Engaging in the construction of a “Junkyard Jumbotron” during class the other day was my first time actually seeing a digital production in the art classroom. My art classes up to this point have been very traditional, with technical skills and use of mediums such as paint, graphite, clay, etc. being emphasized. This project made me realize that it is possible to ignite student interest and creativity by introducing technology into art-making, presenting new possibilities that are not bound to the edges of a piece of paper or canvas.
In chapter one of Robert Sweeny’s book, Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture, David Gill stresses the importance of student interaction and a constructivist approach to the digitized art-making process. This is seen in his studies of groups of high school students engaged in 3-D modeling through the use of digital software. He states, “Student cooperative groups exhibited positive interdependence (Johnson & Johnson, 1991), and provided each group member with learning support, motivation, and morale,” (p.10, 2010). This was definitely evident during our construction of the Junkyard Jumbotrons. Groups were able to play off of one another, gaining new ideas and skills. When one member of the group was uncertain about the process, the other members were able to guide them through until they learned how it worked.
When it comes to introducing technology into the classroom, I think that student collaboration is imperative. Student interaction facilitates creativity with the security of knowing that others are there to help you out when you are unsure of something. In using technology, it is almost inevitable that there will be some part of the making process that is unknown to the creator. Through experimentation and inquiry with one another, students are able to solve these technological problems. Though the Junkyard Jumbotron may be insignificant when considering all of the different digital possibilities in the classroom, it made me realize the importance of collaboration and the excitement and creativity that is sparked by the seemingly limitless medium.
Sweeny, R. W. (2010). Inter/actions/inter/sections: Art education in a digital visual culture. Reston, VA: National Art Education Association.
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