Do iPad's have a place in Secondary Visual Arts classrooms? Saskia Nickless PGDED, GDipTchg, BFA, Waiuku College

This report will look at how iPad's can be implemented as successful tools in units of work within the Visual Arts at Secondary level. It can also be used to assist proposals for new technology and give guidance to teachers wanting to use iPad’s. This report includes:

• A Year 10 Visual Art unit plan using an iPad- Adapted drawing/still life unit with examples • How iPad's fit within the New Zealand Curriculum and e-learning policies- Looking at the

Arts Curriculum, achievement objectives and key competencies • Other relevant literature- general art and iPad literature. Academic reviews of App's and the

iPad- some reviews from artists who have used the iPad • Digital images and Reviews from different Apps tested (Myself) • Student reviews and examples, teacher reviews Pro's and Con's of using iPad's, from other

professionals • Artist's who are using the iPad to create art (Focusing on David Hockney). Other artists

include, David Newman and Jorge Colombo • Other Apps that can be used, including some video reviews • Brief overview

iPads & Art The Arts: The New Zealand Curriculum, Ministry of Education (MoE). "The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders" (MoE, 2007, p.20). Visual Arts: "In visual arts education, students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile, and spacial ideas to solve problems" (p.21). In visual arts a range of practices are explored (MoE, 2007). iPads in Visual Art, how will they fit within the four strands at level 5: Understanding the Arts in Context (UC) Developing Practical Knowledge (PK) Developing Ideas (DI) Communicating and Interpreting (CI) Using an iPad in art can fit within all four visual art strands: UC- "investigate and consider the relationship between the production of artworks and their contexts and influences" (MoE, 2007, p.49). Using an iPad to draw will be a new experience for many, but traditional approaches still apply the students are just using a new 'medium'. David Hockney is a good model for this at year 10 level. CI- "compare and contrast the ways in which ideas and artmaking processes are used to communicate meaning in selected objects and images" (p.49). interpreting what practising artists are doing, how, why and using this as an example to generate and develop new original ideas. Students can still refer to established drawing practises not produced on an iPad. DI- "generate, develop and refine ideas in response to a variety of motivations, including the study of established practice" (p.49). Generating ideas and looking at artists such as David Hockney pre and post iPad art, Impressionist Artists and illustrators (Options are great an are not solely limited to iPad artists). PK- "apply knowledge of selected conventions from established practice, using appropriate processes and procedures" (p.49). iPad drawing fits within this strand as students can still apply conventions and understanding of these conventions with mark making on the iPad. Drawings can still be built up, reworked, etc Implementing iPads in art will not dissolve the fundamental drawing qualities of art. The iPads will be used as another tool alongside traditional methods and techniques within the art classroom. The iPad drawings can also be printed and extended further in other art areas. The possibilities are exciting! Basic unit plan incorporating the iPad as the medium and tool: This unit looks at basic drawing techniques, and geometric shapes. This is a starting point that can lead onto a more in-depth still life unit looking at a variety of artists.

STRAND �/ � ACHIEVEMENT OBJECTIVES LEARNING OUTCOMES – the students will:

PK � Students will apply knowledge of selected conventions from established practice, using appropriate processes and procedures.

DI �

Students will generate, develop and refine ideas in response to a variety of motivations, including the study of established practice.

CI � Students will explore compare and contrast the ways in which ideas and artmaking processes are used to communicate meaning in selected objects and images.

UC � Students will investigate and consider the relationship between the production of artworks and their contexts and influences.

Use the iPad and a range of Apps to explore drawing to gain an understanding of three-dimensional shapes and various drawing processes and techniques. Using systems of shading exercise and continuing from this.

Demonstrate an understanding of how to use tools on the iPad to create form through tone.

Demonstrate an understanding of composition, space and form by making observational drawings using a variety of Apps, tools, finger and stylus.

Use appropriate techniques and processes to construct a range of drawings using different tools and Apps.

ESSENTIAL SKILLS �/ � UNIT GLOSSARY WORDS COMMUNICATION � INFORMATION � WORK AND STUDY � PHYSICAL NUMERACY PROBLEM SOLVING SOCIAL/CO-OPERATIVE � SELF-MANAGEMENT/COMPETITIVE

�

� Drawing

� Multiple

� Contour line

� Observation

� Still life

� Composition

� Shapes

� Rendering/shading/toning

RESOURCES EVIDENCE REQUIRED - WORK COMPLETED Still life objects (shapes),

Apple iPad, Stylus

1

1

1

1

iPad

iPad

iPad

iPad

Use pencil/pen tools in a selected App to explore techniques and to make basic geometric shapes look three dimensional, using systems of shading as a starting point.

Create a new well-finished shape- based composition, using still life objects in the classroom. It must have a light source; shadows and the objects shaded using the selected method and tonal mark making.

Experimental page using a new tool, try different mark making methods using the stylus or finger.

Complete a well finished shape- based composition. Using a variety of tools.

Systems of Shading: Copy the diagram on to your iPad, carefully shading the objects in a pencil or pen tool, to make them appear three-dimensional. Use the second diagram to help you.

Diagram 1 Diagram 2

Example using Art Set, stylus and 5 pencil tools: Light Grey, Mid Grey, Clay, Lead Metallic and Black

The New Zealand Curriculum, Ministry of Education (MoE). ICT, iPads and Education, Effective Pedagogy and where iPads in Visual Arts fit

ICT in New Zealand Schools ICT in schools has the potential to benefit and improve learning for all 21st century students (MoE, 2008). However for this to be possible ICT needs to be implemented and integrated better. There needs to be a clear understanding in schools of what systems will fit the needs of their students and teachers (MoE, 2008). New Zealand schools must ensure that all students are given the opportunity to use ICT and become competent and confident users of these tools. Schools need to prepare students for the digital world beyond the walls of the classroom (MoE, 2008). Implementing iPads into the classroom needs to be done with purpose, the teacher and students need to have an understanding of why this is being done, how they can be used and what will be taken away from this. Lessons and units need to be structured so that learning requirements are met and students are engaged in their learning. There is potential for this to be successful, it is ensuring students are given the opportunity to use new technology and extend their knowledge. Key Competencies and how iPads fit: The New Zealand Curriculum has five Key Competencies that are outlined in the Curriculum document (MoE, 2007):

• thinking • using language, symbols, and texts • managing self • relating to others • participating and contributing

Each key competency is broken down, the first four key competencies can be applied to using iPads in the classroom. Thinking: By making sense of information and constructing knowledge. "Intellectual curiosity is at the heart of this competency" (MoE, 2007, p.12). This fits well with engaging with new media and processes. Using language, symbols, and texts: By making meaning, representing and communicating ideas, knowledge and new information. As well as using ICT to share ideas and communicate. Visual representation fits within this competency. Working digitally gives students the ability to share ideas and information. Managing self: By being motivated to learn and work with new technology, devices and obstacles. Students manage their learning and extend their learning by taking chances, risks and embracing new challenges. Managing self is also essential when working with iPads, by staying on track and not getting distracted. Relating to other: By working well with others and sharing ideas. Because the iPad will be a new form of learning for most, students will be able to share new ideas and Apps they find with others. Pedagogy and where the iPad fits within this in the classroom: Student engagement and quality student learning is dependent on effective pedagogy through quality teaching. The New Zealand Ministry of Education (2007) specify that while there is no a set formulaic approach to effective and quality teaching, “there is extensive, well-documented

evidence about the kinds of teaching approaches that consistently have a positive impact on student learning.” These approaches are defined by seven factors relating to quality and effective teaching in the classroom specifically:

• creating a supportive learning environment • encouraging reflective thought and action • enhancing the relevance of new learning • facilitating shared learning • making connections to prior learning and experience • providing sufficient opportunities to learn • inquiring into the teaching–learning relationship (MoE,2007).

The two factors that fit best with this particular area of learning (implementing iPads in Visual Arts) would be: Enhancing the relevance of new learning Students are able to understand what and why they are learning new conventions in art. They are able to apply these new ideas in new contexts and new ways. Making connections to prior learning and experience This is exploring new methods of learning and transferring what students already know and understand, students in year 10 art will already have some knowledge of basic drawing conventions and they are transferring this knowledge into a new context. Facilitating shared learning From articles read it is clear that the iPad and Apps bring about conversation and sharing of ideas and knowledge. Students are learning new content and experiences and are wanting to share this with others.

Working with the iPad: I have installed/purchased and tested 8 different Apps that could be used in a Secondary School Visual Arts Classroom, the aim is to find an App that can be used for a Still Life drawing unit (Contour, tonal, negative space, shapes, charcoal, white on black drawings). (A basic stylus was used to produce all work).

4 Free Apps, 4 paid Apps ($1.29-10.99)

Each App is designed to be used for Art/Drawing and 'Digital Finger Painting'

Brushes- iPad Edition ©2010 Steve Sprang Taptrix, Inc. Updated: 21 October 2011. Category: Entertainment

$10.99 (NZD) This was the most expensive App at $10.99. Brushes does not have too many functions/add-ons for such a high price tag, very disappointing and a bit of a let down. Brushes doesn't have a “pencil” type brush, this is a big disadvantage for drawing. Brushes would not be ideal in an art room for this reason and the other ‘brush’ options are very basic. Positives: Brushes does have a colour picker and one of the best features is a playback option.

ASKetch ©2011 Andrew Kern Updated: 08 December 2011. Category: Entertainment $2.59 (NZD) A bit basic for a paid app, feels more like a free App or 'Lite' App, only has 2

drawing options and an eraser- that lightens areas (not completely erasers) and an undo button! Not too hi-tech, works better with finger than a stylus, isn't very sensitive to the touch, though will work with stylus. Though it only has 2 pencil options they do give a really true smooth pencil effect. Good for tonal drawings.

Yip, this is it…

MyBrushes for iPad ©2011-2012 effectmatrix Inc. Updated: 15 May 2012. Category: Entertainment $2.59 (NZD)

Over 100 different brushes and pencil options, variety of gradients and colour options, size, tone, opacity. Has a charcoal tonal quality, and really mimics a 'real charcoal drawing.' Great for price, very easy to use, one of the best apps tested, it is packed with features, easy to save and reload work. MyBrushes was the most fun to use. Downside this App does freeze occasionally. MyBrushes does have a playback option with varying speeds, but the fastest speed is quite slow, still a good function!

Art Set ©LOFOPI LTD Updated: 09 November 2011. Category: Entertainment

$1.29 (NZD) Extremely well priced for the features, has Paint, pencil, crayon, pastel, pen and thin and thick marker, with 50 different colours. It features an eraser that is very realistic to a normal eraser (love this feature), and 17 different paper choices/colours. For this trial I tried black paper working with white-grey-black pencils, this worked well and was very natural feeling and looking.

SketchBook Express ©Autodesk Inc. Updated: 26 July 2012. Category: Entertainment

Free (there is a full version for $2.59), this is very good for a free app. Is quite basic but has a few different brush options, it also has undo and erase (these are handy). This is a very good App for contour drawing, not so good for tonal detail. Not much difference between SketchBook X and Brushes at $10.99.

APPS to avoid!

Spray Can ©2012 rapidrabbit GbR Updated: 13 June 2012. Category: Entertainment Free, this App is full of ads, it keeps directing you to download and buy other products, not really ideal for anyone.

Art Doodles © Abraka doodle Updated: 18 January 2011. Category: Education Free, had to make an account either via email or Facebook, not practical in a classroom situation, never got to the app as this was the first step.

Sketch © Sketch Updated: 26 May 2012. Category: Utilities Free, but very basic, this app is very similar to MS Paint, very little functions, would be okay for small children to doodle.

Student examples and feedback from teachers thoughts and teachers using iPads: For this project I was lucky enough to get two students to have a go with two Apps on the iPad (Art Set and MyBrushes). One Year 10 Student and One Year 12 Student- who made fantastic results and gave two really good reviews. I also managed to discuss the idea of implementing iPads into Art with teachers (2 Art teachers in one school, an AP, and an HOD Art in a different school). Year 12 Student Art Set App: "I like the way it was easy to use and that it had a wide range of instrument such as oil paint to markers. In my drawing/painting I tried to explore as many things as it had to offer. My favourite was the oil paint as it looked like a real life painting. Overall there was a wide range of colours and different ways to draw. Using this product has made me want to draw more and more on an iPad. This App has made me want to buy an ipad with this App as I think this will come to good use for my design board and painting."

MyBrushes App: "I found this App hard to use and difficult to draw with. I thought it was similar to Adobe PhotoShop, however I think I enjoy using Adobe more. However there were some positive things about this App- it does have a wider range of pencils than the Art Set App, however it is harder to use the pencils. I had some problems with this App- the paint blotches when you try to make a sharp point and I had to draw a very basic cartoon as it was too hard for me to do much more."

"Overall I preferred to use the Art Set App than MyBrushes App as it was easier to use and had a wide range of instruments."

Year 10 Student Above average ability MyBrushes App: Teacher review from student discussion: Took a wee while to get a shape he wanted to develop (this is evident in the first video). Found the tools okay but was disconcerted with the lines not joining when drawing a form. The other feature he found that was not okay was the rubber (Art Set). It was too slow and did not have the weight to erase immediately. Junior students are generally an impatient lot and like quick results, they also like to erase perceived 'mistakes' in order to continue with their work.

The Year 10 student's MyBrushes video showed that the student had played a bit with the App before the final Lion resolution. It is interesting to watch the students experiments and transitions. Art Set App: Student found this App hard to use and navigate.

It is interesting to note that the Year 12 student found Art Set easier to navigate and use, where the Year 10 student found MyBrushes to be easier. This really shows that it comes down to individual preferences and comforts rather than skill.

Teacher Reviews: Teacher (Who worked with Year 10 Student) "I would like a tablet to demonstrate a drawing technique. Some Apps have a wide range of media which is good. It would be very useful in a classroom situation. The best thing about Art Set was the felt markers. I would use this for cartooning and teaching graphic novel illustration. The main reason being that felt markers are quick and most importantly, erasable. You cannot erase felt markers in real time drawing. You also do not miss the tactile nature of drawing as much because of the type of media it is. The other use I can see it for is transfer lithographs for senior art works. This would be an exciting use of analogue media and digital media. “I WANT ONE." This review was extremely positive, the teacher is very in to new technology so embraced the idea and Apps well. HOD Art (school where students tested the Apps and iPad). "You need the tactile relationship between the piece of paper and the pencil. Kids need the relationship with the material, this needs to be established first before the introduction to iPads. Also spatial relationships between the objects is lost, the iPad is rigid in 2D." These are valid points that have been made, though they are not completely against implementing iPads, it does look into elements that are lost with technology devices. The HOD did admit that they weren't that techno savvy and preferred traditional methods.

AP (school where students tested the Apps and iPad). The discussion for this was on implementing iPads in schools, pros and cons: It comes down to whether you can afford to run iPads, cost factors involved and cost benefits. There are technical issues with iPads due to them running on quite a closed operating system, they are not as compatible as other devices, and incompatible with windows 7 (Office etc). iPads have very expensive accessories, plugs etc Would be best used in a classroom situation to run off web-browser Learning management system (LMS). Schools need a mac mini server to run multiple Apple devices. BYOD is a better option than class sets of iPads.

There are some valid technical points made to do with issues that can come up when implementing iPads, I did feel that the responses focused more negatively towards iPads though. Being incompatible with Windows7 and MS Office ins't necessarily an issue for Visual Arts.

Teacher (From different school) opinion on iPads and Apps (Email)"I have found iPads, and iphones awesome in the Visual Arts. We download apps mostly for photography/design and the students seem to love them. Instagram, viddy, etc. we plug into the projector and view on the big screen pretty cool. Can use apps to rapidly generate ideas, and its fun for the class.

Tablets (Wacom) I’ve found to be a bit annoying, too many things to negotiate and a bit clunky. About 3 students op to use them out of a class of 25."

iPhone painting- David Hockney.

David Hockney's iPad Art was the inspiration for this report. After reading an article on the BBC website about how Hockney was producing art with the iPad. It started first with iPhone art in 2008, where Hockney would make artworks and then send these to friends a few hours later (Grant, 2010). Hockney moved to the iPad in 2010 when it was released (Costa, 2011). Hockey explains that explains that iPads are faster than computers for digital drawings, something Hockney has experimented with in the past (Grant, 2010). The iPad gives Hockney the ability to see the marks he has made to create an image. Hockney produces multiple drawings with his iPad, Hockney prefers to use his fingers over using a stylus and uses Apps such as Brushes (Grant,2011). Hockney engages both his hands when creating his iPad paintings and he uses different fingers for different effects (Grant, 2011). "It's a real privilege to make these works of art through digital tools which mean you don't have the bother of water, paints, and the chore of clearing things away" (Hockney, 2011, p.2). Hockney's iPad art also shows the world how digital devices and fairly cheap Apps can change the way art is viewed, perceived and distributed (Costa, 2011). Two David Hockney videos https://www.youtube.com/watch?feature=player_embedded&v=RNK_Uq_0SyI Exhibition of David Hockney's iPad artwork. https://www.youtube.com/watch?feature=player_embedded&v=0jabJKtqK0k David Hockney showing how he draws/paints with his iPad. Visual Resources Link to a review of styluses from the Wall Street Journals Digital Solution columnist Katherine Boehret (2012): https://www.youtube.com/watch?feature=player_embedded&v=g4XsESQqvW4 This video has been included as it reviews some different Apps to the Apps that were used for this project. It also looks at styluses. The New Yorker magazine has iPad/iPhone paintings for the covers (2009) This story looks at Jorge Colombo, who published drawings for the first time in The New Yorker in 1994. Colombo uses Brushes App to create his digital finger paintings, he relies on the undo button a lot too. For Colombo watching the video playback has made him aware that how he draws a picture can tell a story, and he’s hoping to build suspense as he builds up layers of color and shape" (The New Yorker, 2009, p.2). Here is a link to the video of Jorge Colombo's cover: http://www.newyorker.com/online/blogs/tny/2009/05/jorge-colombo-iphone-cover.html David Hockney has also drawn covers for the New Yorker using his iPhone and iPad (The New Yorker, 2011). David Hockney uses his iPad as a sketchbook, he has embraced this medium as well as continuing to use traditional methods of painting. More iPad finger painting can be found here:

http://www.hongkiat.com/blog/beautiful-ipad-fingerpaint-piece-de-resistance Overview of Pro's and Con's that have come up over the course of this report The idea of implementing iPads in to visual art seems great, but there will always be issues. The biggest issue I can see is the overall practicalities of buying a class set of iPads, or requesting parents buy an iPad for their child. This to me is the biggest issue, because without the iPads, this concept doesn't work. Trying to justify the logistics is also of concern, as the iPads will not be used all the time. Not being windows compatible was an issue that was bought up, this however does not seem to be a huge issue in an art environment. The positives and possibilities however outweigh the con's. Students work well with technology, for most it is second nature. Both students that tested the Apps, although they had some issues, managed to produce quality work, especially as they only had an hour with the device, and it was a completely new concept to them. The iPad also enables all types of learners to have a fair go. Other possibilities for iPads in the classroom for visual arts is using them as a teaching tool, demonstrating drawing with an iPad that can be projected and replayed is much more efficient than trying to draw on a whiteboard. Being able to replay every mark made is an advantage only the iPad has. Although it was mentioned you lose the tactile relationship on an iPad from pen to paper, in a way that is true, but you are also gaining a new tactile relationship with another medium and tool. There is potential for iPads in Visual Art, there are so many amazing Apps out there and people already doing amazing things, this is something that will be explored in schools, if not iPads, some other tablet or device. References: Brice, A. (2011). iPads transferring or transforming information? [online]. Teacher, 220, 30-32. Retrieved from http://search.informit.com.au.ezproxy.auckland.ac.nz/fullText;dn=187305;res =AEIPT Costa, D. (2011). David Hockney's iPad art. Retrieved from http://www.pcmag.com/article2/0,2817,2397339,00.asp Fuglestad, T., & Tiedemann, S. (2011). iPads in art education. Retrieved from http://ipadsinart.weebly.com/ Grant, C. (2010). David Hockney's instant iPad art. Retrieved from http://www.bbc.com/news/technology-11666162 Gray, T. (2012). iPads in education: An enabling e-Learning event. Retrieved from http://vln.school.nz/discussion/view/695568 Lambert, K. (2011). iPad art school: Choosing the right app. Macworld, 28(9), 84. Retrieved from http://web.ebscohost.com.ezproxy.auckland.ac.nz/

ehost/detail?sid=807b3be3-8df2-4d27 8d4374c047e155dd%40sessionmgr11&vid=1&hid=11&b data=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=iih&AN=64295908 LouisianaMuseum. (2011, April, 7). David Hockney drawing on iPad in the Louisiana Café. [Video file]. Retrieved from http://www.youtube.com/watch?=0jabJKtqK0k&feature=player_embedded Melhuish, K. & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools: Learning, Leading, Technology, 22(3). Retrieved from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/5050/Looking %20to%20the%20future.pdf?sequence=1 Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. Ministry of Education. (2008). The New Zealand Curriculum. Wellington: Learning Media. The New Yorker. (2009). Cover story: Finger painting. Retrieved from http://www.newyorker.com/online/blogs/tny/2009/05/jorge-colombo-iphone-cover.html The New Yorker. (2011). Cover story: He draw on iPad. Retrieved from http://www.newyorker.com/online/blogs/newsdesk/2011/06/cover-story-he-draw-on-ipad.html#slide_ss_0=1 WSJDigitalNetwork. (2012, March, 7). iPad Art Made Easy - With Stylus. [Video file]. Retrieved from http://www.youtube.com/watch?v=g4XsESQqvW4 WSJDigitalNetwork. (2012, January, 20). Apple iPad Art Exhibition in London. [Video file]. Retrieved from http://www.youtube.com/watch?v=RNK_Uq_0SyI&feature=youtu.be