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Integrating IT Into Each Subject Area

Art and Graphics Arts

IT provides a variety of new media for many different artists. It has greatly changed the field of graphic arts.

IT has substantially changed the field of Graphics Arts. IT provides a variety of new media for many different artists. Digital still photography and video are now becoming commonplace. Computers provide powerful tools for editing such photographs and video.

IT provides access to a wide range of materials useful in art education. For example, see

Crayola Dream-Makers: Accessed 6/16/03: http://www.crayola.com/educators/dreammakers/guide.cfm?dc_cid=403

At this site you can download a PDF file of a booklet containing 12 art lessons that are keyed to national art education standards at grades K-6. Do this by clicking on the picture of the cover of the book.

References

ACM SIG Graph [Online]. Accessed 10/25/01. Quoting from the Website:

ACM SIGGRAPH is dedicated to the generation and dissemination of information on computer graphics and interactive techniques. We are a membership organization that values passion, integrity, excellence, volunteerism, and cross-disciplinary interaction in all of our activities.

We are probably best known for the annual SIGGRAPH conference we sponsor, but we also put on a variety of programs year-round and worldwide to benefit the SIGGRAPH community.

Computers and Art Education. (1997). ERIC Digest [Online]. Accessed 10/25/01: http://www.ed.gov/databases/
ERIC_Digests/ed410180.html. The following is a quote of the first two paragraphs of the document:

Many art educators do not use computers in their teaching. Computers, unlike clay, pigment, and charcoal, seem foreign to them. Even the word "computer" connotes that these techno-boxes are best-suited for rapid number crunching. For this reason, computers are seen as tools of the quantitative realm, at the pole opposite the arts. In art, one deals with the expressive manipulation of visual qualities. This qualitative arts realm is in constant competition with the powerful quantitative realm. Math, science, aptitude test scores, and other quantitative interests crowd the arts into a tiny corner of the school week. As long as the computer is seen primarily as a tool of the quantitative realm, it is likely to be regarded by art educators as alien.

If computers ever were enemies of art, this is not so anymore. No longer is knowledge of complex computer languages required to use a computer. Color, pattern, shape, and line, the qualitative elements of the visual arts, have pushed quantitative computer command codes into hiding. Graphic designers have recast the face of the computer screen so that those of us without any computer savvy can --as the experts put it--"plug and play." Now, from the moment we turn on the machine, we are in a world of imagery. Though some art educators have hesitated to become involved with computers, those machines have learned to speak the art educators' language. While art educators will continue to work with traditional media, there are many reasons why they should also teach computer art to their students.

Computers and the History of Art (CHArt) [Online]. Accessed 10/25/01: http://www.chart.ac.uk/. Quoting from the Website:

Welcome to CHArt's web site. CHArt was established in 1985 by art and design historians who happened also to be computer enthusiasts. Initially a forum for the exchange of ideas between people who were using computers in their research, the largely academic membership was soon augmented by members from museums and art galleries, as well as individuals involved in the management of the visual and textual archives and libraries relevant to the subject.

CHArt is a society open to all who have an interest in the application of computers to the study of art and design. We hold an annual conference and publish the conference proceedings, run an email discussion list and keep in contact with our members through a newsletter. CHArt also sponsors the World Wide Web Virtual Library for History of Art. You will find further details of all our publications and activities on this web site.

Crayola Dream-Makers: Accessed 6/16/03: http://www.crayola.com/educators/dreammakers/guide.cfm?dc_cid=403. Quoting from the website:

The new Crayola® Dream-Makers® guide, Dreaming Beyond the Book, is a standards-based, hands-on resource for K-6th grade teachers linking literacy learning with visual art. Classroom-tested lessons include step-by-step instructions, examples of children's artwork, adaptations, and background information. Download this guide as a PDF file by by clicking on the cover of the book.

Cultural Policy and the Arts (Cpanda. Accessed 10/10/03: http://www.cpanda.org/. Quoting from the Website:

An interactive digital archive of data on the arts and cultural policy in the U.S., available for research and statistical analysis, with data on artists, arts and cultural organizations, audiences, and funding for arts and culture.

Galaxy Directories: Art and Computers [Online]. Accessed 10/25/01: http://www.galaxy.com/cgi-bin/
dirlist?node=19713&pos=0.

Contains links to a number of computer artist sites.

Museum of Computer Art (MOCA) [Online]. Accessed 10/25/01: http://www.museumofcomputerart.com/. Quoting from the Website:

MOCA is one of the most heavily-trafficked, comprehensive, frequently-updated and respected computer art museums on the Web. It tries to keep abreast of the latest and best in computer art. Both beginning and advanced artists frequently visit here, if only to see what the competition is doing. We expect it is a learning experience for artists of all skill levels, and for the viewing public as well.

MOCA is non-profit, generates no revenue, has no advertising, and has no agenda except the promotion of computer art.

MOCA was established in 1994 by computer artists Don Archer and Bob Dodson to promote computer art in its various forms and manifestations, including 3-D rendered art, fractals, enhanced photography, animation, mixed media, computer-painted and -drawn art, etc. Many talented artists have given us access to their work, and what you see in our archives and current exhibit is some of the best work that we have solicited. Some of it may be of technical or historical interest, some of it may be innovative and unusual, and some of it may have potential (dare we say it) as high art. We hope you agree.

National Art Education Association (NAEA) [Online]. Accessed 10/25/01: http://www.naea-reston.org/. Quoting from the Website:

Over 17,000 art educators from every level of instruction: early childhood, elementary, intermediate, secondary, college and university, administration, museum education, lifelong learning . . . also publishers, manufacturers and suppliers of art materials, parents, students, retired teachers, arts councils, schools . . . anyone and everyone concerned about quality art education in our schools.

Founded in 1947, the National Art Education Association's purpose is to promote art education through professional development, service, advancement of knowledge, and leadership. To that end, the Association holds public discussions and publishes books, journals, reports, surveys, flyers, and other materials.

Robert P. Taylor's: Chippery Portraits on Paint Chips [Online]. Accessed 10/3/01: http://www.tc.columbia.edu/~academic/
taylor/chippery/default.stm.

Robert Taylor is one of the pioneers in the field of computers in education. In recent years he has developed his artistic skills. It is interesting to see how he has combined the two fields.

Teaching Artistic Behavior: Choice-based Art [Online]. Accessed 10/21/02: http://knowledgeloom.org/tab/index.jsp. Quoting from the Website:

  • research-based practices
  • stories of effective practice in action
  • strategies for improving and energizing art teaching

Choice-based teaching and learning delivers in-depth curriculum in the context of student-centered work.

 

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