How does the use of technology in Art and Design differ from its use in other subjects? What uses do art teachers make that might seem noteworthy to their colleagues in other subject areas? And are there respects in which ICT affects art teaching uniquely? The following report is drawn from two national, qualitative studies, carried out over four years and involving over two hundred skilled computer users in the UK teaching force [1]. The studies explored good practice in use of ICT in twelve separate curriculum subjects. Research addressed the following questions: How does ICT help teachers convey the central concepts of their subjects? What can be learned with the aid of ICT that might not be learned as readily in any other way? The study found that each curriculum subject uses ICT distinctively, has singular hardware requirements and is treated differently in terms of resourcing and access.

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The literary distinction between the poetry of Amos and its prophetic update is matched by a difference in the form of the two works. Amos composed a dramatic piece, and its plot structure has the downward movement of tragedy. His commentator changed the tragic poetry into a historical piece, and its narrative structure has the upward movement of comedy. Each narrative movement takes on a definite but contradictory form, and the form structures each literary text as a whole and also shapes its individual components. Understanding the tragic and comic forms in Amos is the way to capture the flow and meaning and interwoven complexities of the whole book. The idea that Amos composed a dramatic monologue or tragic monody for recitation before an audience is supported by the literary evidence and corroborated by the wider cultural background of the Mediterranean world. The comic author, in common with Greek comic writers, commented on the tragic poet and his poetry by way of parody, imitation, quotation and allusion.

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