technology into an art classroom. When I think of integration, I think of using technology in art as a medium, meaning using a computer to make the art. I need to remember technology needs to be used as a tool. There's thousands of pictures of art on all museum pages, and I think that is a great way I can incorporate it into the classroom. I hope that I can learn many more ways where technology can help me with art.
Any thoughts about the article and/or video?
ReplyDeleteI think technology can definitely be used to incorporate art into the classroom. However, it may come in a form closer to editing or graphic. Obviously technology is not a very good way to create an oil painting. That being said, graphic design is a huge industry and from my understanding that is usually completely done through computers. I know a few graphic designers who know more about technology than anyone and its because they use complicated programs to manipulate their artwork that they then can sell to companies, etc... Perhaps in the classroom setting there can be a unit on graphic design? Who knows. Art is definitely a hard one to incorporate into technology because its a skill we usually associate with paper and our own two hands.
ReplyDeleteI think the obvious application of technology in an art-classroom is the use of all the Adobe products. It's so relevant and used today in graphic design, web design, photo retouching, etc, that it needs to be taught. But I think the trick is to find other applications for tech in an art room. In the readings, a friends and flags program mentioned viewing classrooms around the world. Maybe you can use it to show kids what kinds of art kids are producing in different cultures.
ReplyDeleteHi Joanna, I am also am interested in integrating technology into the art classroom. I agree with Adam and Michael that Adobe products would be used as part of a graphic design curriculum. One area I am also interested in is using a blog to showcase student work.
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