DOCUMENT RESUME

ED 305 913 IR 013 772

AUTHOR Pollard, Jim, Rd.; Barnhart, Dick, Ed.TITLE Ideas for Integrating the Microcomputer into Visual

Arts Instruction.INSTITUTION Northwest Regional Educational Lab., Portland,

Oreg.SPONS AGENCY Office of Educational Research and Improvement (ED),

Washington, DC.PUB DATE Nov 88NOTE 26p.; For a related document, see ED 289 699.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

-- Reports - Descriptive (1 1.)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Educational Technology; Guidelines; *Learning

Activities; *Learning Processes; Lesson Plans;*Microcomputers; Secondary Education; *Theater Arts;*Visual Arts; Workshops

ABSTRACT

This paper provides 18 lesson plans that useeducational technology for instruction in the visual and performingarts in secondary schools; these lesson plans were developed as partof a workshop held in the State of Washington in May 1988. The lessonplans were developed to follow the format of State of WashingtonSilperintandent of Public Instruction Guidelines. Each lessoncomprises activities that address the following five learning processcomponents for the visual and performing arta: (1) perceiving (toattain an awareness of the arts through the senses); (2) experiencing(to have personal involvement with the arts through participation);(3) understanding (to comprehend and interpret the elements of artforms and ether relationships); (4) creating (to develop personalstatements through problem solving in the arts); ane (5) aestheticvaluing (to make evaluations, choices, and judgements about the artsbased on personal criteria). Each lesson plan contains goals,objectives, activities, lessons, and an explanation of how eachcomponent is addressed in that lesson. A list of workshopparticipants and a list of producers of the software cited areprovided. (EW)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

IR

THE Northwest Regional Educational Laboratory

El:TECHNOLOGY( /4c PROGRAM

IDEAS FOR INTEGRATINGTHE MICROCOMPUTER

INTO VISUAL ARTS INSTRUCTIONU S OEPANTMENT OF EDUCATION

Office of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

E' Minor changes have been made to improvereproduction qualoty

Points of view or opinions Stated in flusdOCu-ment do not necessarily represent officialOERI position or policy

Editedby

Jim PollardDick Barnhart

November 1985

"PERMISSION TO REPRODUCE THISNorthwest Regional Educational Laboratory MATERIAL HAS BEEN GRANTED BY

101 S.W. Main, Suite 500 Jerry D.Kirkpatri0(Portland, Oregon 97204

co of EducafinnalSP1)1"°r" by ChlRi Research and Improvrnent

U.S. Deportment of El:Jun(1ton

ty

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Table of Contents

EauINTRODUCTION 1

A WALKING 1 OUR OF TEXTURES ....3

SENSORY EXPLORATION 4

FISH AS ART 5

A TASTE Or COLOR 6

REPRESENTATION OF INFORMATION IN MAP FORM 7

INTRODUCTION TWO- AND THREE-DIMENSIONAL STUDY 8

COMPUTER GRAPHICS AWARENESS 9

INTRODUCTION OF THE COMPUTER AS AN ART MEDIUM.... ....... .... ............. .... 10

TEXTURE 11

EMPHASIS IS ON PATTERN 12

ARTISTIC EXPRESSION 13

USE OF ILLUSTRATION IN POETRY 14

SYMBOLIC SELF-PORTRAIT 15

UNDERSTANDING THE IMPACT AND DEVELOPMENT OFCOMMERCIAL ART THROUGH AMERICAN HISTORY 16

COLOR WHEEL 17

EXPANDING SHAPES 18

ART AND CULTURES 19

WAYS TO ACHIEVE DEPTH IN A PICTURE 20

VISUAL ARTS AND TECHNOLOGY WORKSHOPPARTICIPANTS LIST 21

SOFTWARE CITED 23

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Introduction

The contribution of technology to the instruction of visual and performing arts in secondaryschools Is easier to imagine than to implement. Teachers can review the new technologies and seehow they might be helpful in arts instruction, but restraints of budgets, training, and time haveconspired to prevent the introduction of technology into most of their classrooms.

In an attempt to help these teachers of visual arts to plan their use of technology, the State ofWashington's Office of the Superintendent of Public Instruction (SPI) and the Northwest RegionalEducational Laboratory (NWREL) hosted a workshop which combined educators from the arts andeducators from technology. The task of the participants was to amend the SPI's Visual & Perform-ing Arts Curriculum Guidelines for Washington Schools (1987) to include suggestions on teachingwith technology. The workshop was held in Ellensburg. Washington on May 18-19, 1988.

During the workshop, the participants alternated between learning about the newest of the tech-nology, and designing lessons which make effective use of that technolv. There were demonstra-tions of the latest in graphics software, desktop publishing, CD-ROM (compact disks). video-disks,color printing, image projection and the interactions among all ofthese technologies. After eachdemonstration, small groups would retreat to develop a lesson shell which used a part of thetechnology. In each lesson, participants were encouraged to use some traditional materials andsome new technology. After designing the lessons, the participants shared and critiqued theirwork with the entire group.

The lessons which were developed followed the format of the SPI Guidelines. Each lesson is com-prised of activities which address all of the five learning process components for visual and per-forming arts which were identified in that publication. The processes are represented by a penta-gon, with each side a process which contributes to the whole lesson:

The learning process components are:

Perceiving:Experiencing:

Understanding:

Creating:Aesthetic Valuing:

to attain an awareness of the arts through the sensesto have personal involvement with the arts through participationto comprehend and interpret the elements of the art forms and theirrelationshipsto develop personal statements through problem solving in the artsto make evaluations, choices. and judgments about the arts based onpersonal criteria.

The Guidelines set five common goals for the visual and performing arts which are to be attainedthrough activities using the five processes listed above. These goals are:

1. Students are able to use sensory experiences to comprehend the various art forms.

2. Students are able to use their skills to participate in the arts.

3. Students are able to apply their knowledge of concepts, elements, principles, theories, andprocesses in the arts.

4. Students are able to express themselves creatively through the arts.

5. Students are able to make informed judgments about the arts and the relationships of the'arts to the histories, cultures, and environments of the world's people.

The lessons which follow reflect these goals and conform to the pentagon metaphor which wasestablished in the guidelines.

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Goal:

Objective:

Activity:Lesson:

A Walking Tour of Textures

Students are able to use sensory experiences to comprehend thevarious art forms.The teacher will provide opportunities for the student to develop skillsIn visualization and observation.Observe detail, pattern, outliae, surface, texture and color. (K-3)In this lesson, students have opportunities to develop skills invisualization and observation of texture while on a walking tour.

Touch what you and the students ob-serve while on the walking tour.

Take a walking tour with thestudents to observe visual tex-tures.

In a discussion with thestudents, have them imagine aworld without texture.

Discuss what was seen and feltduring the walking tour.

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Have students make textural collagesusing different senses such as:(a) Visual (computer print program)(b) Tactile (paper, sand. etc.)(c) Sound (tape of different sounds)(d) Taste (food)

Sensory Exploration

Goal: Students are able to use sensory experiences to comprehend thevarious art forms.

Objective: The teacher will provide opportunities for the student to becomefamiliar with the tactile considerations of visual art media such as clay,stone, weed, fibers, metal, and paper.

Activity: Explore variations in surface texture.Lesson: Students explore textures and learn about the elements which comprise

a textural pattern by simulating one on the computer.

Have students observe anddiscuss texture through the useof:

National Art Gallery CD-ROMTouching, seeing, smell-ing, tasting specific ob-jects with texture

Homework assignment:Find seven different unique ex-amples of textureIdentify and label and share withthe class

Have students create a second com-puter texture pattern sheet and compare withfirst one

Tell which ones they like bestGive reasons whyShare evaluations with classSmallGroup discussions

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1. Establish a vocabularyused to describe textures

2. Identify and label textureson:computer texture patternssurface texture rubbings

3. Discuss tactile tortureswith students

Using a simple paint program on anApple Computer, students will createvisual texture patterns.

Fish As Art

Goal: Students are able to use sensory experiences to comprehend thevarious art forms.

Objective: The teacher will provide opportunities for the student to developawareness through all the senses to enhance learning in the visualarts.

Activity: Translate one or several sensory sensations into a visual message.Lesson: Students visit a fish hatchery as the basis for a lesson in the visual

arts.

Visit fish hatchery touching andsmelling fish.Observing slides, pictures. laserdisks, and digitized images

Listening to and observing ex-amples of fish.Show cartoons ("Charlie."etc.). slides. videodiscs. etc.

Relating study of fish to the study of habitat(nature).

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Discuss, analyze fame color.1211,1LCAand =MA examin-ing with magnifying glass,examining lam in nature(e.g.. using ikiraltostudy relationships of fish.)

Have students draw fish prints, andfantasy fish designs.

Create a new product by having smallgroups design fish.

A Taste of Color

Goal: Students are able to use sensory experiences to comprehend thevarious art forms.

Objective: The teacher will provide opportunities for the student I developawareness through all the senses to enhance learning Li the visualarts.Explore interrelationships between the visual elements and the senses.Students will develop an awareness of color through the senses.especially nonvisual senses. Students will identify color associatedwith flavors through these activities. Often we have strong emotionalresponses to colors and flavors or odors, especially in foods.

Activity:Lessen:

Relate sensations of colors toresponses of the students throughuse of comvuter monitor, intensecolor field paintings. What emo-tions are expressed by the studentsas a result?

Blindfold students. Using candyflavorings, have students write alist of colors associated withvarious odors. Candies suchas Life Savers may be usedto similarly associate colorwith taste. Discuss withstudents what colors weexpect to find with variousflavors. What happens toour perceptions of foodswhen the color of the food doesnot match the flavor? Would you likegreen eggs and ham?Unblindfolded. have students predict the flaof various candies, lollipops, etc. based uptheir color only.

Prepare drinks using food color-ing and flavoring which have

unusual colors for the flavorsused. e.g.. purple colored,but orange flavored. Whatemotions/responses do youfeel when you see specificcolors? Compare colors offoods with appetite for thefood, colors used in adver-tising for foods.

Discussion of the experience. Discuss thestudent's favorite color and favorite flavor.Are they related? Color expectation; whatcolors do we expect to see for specific foodsor flavors?Are personal color perceptions and prefer-ences a part of the expectations?

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Have students use a paint program on acomputer and design their own lollipop ofsimilar candy. Use the `Mr capability of thepaint program to fill the lollipop with anappropriate color if the candy would have aspecific flavor. What color would it be if it wassweet? "tat color if sour? What color wouldit be if AL uad a bitter flavor? What color woulda lime-flavored lollipop be?

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Goal:Objective:

Activity:

Lesson:

Representation of Information in Map Form

Students are able to use their skills to participate in the arts.The teacher will provide opportunities for the student to explore two-and three-dimensional media, materials, and techniques.Select appropriate materials and techniques in two- and three-dimensional media to communicate an idea. (Grades 7-12)Activities in this lesson are oriented around maps and the informationthey can represent for application in social studies and geographystudies.

Examine a map in-depth, with a dis-cussion of the information presented.A comparison between two relatedmaps may be helpful. For example,use a 3-D relief map and a corre-sponding topographic map to allowthe comparison of the representedinformation.

Present students with several mapswhich represent information invarious ways. Discuss the tech-niques used to convey the de-sired information, e.g., color,topographic lines, 3-D relief,etc. in what ways are thesetechniques used, how are thekeys to the data represented?What types of informationmay be represented on maps?

Share the maps and structure of the in-formation with others in the class. Discussthe ways in which information has been repre-sented. What value do maps have? Why usemaps (or other graphic representations) ratherthan table of numbers to represent suchthings as population density or other pieces ofinformation? Is a picture really worth 1.000words?

Students should use a map todecide upon the solution to a

problem or task, for example:Given a topographic map.plan a route for a hike fmmpoint A to point B.

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1. Students should create amap of a given area to represent

specific information. For example, given atopographic map, create si 3-D relief mapwhich corresponds to the topographic map.2. Use a computer-based drawing programor cartography program to generate individ-ual maps for a task.

Goal:Objective:

Activity:Lesson:

Introducing Two- and Three-dimensional Study

Students are able to use their skills to participate in the arts.The teacher will provide opportunities for the student to explore two-and three-dimensional media, materials, and techniques.Introduce two- and three-dimensional study.Students make two-dimensional and three-dimensional representationsof the same objects using both traditional materials and computersimulations.

Draw an object using paper andpencil.Using modeling clay take thepaper drawn object and ren-der it 3-D.

Show and tell of objects (3-D) andpictures (ads, picture) of the objectsbrought from home.

In small groups discuss differ-ence between 2-D and 3-D.

Go to the computer to view 3-D simulations.

Display constructions Shareand discuss characterIstics of 2-Dand 3-D

Hidden volumeMeasure area, volumeMath tie-inSize, scale

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Build 3-D geometric forms byfolding paper. Show the relationships

between planes and solids.

Goal:Objective:

Activity:Lesson:

Computer Graphics Awareness

Students are able to use their skills to participate in the arts.The teacher will provide opportunities for the student to explore two-and three-dimensional media, materials, and techniques.Expand knowledge of the range and limitations of various materials.In this lesson, students explore the use of the computer as an artisticmaterial.

Using the Koala pad, duplicate anonobjective pencil drawing on 3x5card to computer screen. Recordcomparisons of both.

Have students view computer-gen-erated pictures on screen andprintouts. Compare with pho-tos, paintings, drawings.What similarities/differencesin visual effects do you ob-serve?

Discuss with students howdrawings changed whenconverted to pixels. How docurves and slanted lines differ? Itdoesn't replace drawing, it is a differentmedium arowing greater freedom of explora-tion.

Demonstrate how computer-gener-ated image is created by a series

of lit and unlit pixels. How doesit limit the quality of shapes

and lines used in a graphic?

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On an 80x25 grid graphpaper draw a recognizablepicture in pencil. Add color to

each square as if it were a pixel.

Goal:Objective:

2Lctivity:lesson:

Introduction of the Computer as an Art Medium

Students are able to use their skills to participate in the arts.The teacher will provide opportunities for the student to explore two-and three-dimensional media, materials, and techniques.Expand knowiedge of the range and limitations ofvarious materials.In this lesson, students explore the use of the computer as an artisticmaterial.

Have students experiment with fivedifferent ways making a poster oftheir name (different colors, shapes,sizes. layout, emphasis, etc.) Stu-dents thould work in groups of twowhile on computers.

(1) Students bring in samples ofcomputer art (commei cials.posters, etc.)

(2) Teacher introduces com-puter. menu, etc.

Have students present prob-lems. solutions and possibilities inrelatiun to computer as an art medium,with a group discussion on these problems.solutions and possibilities.

Discuss the elements andprinciples of design. Compare

and contrast published com-puter graphics and otherstudent work.

Have students choose anddesign the best solution to vari-

ous problems and create these on thecomputer working in groups of two.

Goal:

Objective:

Activity:Lesson:

Texture

Students are able to apply their knowledge of concepts, elements,principles, theories, and processes in the arts.The teacher will provide opportunities for the student to identify andapply the elements and principles of design.Introduce the dements of design.Students learn about texture by studying it in unusual contexts.

Using a copying machine, computerscarier, or a camcorder, digitizeanobject. Have students use computergraphics to change the texture of theobject and discuss how they havechanged its qualities.

Have students keep a visualdictionary throughout the year.Each entry should include anexample of the texture and averbal description of it.

Prepare a hall exhibit ofthe altered textures.Exhibit texture dictionaries in thelibrary .

Have students make oneword descriptionsof textures.

Use words in context, similes,metaphors (texture is like

).Expose students to workswhen authors have usedtextures.

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Add color to xeroxed or digitizedpictures of texture.

Goal:

Objective:

Activity:Lesson:

Emphasis Is On Pattern

Students are able to apply their knowledge of concepts, elements,principles, theories, and processes in the arts.The teacher will provide opportunities for the student to identify andapply the elements and principles of design.Introduce the principles of design.In this lesson the students use technology to analyze whatcharacteristics patterns have.

Use a grid box to explore patterns(using paper or on computer). Usecomputer software which allowstiling (e.g.. Sunburst problem-solvingpatterns).

Show examples of patterns tointroduce terminology and tohelp students define andidentify patterns using a slideshow, computer graphics,videodisc, pictures, etc.

Discuss how different patternsmake you feel.

Discuss the components ofpattern. Can you have a

pattern with only one item?

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Use a variety of media to createyour own patterns, (e.g., custom paint

brush in a computer program, LOGOpattern using a math formula).

Goal:Objective:

Activity:Lesson:

Artistic ExpressionStudents are able to express themselves creatively thro sigh the arts.The teacher will provide opportunities for the student to create anoriginal artistic statement.Apply the creative process to develop an original artistic statement.This lessoa helps students to discover the feeling which is expressed ina work of art.

Using an art videodisc:Show artworks in whichartist is expressing afeelingLook at three examples of"Madonna and Child"

Discuss what artists were feelingwhen doing specific pieces. Summa-rize the emotions associated witheach piece in a database record.

Guest artist shares feelingsabout his/her work/or just

works with students observ-ing.

....

Students discuss each other's ". --,..,..,work in terms of the feelings rr-

pressed.

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Students create their own artexpressing a feeling.

Goal:Objective:

Activity:

Lesson:

Use of Illustration in Poetry

Students are able to express themselves creatively through the arts.The teacher will provide opportunities for the student to create anoriginal artistic statement.Apply the creative process to develop an original artistic statement.Experiment with developing a personal style.Students translate between the verbal images of poetry and their owngraphic images to express the same ideas.

Review published poems withillustrations.

Presentation of publishedpoems by students with classcritique and discussion.

Use various borders around poemtext and experience the changes eachgives to the poem.

Discuss the use of line. form.color. etc. in the illustrations

to express mood and howchanges.

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Create poem and illustrateit to provide specific mood.

Goal:Objective:

Activity:

Lesson:

Symbolic Self-Portrait

Students are able to express themselves creatively through the arts.The teacher will provide opportunities for the student to create anoriginal artistic statement.Introduce the creative process as a concept. Apply the creative processto develop an original artistic statement. Experiment with developing apersonal style.Students explore their self-concepts and use that exploration to developa self-portrait.

Lead students in a discussion:How are we the same?How are we different?What are our physical and

nonphysical traits?Use examples from animal

world.Make a list of your unique

self, avoiding stereotypes.

(1) Digitize portrait or use string tocompare leg lengths, armlengths, etc.

(2) Share lists of unique selves

Have students consider thequestion: How does this list

reflect your unique self?Use the metaphor of apaper bag with things oninside of the bag you feelare true reflections aboutyourself and on outside ofthe bag what others sayabout you.

What would the world be like if everyonewere the same?What does that tell you about you and society?

Make a symbolic self-portrait usingabove list, icons for past, present, future,happy desires. Use enmputer images and tra-ditional media.Use digitized portrait image to manipulate andcreate new image of self.

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Goal:

Objective:

Activities:

Lesson:

Understanding the Impact and Developmentof Commercial Art through American History

Students are able to make informed judgments about the arts and therelationships of the arts to the histor.'es, cultures, and environments ofthe world's people.The teacher will provide opportunities for the student to value art as ameaningful form of human expression and communication.Examine visual messages and environments of other cultures.Understand the visual arts as a reflection of the social and intellectualtimes in which they were produced.Activities in this series are oriented around the developments incommercial art in the U.S.

Provide students with examples of commer-cial art and signs from several periods oftime in history: Colonial, 1800s. 1900-1950. 1950-1980. Compare the media. pro-duction methods, technologies used. tex-tures. sounds used. etc. Are there particu-lar themes which reflect the period of time?For example. are advertising examples fromtimes of war different than times of peace?

As a class group, discuss theinfluence of commercial art andadvertising on your life. Howmany times today have youseen or been influenced by anadvertisement, sign, or similarartwork? How would yourdaily life be influenced by ad-vertising if you lived in 1788instead of 1988?

Discuss the ways that commer-cial art and advertising reflect

the times. What are thedriving forces in the art:religion. economy, technol-ogy. political events, etc.?Are there specific effectswhich are a direct result ofthe technologies availableas well?

Discuss the effect that the commercial arthas on these senses. Why has commercialart changed with time? Is technology theonly reason? What effect has technology (TV,computers. etc.) had on the field? How isyour life affected on a day-to-day basis?Have you ever purchased anything basedupon an advertisement? Discuss this inrelation to the artwork which has beenexamined and produced by the students.

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1. Given a specific time period and sub-ject, design and implement a sign or ad-vertisement which is an appropriaterepresentation of the time and subject.2. Given the period of time 2000-2050and a specific business or product, designand implement a sign or advertisementappropriate to the style and technology ofthe time.

Goal:

Objective:

Activity:Lesson:

Color Wheel

Students are able to apply their knowledge of concepts, elements,principles, theories, and processes in the arts.The teacher will provide opportunities for the student to identify andapply the elements and principles of design.Introduce the principles of design.Students use a color wheel to study how color contributes to design.

Mix colors on computer, put in pri-mary, then secondary. then shading.

View world to see how color isused. Compare black and whiteand color images. Discusshow color is made and mixed.Discuss differences betweenmixing light versus pigment(could use National Galleryvideodisc).

Mix colors using paints andlights in the same manner as

above. Discuss the differ-ences and similarities.

Write paragraph on what is color beforeand after this unit.Share finished work.Talk about design and use of color.

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Use experience of color wheels, tomake radial symmetrical designs on the

computer. Use any cut-and-paste, symmetry,and transposing features available.

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Goal:

Objective:

Activity:Lesson:

Expanding Shapes

Students are able to apply their knowledge of concepts, elements,principles, theories, and processes in the arts.The teacher will provide opportunities for the student to identify andapply the elements and principles of design.Introduce the principles of design.In this lesson students study how particular shapes form a designtheme in a work of art.

Use National Gallery Video-disk toshow designs and compositionsfrom history.

Use computer graphics toisolate and study design ele-ments.

In groups take col aputer de-signs and critique. ID and list

principles of design. Listartist who used similar ele-ments (from library)Describe artist (from CD-ROM).

Record designs on videotape; sendto other school (exchange) for critique.

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Create a design and center ofinterest and expand out using elements

of design.Use color for emphasis. Show the effect ofrepetition of design.

Goal:

Objective:

Activities:

Lesson:

Art and Cultures

Students are able to make informed judgments about the arts and therelationships of the arts to the histories, cultures. and environments ofthe world's people.The teacher will provide opportunities for the student to value art as ameaningful form of human expression and communication.Examine visual messages and environments of other cultures.Understand the visual arts as a reflection of the social and intellectualtimes in which they were produced. (Grades 7-9)In this lesson students study the relationship between what a culturevalues and what its art is like.

Cultural awarenessStart with school cultureU.S. cultureVideotape and showschool culture

The class should discuss thecountry which they created.Have each student answer:Would you like to live in this country

and why?Would your parents like to live in this country

and why?Would Geroge Washington like to live in this

country and why?Would George Jetson like to live in this coun-

try and why?

Have students research the USculture. They should interviewparents. peers, grandparents:review films. videos, graphic arts.music. flags. clothing, food. danceand advertising.

Research should be repeated.this time for a foreign culture.

The results of each student'sresearch should be enteredinto a database.

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Have students create theirown country.

They should include artifacts.motto, money, clothing, flag, national

song. films. foods. dance. etc. The cul-ture should reflect the values which areimportant to the people.Have each student create a folk storywhich would be appropriate in this cul-ture.

Ways to Achieve Depth in a PictureGoal: Students are able to apply their knowledge of concepts, elements,

principles, theories, and processes in the arts.Objective: The teacher will provide opportunities for the student to identify and

apply the elements and principles of design.Activity: Introduce the principles of design.Lesson : Student will be able to understand and demonstrate the following

concepts:1. Objects lower in the picture plan appear closer.2. Objects larger than others appear closer.3. Objects that are closer have sharper detail.4. Colors that are more intense appear closer.5. Objects that are overlapped create a feeling of depth and space.

Physically arrange children to demonstratedepth.Manipulate objects on desk, then look at objectsto perceive depth perception related to size.Roll piece of paper to form a long cylinderthrough which to look to experience depth per-ception.

Show painting. slides, maga-zine pictures, videodiscs todemonstrate depth percep-tion.Find photos that showdepth (i.e., big feet in apicture, big hands).

Use Creative Camera, artists inresidence, photographs,

magazine pictures, artprints, etc. to demonstratedepth.

General demonstration and sharingshould occur at the completion of the lessonso that all class members become familiar withthe five concepts.Each group is responsible for presenting theirexamples to the rest of the class.

Divide the class into five equalgroups. Each group would work at a

computer station to create examples of theirassignment. Each group assignment shouldreflect lesson objectives. Teacher at this pointcan give direction and support to aid in conceptdevelopment.

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Visual Arts and Technology WorkshopParticipants ListMay 18-19, 1988

Mike SwatzellColville High School985 S. ElmColville, WA 99114

Dot RussellMount Stuart Elementary705 W. 15thEllensburg, WA 98926

Chuck WahleMorgan Middle School400 E. 1stEllensburg, WA 98926

Dana LemieuxWapato High SchoolP.O. Box 38Wapato. WA 98951

Bob StevensVancouver School District605 N. Devine Rd.Vancouver. WA 98661

Margo OttoBordeaux Elementary School250 University Ave.Shelton, WA 98584

Russ LundersW.F. West High School342 S.W. 16th St.Chehalis, WA 98532

Gary SeeligNorth Mason High SchoolBelfair. WA 98528

Doug BrownApt. F203755 Fifth N.W.Issaquah. WA 98027

Bonnie PurhmannSpring Glen Elementary School2607 Jones Ave. S.Renton, WA 98055

Jan GravesNorthshore School District18315 Bothell Way N.E.Bothell, WA 98011

Joel MurphySumner Junior High School1508 Willow St.Sumner, WA 98390

Gary MeachamColumbia High SchoolBurbank. WA 99323

Rick WirgreRichland High School930 Long St.Richland. WA 99352

Byron KatoOmak Middle SchoolBox 833Omak, WA 98841

Karen AntonucciCascade High School801 Casino Rd.Everett, WA 98203

Arnie MorenoSnohomish Junior High School601 Glen St.Snohomish. WA 98290

Carol NallMeadowdale Middle School9300 236th S.W.Edmonds, WA 98020-5699

Tim LynchMeeker Junior High School12600 S.E. 192ndRenton, WA 98055

Jim PollardNorthwest Regional Educa-tional Laboratory101 S.W. Main, Suite 500Portland. OR 97204

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Al Bell, DirectorMike Maxon . TrainerESD 101W. 1025 IndianaSpokane, WA 99205

Ann Black. DirectorKevin Henry. TrainerESD 10533 S. Second Ave.Yakima. WA 98902

Jon Nels:in . DirectorBetty Regas. SpecialistESD 1121313 N.E. 134th St.Vancouver, WA 98685

Sue Hubler. DirectorLarry Burtness, TrainerESD 189205 Stewart Rd.Mt. Vernon, WA 98273

John Hardy, DirectorESD 12112320 80th Ave. S.Seattle, WA 98178

Dick BarnhartESD 113601 McPhee Rd. S.W.Olympia, WA 98502

Jake SchlumpfESD 114105 National Ave. N.Bremerton. WA 983212

Joe HuetherESD 123124 S. FourthPasco, WA 99301

Myrna JensenESD 171640 S. Mission.St.Wenatchee, WA 98801

Ginny Tresvant, DirectorInstructional Services andTechnologySuperintendent of PublicInstructionOld Capitol Bldg., FG-11Olympia, WA 98504

Cheryl Lemke, SupervisorEducational TechnologySuperintendent of PublicInstructionOld Capitol Bldg.. FG-11Olympia, WA 98504

Rosalind Philips, SpecialistEducational TechnologySuperintendent of PublicInstructionOld Capitol Bldg., FG-11Olympia. WA 98504

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Software Cited

LGOOTerrapin. Inc.376 Washington StreetMalden, MA 02148617/322-4800

wen LakeMECC3490 Lexington Avenue NorthSt. Paul, MN 55126612/481-3500, 800/228-3504

National Azt GalleryVideodiscoveryP.O. Box 85875Seattle, WA I/9145-1878206/285- 5400.800/548 -3472

SunburstSunburst Communications39 Washington AvenuePleasantville, NY 10570-2898800/431-1934

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