…. Seeing Through Technology: Visualizing Contemporary Art Education Vicki Daiello Assistant...

….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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