|
Visual Arts
Learning
Activity
Types1,2
Using
technologies in the visual arts has created new possibilities for student
learning. Digital technologies, such as graphic design software, animation
tools, and photo and video editing applications, offer students opportunities
to create, construct, design, communicate, connect, present and reflect as part
of their visual arts learning. How can teachers and students choose among the
many educational technologies available, such as arts-related software, Web 2.0
tools, and mobile apps? In what ways can visual arts educational goals be addressed
by selecting appropriate technologies for classroom-based learning activities? How
can activities for visual arts learning be developed that make appropriate use
of educational technologies?
To
be effective in visual arts-related learning, technology integration strategies
must align with how teachers plan educational experiences, rather than designing
instruction around the use of particular technologies. The 75 visual arts
learning activity types that appear below are designed to assist teachers in planning
learning opportunities for students that appropriately integrate technology,
pedagogy and visual arts content. After teachers and students have identified
the learning goals for a particular unit, lesson or project, learning activity
types can be selected from the taxonomy below and combined in ways that will
most effectively help students to address those goals. The visual arts learning
activity types are subdivided into two primary categories that can assist
students in building their knowledge of visual arts content, concepts, processes,
and techniques: Explore and Respond.
The 45 Explore
Activity Types
The
45 activity types in the Explore category are subdivided into three
sub-categories. Twelve activity types provide opportunities for students to
build Awareness and/or Conceptualize understandings related to visual arts. The
18 Apply activity types challenge students to apply their knowledge of the
visual arts using a variety of processes and techniques. The Create/Design
sub-category includes 15 activity types that offer students opportunities for
creative expression. Collectively, the 45 Explore activity types embody
traditional conceptions around aesthetics, art criticism, art history and
production, as well as honor new and emerging media, visual culture and
postmodern ideas.
The
Build Awareness/Conceptualize activity types, which are identified with 12
verbs—view, gaze, listen, collect, exchange, visualize, brainstorm,
research, identify, play, record, and visit—help students to develop
awareness of art works and the cultural, social and historical contexts within
which particular artifacts are situated. As the contents of Table 1 indicate,
teachers have a wide range of technology options available to assist students
in building visual arts conceptual knowledge and understanding through
exploration by listening, collecting and researching. In developing an appreciation
for the visual arts through viewing and gazing, students can explore aesthetic,
sensory and critical perspectives upon art works. This allows them to develop
conscious awareness, which contributes to arts appreciation and learning.
Other
activities in this domain include listening, collecting, and visiting
appropriate venues for arts-related learning. These activities assist the
development of visual, cultural and multimedia literacy skills. This includes
consuming, processing, conceptualizing and re-conceptualizing arts-related
information, which leads to responding to art works, while considering studentsÕ
prior personal experience and knowledge as related to the content they are
exploring. Learning activities that allow students to work individually or collaboratively
around recording, exchanging ideas, visualizing, brainstorming and ideating are
also included in the table below. Ideally, students will engage in learning experiences
that feature a variety of learning activity types in the Build
Awareness/Conceptualize category.
Table
1: Build Awareness/Conceptualize Activity Types
|
Activity Type
|
Brief Description
|
Possible Technologies
|
|
View
|
Students observe/access
static, print-based, digital and animated media from teachers, guests and
peers; synchronous and asynchronous, visual or via multimedia images
|
Augmented Reality/computer-mediated reality environments,
mobile apps, Web-based digital archives,
timelines
(e.g.,Artsonia, ArtStore, Artcyclopedia, Google Art Project), presentation sharing services,
online image and video sharing services,
blogs,
wikis,
social networking sites,
Google Earth,
Web 2.0 art tools
|
|
Gaze
|
Students discuss
issues around gazing such as conceptions of power, reality, natural and
stereotypical depictions in visual art
|
Discussion forums,
podcasting
and other audio/video recordings and sites,
blogs,
wikis
|
|
Listen
|
Students listen
to recordings of arts, artist, art history presentations and lectures;
digital or non-digital
|
Mobile apps,
online video-sharing sites,
podcasting
and other audio/video recordings and sites,
Web conferencing tools/services
|
|
Collect |
Students upload, collect,
and bookmark arts resources, artifacts, materials, works, and research
|
Social bookmarking applications,
wikis,
blogs,
mobile apps,
online storage service,
online image and video sharing services,
Web 2.0 art tools/online resources
|
|
Exchange
|
Students exchange
ideas surrounding the creation of art and artifacts with peers and other
audiences
|
Email,
mobile apps,
blogs,
wikis,
social networking sites,
virtual worlds (e.g., Second Life),
Web conferencing tools/services,
discussion forums
|
|
Visualize
|
Students visualize
imagery and recall experiences and stories; explore ideas to organize
information using concept/mind mapping
|
Concept mapping software,
mobile apps,
Web 2.0 art tools
|
|
Brainstorm/Ideate
|
Students brainstorm
ideas of personal, political and cultural interest in their sketchbooks
|
Collaborative word processors,
concept mapping software,
mobile apps,
notetaking and archiving tools,
Web 2.0 art tools,
Web conferencing tools/services
|
|
Research
Used in:
Impressionist Artist Fakebook Page (high school)
Give Me Shelter (high school)
|
Students read and
explore historical information and
other arts content, interview, gather, analyze, and synthesize information
using print-based and digital resources
|
Social bookmarking applications,
mobile apps,
online fair use/copyright resources,
notetaking tools,
online art history timelines and digital archives,
collaborative word processors,
online image and video sharing services,
podcasting tools,
Quick Response (QR) Code scanners,
blogs,
wikis,
social networking sites,
virtual worlds,
WebQuests,
Web 2.0 art tools/online resources
|
|
Identify
|
Students identify
vocabulary, questions and research associated with contextual, historical and
social dimensions of works of art
|
Mobile apps,
annotation tools,
Web-based digital archives
(e.g., Artsonia, ArtStor, Artcyclopedia, Google Art Project),
Web 2.0 art tools/online resources
|
|
Play
|
Students explore
various dimensions of play such as those associated with solitary, parallel,
associative, cooperative, pretend, onlooker, environmental,
fantasy/imaginative play types, historical role play, etc.
|
Digital
and video cameras,
digital video and image editing software,
mobile apps, educational games,
programming language tools (e.g., Scratch),
Web 2.0 art tools/online resources
|
|
Record
|
Students work
collaboratively or individually in developing a live or recorded performance
or demonstration including oral, musical, dramatic and visual concepts
|
Digital
and video cameras,
digital audio, video and image editing software,
Webcasting tools (e.g., Ustream, LiveStream)
machinima cinematic production tools,
mobile apps,
screencasting software,
online video and audio sharing services
|
|
Visit
Used in:
Kinetic Sculpture (middle school) |
Students travel
to physical or virtual field trip sites and perhaps develop their own tours;
synchronous or asynchronous
|
Online art galleries, museums and digital image libraries/archives,
WebQuests,
digital video editing software,
podcasting tools,
screen capture software,
virtual fieldtrips,
virtual worlds
|
As
students engage in Explore activities, it is important that they Apply and make
connections among visual arts concepts and their own experiences. These cognitive
processes represent the ways in which students apply and build upon prior
knowledge and visual arts explorations. Such arts-based inquiry, using
appropriate embedded educational technologies, helps students to construct
meaning while applying critical thinking skills. The 18 Apply learning activity
types appear below.
Table
2: Apply Activity Types
|
Activity Type
|
Brief Description
|
Possible
Technologies
|
|
Select
|
Students choose
appropriate objects, media, processes, techniques, and methods in art
|
Mobile apps, Web-based
digital archives
(e.g., Artsonia, ArtStor, Artcyclopedia, Google Art Project),
online fair use/copyright resources,
social networking tools,
blogs,
wikis,
Web 2.0 art tools/online resources
|
|
Practice
|
Students practice
techniques, methods and processes in visual arts individually or
collaboratively
|
Digital photography,
digital storytelling software,
digital
and video cameras,
digital printing,
mobile apps,
online games,
Web 2.0 art tools/online resources
|
|
Experiment with
Used in:
Visualization and Characterization (middle School) |
Students
manipulate and experiment with media, materials, forms and concepts
|
Animation tools, augmented/computer-mediated
reality environments, digital and video cameras, digital audio, video and
image editing software, digital photography, digital printing, digital
storytelling software, online games,
photocopier, podcasting tools, Web 2.0 art tools/online resources
|
|
Develop
|
Students develop arts
representations, collaboratively or individually, using different media to
represent ideas
|
Animation tools,
digital photography,
digital storytelling software,
digital
and video cameras,
digital video and image editing software,
concept mapping software,
mobile apps,
online fair use/copyright resources,
image editing sharing services,
online sketchbooks,
Web 2.0 art tools
|
|
Prototyping
Used in:
Kinetic Sculpture (middle school) |
Students design ideas
for 3-D fabrication of objects, sculptures and environments in physical or
electronic form
|
3D animation software and printing and
modeling programs,
mobile apps,
Web 2.0 art tools/online resources,
graphic design software,
virtual worlds
|
|
Elaborate
|
Students develop more
complex detail, components and concepts in art
|
Digital drawing and painting tools,
digital image editing software,
mobile apps,
online fair use/copyright resources,
online photo editing tools (e.g., Aviary),
Web 2.0 art tools/online resources
|
|
Layer
Used in:
Give Me Shelter (high school)
|
Students layer
materials, methods and concepts around cultural and societal influences in
art (such as gender, family, environment and religion)
|
Digital image editing software,
digital photography tools,
hybrid printing presses and tools,
mobile apps,
photo and video editing tools,
Web 2.0 art and collage tools/online resources
|
|
Translate
Used in:
Graffiti: A Digital Identity
|
Students
translate visual, historical, spiritual and emotional symbols and metaphors,
plus interpersonally relevant ideas and artifacts in their art works
|
Animation tools,
cartooning tools,
digital
and video cameras,
digital drawing and painting tools,
digital storytelling software,
mixed media photography and printmaking tools,
online fair use/copyright resources,
digital image editing software,
online sketchbooks,
Web 2.0 art tools/online resources
|
|
Transform
|
Students
transform everyday objects and spaces into works of art
|
Animation tools,
projectors,
time lapse photography,
Web 2.0 art tools/online resources
|
|
Alter
|
Students alter
pre-existing works of art in physical or electronic formats
|
Digital image and video editing software,
graphic design software,
online fair use/copyright resources,
Web 2.0 art tools/online resources,
photocopiers
|
|
Interact
|
Students explore
interactions among art concepts, text, images, media and environments individually
and/or with peers through themes in art
|
Augmented/computer-mediated reality environments,
discussion forum,
email,
live blogs,
mobile apps,
collaborative word processors,
polling tools,
QR code scanners,
social networking sites,
blogs,
wikis,
video,
virtual worlds,
Web 2.0 art and collage tools/online resources,
videoconferencing tools
|
|
Appropriate
|
Students explore
social issues and events through adopting, borrowing, recycling and/or
sampling man-made visual culture concepts, found objects and ready-made art
|
Online fair use/copyright resources,
digital image editing software,
scanners,
blogs,
wikis,
social networking sites,
virtual worlds,
Web 2.0 art resources
|
|
Predict
|
Students make
predictions about art media experiments and concepts
|
Discussion forums,
online games,
collaborative word processors,
polling tools,
Web 2.0 art tools/online resources
|
|
Extrapolate
|
Students use
specific details to predict how new artistic methods and possibilities will
build on previously identified concepts
|
Graphic design software,
mixed media photography and printmaking tools,
mobile apps,
photo editing tools (e.g., Aviary),
Web 2.0 art tools/online resources
|
|
Juxtapose
|
Students
juxtapose random or intentional concepts, images and other media together from
different contextual sources and/or historical periods in creating original artwork
|
Collaborative word processors,
presentation software
(e.g., Prezi, Slideshare, Powerpoint),
video and image editing software,
moviemaking software,
virtual worlds,
Web 2.0 art and collage tools/online resources
|
|
Recombine
|
Students create mash-ups
that recombine various arts media and concepts, either in physical or digital
form
|
Audio/video editors,
audio editing software,
photo/video cameras,
video and image editing software,
digital photography tools,
online fair use/copyright resources,
Web 2.0 art tools/online resources
|
|
Recontextualize
|
Students recontextualize familiar images in relationship to
images, texts and symbols not normally associated in art
|
Video and image editing software,
graphic design software,
projection technologies,
Web 2.0 art tools
|
|
Curate
Used in:
Impressionist Artist Fakebook Page (high school)
|
Students select
multiple works and organize them in an art exhibit or a series of works in a
collection
|
Online galleries,
timeline applications,
wikis,
Web2.0 art tools/online resources
|
When
students engage in Creating and Designing—some of the highest levels of
visual arts learning activities—they are exploring a range of traditional
and new visual arts media, materials, creative concepts, themes and processes.
This learning can be facilitated with use of appropriate educational
technologies to support imaginative inquiry, personal expression and authentic meaning-making.
Creating and Designing frequently require that students use materials and
accompanying process skills as they develop artistic and perceptual awareness.
This helps students to develop visual language that fuses materials and media exploration,
mark-making and concept-building. These processes are important to the communicative
and expressive aspects of studentsÕ artistic development. The 15 Create/Design
learning activity types appear in Table 3 below.
Table
3: Create/Design Activity Types
|
Activity Type
|
Brief Description
|
Possible
Technologies
|
|
Design
Used in:
Impressionist Artist Fakebook Page (high school)
Graffiti: A Digital Identity
|
Students work
collaboratively or individually to create a design (e.g., a set,
advertisement, poster, cards, graphic design, typography, logo, fashion
design, lighting/architectural design, storyboard, magazine) that demonstrates
what they learned
|
Digital imaging editing and graphic/Web design software, image editing software,
e.g., laser/inkjet printers,
mobile apps,
QR code scanners,
Web2.0 art tools/online resources
|
|
Create a 2D work
|
Students work
collaboratively or individually to create a 2D work (e.g., paintings, comics,
cartoons, batik pieces, mixed media, giclŽe prints,
drawings, sketches, photographs, photo montages, postcards, illustrations, sequential
art works) that demonstrates what they learned
|
Digital cameras,
digital printing tools,
digital photography tools,
graphic design software
(e.g., Illustrator, Photoshop),
hybrid printing presses,
image editing software,
laser/inkjet printers,
mobile apps,
photocopiers,
printers,
Web2.0 art tools/online resources
|
|
Create a 3D work
Used in:
Kinetic Sculpture (middle school)
|
Students work
collaboratively or individually to create a 3D work (e.g., fashion designs, mobiles/kinetic
art, fiber arts, mixed media, weavings, altered books, tile works, mosaics,
pop-up books, jewelry/metalsmithing artifacts,
assemblages, models, puppets, sets, sculptures) that demonstrates what they
learned
|
3D printers and software
(e.g., Google Sketchup),
digital image editing software,
digital storytelling software,
mobile apps,
Web2.0 art tools/online resources
|
|
Create a
portfolio/ sketchbook
Used in:
Graffiti: A Digital Identity |
Students create
and document ideas, works of art, documents and other artifacts in sketchbook
and portfolio formats
|
Web site authoring assistants,
blogs,
wikis,
mobile apps,
presentation software,
collaborative word processors,
Web 2.0 art tools/online resources
|
|
Create a virtual
artifact
|
Students work
collaboratively or individually to create virtual artifacts (e.g., apps,
digital stories, podcasts, digital art, digital images, computer-generated
imagery, animation, robotics, games, interactive designs, flipbooks, virtual
environments, simulation) that demonstrate what they learned
|
3D programming environments,
animation software,
augmented reality applications,
audio editing software,
digital
and video cameras,
digital imaging and graphic design editing software,
digital storytelling software,
machinima cinematic production tools,
audio editing tools,
podcasting tools,
moviemaking software,
virtual worlds
|
|
Create a film
Used in:
Visualization and Characterization (middle School)
Give Me Shelter (high school)
|
Students work
collaboratively or individually to compile still images, videos, music, sound
and narration to create films in a variety of forms (e.g., video, productions,
machinima films, video art, 4D and/or video mixing
artifacts and sequential art) that demonstrate what they learned
|
Audio editing software,
digital
and video cameras, green screen software,
machinima cinematic production tools,
mobile apps,
video sharing services,
screen capture/
screencasting software,
moviemaking software
|
|
Create an
animation
|
Students work
collaboratively or individually to create clay, stop motion, rotoscope or digital animation artifacts that demonstrate
what they learned
|
3D animation software
(e.g., Maya),
animation tools
(e.g., StopMotionPro,iStop Animation, Animate Clay, Stop Motion Animator),
flash-style animation tools,
mobile apps,
Web 2.0 art tools
|
|
Create an exhibit
|
Students work
collaboratively to create real time/physical or virtual/digital collections
of art works and artifacts
|
Mobile apps,
online art galleries & digital image archives,
collaborative word processors,
video and image editing sharing services,
blogs,
wikis
|
|
Create an
installation/ conceptual work
|
Students work collaboratively
to create conceptual/new genre/experimental/ interactive works, installations,
site-specific art, and non-traditional works
|
Digital
and video cameras,
digital imaging software,
digital and time lapse photography and video tools,
projection technologies,
video sharing services
|
|
Create a mural
|
Students work
collaboratively to create and document site-specific public and community
works
|
3-D printing and modeling programs,
digital
and video cameras,
digital and time lapse photography and video tools,
projection technologies,
video sharing services
|
|
Create a game
|
Students work
collaboratively or individually to develop a game, in paper or digital
formats, to help students learn course content
|
Digital imaging tools,
game design software,
hybrid printing presses and tools,
mobile apps, programming language tools (e.g., Scratch),
Web site design software
|
|
Synthesize
|
Students will
blend a variety of artistic themes and concepts to create a hybridized new media
work
|
Animation tools,
digital imaging editing and graphic design software,
digital photography
and video tools,
drawing/painting software programs,
machinima cinematic production tools,
mixed media photography and printmaking tools,
online photo editing tools,
podcasting tools
|
|
Perform
Used in:
Visualization and Characterization (middle School)
|
Students engage
in material-based or digital experiences related to improvisation,
performance art, dramatizations, and simulations
|
digital
and video cameras,
machinima cinematic production tools,
video sharing services,
virtual worlds,
Web conferencing tools/services,
discussion forums
|
|
Record
|
Students work
collaboratively or individually to create recordings based on scripts
surrounding art concepts, stories and class content
|
Audio/video editors and recorders ,
podcasting tools,
webcasting/broadcasting tools,
collaborative word processors
|
|
Publish
|
Students work
collaboratively or individually to publish their art work for themselves, peers,
or other audiences
|
Desktop publishing,
digital storytelling software,
mobile apps,
image sharing sites,
video sharing services
|
The 30 Respond
Activity Types
The
30 Respond activity types are organized in three subcategories: Describe,
Analyze/Interpret, and Evaluate. The Describe subcategory is comprised of eight
activity types that help students to define, label and explain various types of
artwork. The 17 Analyze/Interpret activity types support students in making
meaning from artwork in a variety of ways. The 5 activity types in the Evaluate
subcategory challenge students to critique and assess visual art. Together,
these 30 Respond activity types extend the conceptions that the Explore
category activity types address, but encourage more depth in reflection,
response and evaluation.
When
children begin to develop artistic language, their writing and speaking emerge
out of the visual imagery they create. Although creating and designing are
important aspects of visual art, students can also benefit from other kinds of
arts-based communication activities that help them to develop verbal and non-verbal
language, including the use of speaking and writing when describing their
learning. Expressing aesthetic and critical perspectives through description can
be an important outcome of visual art learning. Describing can also be an
engaging enterprise for students when combined with other types of learning
activities.
Table
4: Describe Activity Types
|
Activity Type
|
Brief Description
|
Possible
Technologies
|
|
Narrate
|
Students work
collaboratively or individually to tell stories, develop narratives and
communicate the concepts and processes embedded in works of complex styles of
art; synchronously or asynchronously
|
Digital storytelling software and tools,
moviemaking software,
online avatar/voice generator tools
(e.g., Voki, Blabberize),
podcasting tools,
Web 2.0 art tools/online resources,
Web conferencing tools/services,
discussion forums
|
|
Demonstrate
|
Students work
collaboratively or individually to demonstrate processes of art making and share
examples
|
Document cameras,
interactive whiteboards,
mobile apps,
projectors,
screen capture/
screencasting software,
moviemaking software,
Web 2.0 art tools/online resources
|
|
Paraphrase
|
Students restate
the meaning of art works,
imagery, other media, or the function of a work of art
|
Digital
and video cameras,
discussion forums,
online galleries,
podcasting tools,
Web 2.0 art tools/online resources
|
|
Annotate
|
Students make annotations
in their own and othersÕ work based on observations and reflections related
to relevant course concepts
|
Annotation tools,
blogs,
wikis,
mobile apps,
collaborative word processors,
Web 2.0 art tools/online resources
|
|
Summarize
|
Students
summarize how a process produces certain results and outcomes
|
Audio/video editors and recorders,
concept mapping software,
blogs,
wikis,
Web 2.0 tools/online resources,
discussion forums
|
|
Write
|
Students engage
in collaborative and/or individual writing (e.g., blogging, journaling,
essays, reports, narratives, written reflections, note taking, test responses,
artist statements, screenwriting, game scripting, poetry, creating stories)
based on individual and group work
|
Digital storytelling software,
discussion forums,
interactive whiteboards,
blogs,
mobile apps,
collaborative word processors,
social networking sites,
wikis,
word processors,
online text visualizers and generators
(e.g., Wallwisher, Wordle)
|
|
Share
|
Students express
their thoughts and feelings about arts-related concepts and works with their
peers or other audiences.
|
Discussion forums,
collaborative word processors,
mobile apps,
video sharing services,
screen capture and
screencasting software,
blogs,
wikis,
social networking sites
|
|
Present
Used in:
Kinetic Sculpture (middle school)
Give Me Shelter (high school)
|
Students work
collaboratively or individually to share their ideas, processes and/or artwork
with a group
|
Document cameras,
interactive whiteboards,
video sharing services,
slide sharing services,
collaborative word processors,
presentation software,
mobile apps,
projectors,
blogs,
wikis,
moviemaking software,
discussion forums
|
While
learning how to make informed judgments about visual arts, students need to experience
the analysis and interpretation of art works and ideas. Seventeen different types
of visual arts analysis and interpretation (presented in the table below) form
the Analyze/Interpret activity types within the 30 types of Respond activities.
Table
5: Analyze/Interpret Activity Types
|
Activity Type
|
Brief Description
|
Possible Technologies
|
|
Identify
|
Students identify
basic vocabulary, concepts, patterns, personal/social/historical meaning and
metaphors in art
|
Web-based digital archives
(e.g., Artsonia, ArtStor, Artcyclopedia, Google Art Project),
mobile apps,
polling tools,
Web 2.0 art tools/online resources,
WebQuests
|
|
Classify/Label
|
Students classify
and label arts media, processes and concepts evident in work according to
course content
|
Collaborative word processors,
annotation tools,
mobile apps,
Web-based digital archives
|
|
Categorize
|
Students sort and
categorize works of art according to identified or emergent characteristics
|
Presentation tools,
concept mapping tools,
mobile apps,
Web-based digital archives
|
|
Reflect/Retell
|
Individually or
in groups, students reflect upon and retell what they remember about a visual
arts exhibit, series of works, portfolio, and/or other artifacts and concepts
orally or in their portfolio/sketchbook; synchronously or asynchronously;
informally or formally
|
Audio and video recorders,
discussion forums,
mobile apps,
polling tools,
blogs,
wikis
|
|
Discuss
|
In small or large
groups, students engage in dialogue with peers about experiences, ideas, aesthetic
perceptions, feelings and/or thoughts, synchronously or asynchronously
|
Discussion forums,
mobile apps,
social networking sites,
blogs
/microblogs,
Web conferencing tools/services
|
|
Connect
|
Students connect symbols,
metaphors and real or imagined subjects in a cohesive work of art
|
Digital drawing and painting tools,
image manipulation tools,
mobile apps,
Web-based digital archives,
WebQuests
|
|
Compare/Contrast
|
Students compare
and contrast how styles, media, elements and cultural/historical/social/other
aspects of art are alike and different
|
Discussion forums,
Web-based digital archives,
mobile apps,
Web conferencing tools/services
|
|
Inquire/Investigate
|
Students
investigate aesthetic questions and engage in inquiry surrounding experiences,
memories, media and ideas in visual art
|
Audio editing software,
discussion forums,
mobile apps,
blogs,
wikis,
WebQuests
|
|
Question
|
Students work
collaboratively or individually to construct aesthetic, historical and/or
critical inquiry questions related to course material and concepts
|
Discussion forums,
collaborative word processors,
web-based digital archives,
WebQuests,
blogs,
wikis
|
|
Answer questions
|
Students respond
to aesthetic, historical and/or critical inquiry questions using traditional
or contemporary means or through the use of online resources
|
Mobile apps,
podcasting tools,
audio/video recording collections,
polling tools,
word processors
|
|
Organize
|
Students plan a
list of topics and ideas before they begin creating their art
|
Annotation tools,
concept mapping tools,
collaborative word processors,
online sketchbooks,
wikis,
word processors
|
|
Represent
|
Students explore
ÒrepresentinÓ their artistic voices through their
personal histories and cultures of origin in a work of art
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Audio editing tools,
digital drawing and painting tools,
digital photography tools,
projection technologies,
moviemaking software,
WebQuests
|
|
Deconstruct
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Students explore
artistic criticism and deconstruct conventional meaning in visual art works
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Mobile apps,
podcasting tools,
audio/video recording collections,
moviemaking software,
Web 2.0 art tools,
WebQuests
|
|
Characterize
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Students note and
express identifying qualities of visual art processes and works
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Annotation tools,
Web-based digital archives,
virtual worlds
|
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Edit
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Students edit
their works using various tools
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Collaborative word processors,
mobile apps,
video and moviemaking software,
image editing software,
wikis,
word processors
|
|
Revise
|
Students revise,
rework and rearrange elements, deleting and/or replacing elements
|
Moviemaking software,
collaborative word processors,
mobile apps,
video and image editing software
|
|
Communicate
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Students share
information with others about art concepts they have seen, expressed or read
about related to visual communication
|
Blogs,
discussion forums,
podcasting tools,
audio/video recordings collections,
blogs,
wikis,
social networking sites,
Web conferencing tools/services
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Table
6 presents the five Evaluate visual arts activity types, which follow and often
incorporate describing, analyzing, interpreting, judging and reflecting acts. A
necessary aspect of evaluation in visual arts learning asks students to
generate intuitive, informal and formal critical responses to art works and
ideas. Evaluation activities can help students to develop understanding and/or reach
conclusions regarding specific visual arts ideas and works.
Table
6: Evaluate Activity Types
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Activity Type
|
Brief Description
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Possible
Technologies
|
|
Assess
|
Students create assessments,
use a rubric/scale and/or question-and-answer formats, and/or use questionnaires,
take exams/quizzes/ surveys synchronously or asynchronously; formally or
informally
|
Blogs,
discussion forums,
collaborative word processors,
polling tools,
quizzing tools,
wikis,
word processors
|
|
Inventory
|
Students collect
and sort art works that have similarities and/or differences and compare and
contrast them
|
Digital archives,
interactive whiteboards,
mobile apps,
online image and video sharing services,
wikis
|
|
Argue
|
Students debate
and justify different sides of an issue; formally or informally, structured
or unstructured; synchronously or asynchronously
|
Blogs,
discussion forums,
wikis,
email,
Web conferencing tools/services
|
|
Critique
Used in:
Graffiti: A Digital Identity
|
Students explain
and articulate ideas verbally and critically respond to works of art from a
variety of social, historical and contextual perspectives
|
Blogs,
discussion forums,
Web conferencing tools/services,
podcasting tools
|
|
Jury/Judge
|
Students form
opinions and make judgments about work, peer evaluations and group critiques
|
Blogs,
discussion forums,
mobile apps,
wikis
|
Interdisciplinary
Explorations
When
visual arts learning activity types are supported by different technologies, investigative
paths to creative and imaginative thinking can be fostered, encouraging interdisciplinary
student discovery. This is particularly true when considering the
interdisciplinary nature of the visual and media arts. Although educational
technologies can be used as instructional support tools, they can also serve as
creative outlets that blur the lines between what constitutes tools and media
used for artistic expression.
Because
media arts typically involve combining two or more mediums, interesting social
and collaborative dynamics among students can be explored. Blending arts and
technologies can facilitate collaborative learning experiences that are
supported by the convergence of interactive elements embedded within media arts
experiences, such as animations, moving and still images, sound, space, time,
sequencing, text and typography. For example, a group of elementary students
might create a movie that includes their narrations, interviews and reflections
upon drawing, while displaying the processes used to create their works of art
through an animated series of images.
This
example could be adapted easily to learning in other content areas, forging interdisciplinary
connections among visual arts and mathematics, language arts, world languages,
science and other content areas. Successful visual arts-infused
learning is characterized by what Lowenfeld & Brittain (1987) described as Òoriginality, elaborative
thinking, risk-taking, complexity, curiosity, and imagination,Ó (p. 86) all of which
are essential to effective learning in multiple disciplines. Exploration
and expression in other arts-based modalities (e.g. dance, drama, music) can also
be infused into interdisciplinary learning experiences, making this learning
interesting, engaging and effective for students with a variety of different
learning modality preferences.
Reference
Lowenfeld,
V. & Brittain, W. L. (1987). Creative and Mental Growth. Upper Saddle River, New
Jersey: Prentice-Hall, Inc.
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