Open Minds and a Sense of Adventure: How Teachers of Art & Design Approach Technology

Abstract

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.

ICT in the secondary visual arts classroom: A study of teachers' values, attitudes and beliefs

“…Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity (Freedman, 1991;Grenfell, no date;Hicks, 1993;Wood, 2004). While new technologies do not, of course, replace traditional art processes they do extend the possibilities of art expression, communication and perception (Wang, 2002;Wood, 2004).…”

“…ICT can allow students who might not possess skills with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001;Wang, 2002;Wood, 2004). Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity (Freedman, 1991;Grenfell, no date;Hicks, 1993;Wood, 2004). While new technologies do not, of course, replace traditional art processes they do extend the possibilities of art expression, communication and perception (Wang, 2002;Wood, 2004).…”

“…Furthermore, as a medium for exploring solutions to design problems (Crowe, 1988;Freedman, 1991;Matthews, 1997), students are able to record and save ideas quickly, manipulate line and colour, modify and incorporate images and employ motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001;Wang, 2002;Wood, 2004). Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity (Freedman, 1991;Grenfell, no date;Hicks, 1993;Wood, 2004).…”

“…The world wide web also provides a virtual international gallery for students' work (Loveless, 2003). ICT can engage and inspire students, and this has been cited as a factor influencing ready adoptors of ICT (Grenfell, no date;Long, 2001;Wood, 2004).…”

“…Technology provides exciting opportunities for enriching and transforming visual arts teaching, providing teachers and students alike with new tools to access, organise and present information and to enrich lessons through multimedia (Bridwell & McCoy, 1991;Garnons-Williams, 2002;Schwartz, 1991;Wood, 2004). Technology enables the establishment of communities of practice and cooperative learning (Henning, 2000;Hicks, 1993;Neylon, 1996), with communication not only between students and teachers, but between students from different schools, countries or cultures, and with practising artists from around the globe.…”