Integrating Computer Technology and Traditional Art Tools: A Visual Literacy Handbook

Throughout history technology has advanced because new tools have been invented. Within the past fifty years the computer grew to be a new tool for business and industry. In the last twenty years, computers have become a tool for helping with daily activities. Now computers are being recognized as a tool for creativity. Artists have incorporated digital tools in their traditional toolbox. A review of related literature shows that computer generated digital art has been integrated into many aspects of the fine arts, including galleries and museums. This technology is being incorporated into the curriculums of our schools as well. Students are developing visual literacy through activities and lessons that make use of current computer technology along with materials and tools in the traditional fine arts program. This handbook shows ways digital art can enhance the learning of visual literacy in a fine arts program

Reconfiguring architectural space through photography

Depending on facilities and technologies available at various periods of the world history, architects used various tools like drawings, paintings, miniatures, models, computers, fine arts platforms to represent their design before and after construction. “Representation includes everything people construct to be known as a visual record or figurative manifestation of that reality. […] Within this approach, architects usually reduce the definition of representation to the creation of such visual forms as drawings or models that selectively double or imitate the physical reality of a building. I would like to move beyond this traditional view to define representation as a culture-specific and dynamic process of establishing the relationships between reality and the signs created to symbolize this reality. In this process, reality becomes thinkable, and its meanings are symbolically assigned.” (Piotrowski and Robinson 2001: 42

The effect of cross-linked learning on visual arts education

This study examined how computer technology had an effect on a Year 9 visual arts education class with regard to the Western Australian four Arts Learning Outcomes (WA 4ALO). The research was administered concurrently with a learning approach called Cross-Linked Leaming (CLL) (Zervos, 1997), which consisted of three components: (1) the subject (e.g., visual arts education in relation to the WA 4ALO); (2) the learner (i.e., a target group and how they learn); and (3) the tool (e.g., computer technology). This study addressed the problem of how to promote learning in visual arts education, especially with visual arts theory. Historically, students have preferred to make art than to study art theory subjects such as art history and art criticism/response. Furthermore, many students may have found, traditional ways of learning theory to be less engaging and stimulating than making art. For this study, a sample consisted of 19 female students from an independent secondary school in Perth for one school term. The students were divided into three groups for the three data collections methods: (l) the whole class completed pre and post-questionnaires; (2) five pairs of students participated in pre- and post-interviews; and, (3) nine students\u27 art portfolios representative of different levels, of achievement, that were analysed at the end of the school term. The methodology was action research. Data was collected and interpreted to answer the primary research question through four sub-questions as follows: (1.0) What was the effect of CLL on students; (1.1) What were students\u27 attitudes towards CLL; (1.2) What skills did students require for CLL; (1.3) What knowledge did students exercise with CLL; and (1.4) What were students\u27 preferences for !earning with CLL? The results showed that the three components of CLL had a predominately positive effect upon most students in terms of their attitudes, skills, knowledge, and preferences. Furthermore, the students showed a first preference for learning visual arts theory in a CLL framework reflecting a social constructivist and student-centered way of learning that included using, computers 75% of the-•time for visual arts theory instruction. This thesis demonstrates that CLL is an effective framework for the Year 9 visual arts students who participated in this study

Communication Between the Digital World and Human Existence

As a Master of Fine Arts candidate with an undergraduate background, and strong interest in the graphic design field, I decided to investigate the interactive communications between humans and computers. This field of interest was developed by my fascination in human to computer relationships. The processing of information has always intrigued me. In researching this area I have begun to realize how limited the documentation is concerning this field of study. This especially applies to any forms of visual expression. My proposed thesis statement: Communication between the digital world and human existence initiated a focus to translate the underlying form of binary communication into two and three-dimensional visual expressions. Through research I explored the binary code process and how it could be interpreted as visual works of art, symbolically represented. I was granted a Bachelors of Fine Arts degree in 2000 at Rochester Institute of Technology; my field of study was graphic design. Graphic design provided a solid understanding of the development and intercommunication of computers. I was encouraged by faculty and peers to pursue an in-depth investigation of digital communications and to symbolically translate my interpretations into art. As a result of this relatively new influence of the computer, through symbolically represented visual artwork, a majority of my research was done via the internet. Through my research and experimentation I feel that I have accomplished the goals that I have set for myself as well as opened the doors to many future possibilities in this expressive field of communication

Reviews

The following publications have been reviewed by the mentioned authors;Graphics and Design by R. W. Boycott and J. Bolan, reviewed by Richard KimbellThe Practical Woodwork Book: Anthony Hontoir by John Murray, reviewed by David JonesIntroducing Art - A first book on the History and Appreciation of the Visual Arts by Donald Richardson, reviewed by John LancasterSoldering and Brazing by Tubol Cain, reviewed by  W. T. PriceSheet Metal Work by R. E. Wakefield, reviewed by W. T. PriceThe Art of Welding by W. A. Vause, reviewed by W. T. PriceWorld and Image: A Journal of Verbal/Visual Enquiry. First Issues: Vol.1, January-March 1985 by John Dixon Hunt, reviewed by John LancasterTeachers, Computers and the Classroom by I. Reid and J. Rushton, reviewed by Sean NeillDesign Courses in Britain 1986 by The Design Council, reviewed by J. BarlowGender, science and technology: Inservice handbook by Judith Whyte, reviewed by T. Dore

Media play: new (and old) pedagogies with young chldren

Modern technologies mean that the principles of quality arts education are the same (as they ever were) and different. Discussion in this paper is based on a small research project that used art as pedagogy, art as research method and, for the young children participants, celebrated art for art's sake. The project was designed with two aims. Firstly, the authors were interested in how young children engage with media as a strand of the arts. This also informed some of their thinking around the debates over Information and Communication Technology (ICT) as a process for the production of a media text. Secondly, they were interested in the extent to which digital media could enable young children to make their learning visible

FAKTOR PENDUKUNG DAN PENGHAMBAT MEDIA PEMBELAJARAN SENI BUDAYA DI SMPN 1 TEGALSARI BANYUWANGI

Media pembelajaran merupakan suatu alat atau perantara yang berguna untuk memudahkan proses belajar mengajar, dalam rangka mengefektifkan komunikasi antara guru dengan siswa. Dalam pembelajaran seni budaya di SMPN 1 Tegalsari, penggunaan media pembelajaran guru seni budaya di SMPN 1 Tegalsari tidak memanfaatkan media elektronik seperti komputer dan LCD. Dalam proses pembelajaran guru hanya menggunakan media visual berupa contoh gambar pada lembaran kertas yang diperbesar. Dari hasil penelitian dapat diketahui bahwa jenis media yang digunakan guru dalam proses pembelajaran ekspresi di kelas masih kurang sesuai. Faktor pendukung di SMPN 1 Tegalsari adalah adanya media visual sebagai alat bantu proses pembelajaran di kelas. Media diselingi dengan metode pembelajaran ceramah dan sumber belajar guru seni budaya berupa buku penunjang. Faktor penghambatnya yakni didasari oleh terjadinya keterbatasan fasilitas sekolah media elektronik seperti LCD proyektor dan komputer yang kurang memadai. Media visual yang digunakan guru seni budaya masih terbilang monoton atau kurang variatif. Upaya guru seni budaya dalam mengatasi hambatan adanya keterbatasan fasilitas di sekolah dengan cara membuat media visual sebagai alat peraga berupa contoh-contoh gambar, yang ditampilkan pada lembaran kertas besar. Saran yang diberikan peneliti; guru perlu adanya upaya untuk mengoptimalkan pemanfaatan media pembelajaran, hendaknya guru belajar mengoperasionalkan media elektronik, guru harus dapat memilih media mana yang sesuai dengan materi yang diajarkan, guru diharapkan untuk lebih kreatif dalam memilih media pembelajaran, pihak sekolah sebaiknya dapat menambah media pembelajaran yang diperlukan guru dan siswa dalam proses pembelajaran.Kata kunci : media pembelajaran, seni budaya, seni rupa.AbstractLearning media is a useful tool or intermediary to facilitate the teaching and learning process, in order to streamline the communication between teachers and students. In the study of art and culture in SMPN 1 Tegalsari, use of instructional media arts and culture teacher at SMPN 1 Tegalsari not utilize electronic media such as computers and LCD. Teacher in the learning process just use visual media in the form of sample images on sheets of paper are enlarged. From the results of this research is that the type of media used by teachers in the learning process in the classroom is still lacking expression accordingly. Factors supporting at SMPN 1 Tegalsari is the visual media as a tool in the classroom learning process. Media interspersed with lecture teaching methods and learning resource teachers supporting arts and culture in the form of a book. Inhibiting factor that is based on the limitations of electronic media school facilities such as LCD projectors and computers are inadequate. Teachers use visual media art and culture still somewhat monotonous or less varied. Efforts of teachers of art and culture in overcoming obstacles to the limitations of school facilities by creating visual media as teaching aids in the form of examples of the image, which is displayed on large sheets of paper. Advice given researchers; teachers should the effort to optimize the utilization of instructional media, teachers should learn to operate the electronic media, the teacher should be able to choose which media in accordance with the material being taught, teachers are expected to be more creative in selecting instructional media, the school should be able to add the required instructional media teachers and students in the learning process.Keywords: learning media, arts and culture, art

Art in the Age of Networks - Networks as a Way of Thinking

The theme-based and material-based units (with lessons and lesson sequences) propose a curriculum for one academic semester in an undergraduate visual arts school (for sophomore, 2nd year, or junior, 3rd year students). However the lessons could be modified and tailored to any age group developmentally. This curricular framework aims to foster collaboration (within individuals, materials and disciplines), explore networked pedagogy and networks in pedagogy as a collaborating force through and with the visual arts and explore the materiality of the code and the digital media. The course also engages with new media theory and literature, investigates the materiality of the digital media as collaborators, mediators and metaphors and reflects on how technology affects pedagogy and allows students to tailor projects according to their own interests. The course content is flexible in its approach with plenty of elbowroom. The 3rd Unit of the suggested curriculum also seeks to advocate for social justice; students cultivate perspectives about the power of digital media to address social issues, they probe into matters of social justice or injustice with the featured artists and make connections with the artistic processes and goals of the artists (listed in the lessons) to reflect on the sociopolitical context of their own art making. The students also think about networks as an abstract or tangible concept (digital, social, physical, and biological networks) and create works in an open-ended, student-centric environment that encourages critical thinking, independent decision-making and enables them to chose their own nature/ track of projects.https://scholarscompass.vcu.edu/cstae_resource_higher_education/1002/thumbnail.jp

The Interface of Technology in Culinary Arts Education

Introduction: A culinary educator must make many decisions that affect the day-to-day activities in both the classroom and the lab. One of the more important decisions is how to select the most appropriate technology to implement for use in teaching and administrative activities. The research presented here is intended to help the educator identify specific needs, decide where the use of technology is desirable, and offer information designed to help the educator make an informed decision about using technology as a teaching tool. Purpose Statement: The purpose of this paper is to inform the culinary educator about the technology available for use in both the classroom and the lab setting. There is an ever-increasing pool of technology, making it more important than ever that the educator choose the appropriate lab/kitchen equipment and software programs for use in a specific culinary program. Making an informed decision ensures maximum usefulness of the technology in the setting