How does digital technology assist, facilitate or inspire the making of art and visual culture?
This video shows one way that digital media can be used to create artworks in the classroom.
In chapter 9 of Sweeny’s Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture, David Darts states, “While new media culture is generally understood for young people as a site of entertainment and social interaction, many of their experiences within these spaces can also be described as educational,” (p. 86). It is important for us as art educators to realize the possibilities of digital technology beyond its recreational purpose, but also as a useful tool for creating and inspiring art making in the classroom.
How does digital technology assist, facilitate or inspire the viewing and interpretation of art and visual culture?
With the use of digital technology, students have access to viewing pieces of art and exhibitions taking place around the world. In the Website Exhibitions available online, students are able to view an artist’s exhibitions as if they are actually present in the galleries or museums. The Monet Exhibition is one specific site where students are able to engage in a visual tour of the Monet exhibition that took place in Paris in 2010. The virtual gallery includes a timeline of Monet’s works and background information on each piece. The site also includes an interactive journey where users learn about his pieces through virtual interaction with his works. This area of the site also includes an audio record for further information than what is provided. Online exhibitions assist and facilitate the viewing of visual culture in a crucial way, making art exhibitions from around the world available for all with access to the Internet.
How does digital technology assist, facilitate the teaching of art and visual culture?
Teaching practices can greatly benefit from the use of digital technology. Works can come to life as in the works of William Kentridge. Three-dimensional pieces can go even further with the use of digital technology, creating narratives and dynamic interactions through artwork constructed in the classroom. As mentioned in chapter 5 of Sweeny’s Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture, DIMONscapes, named after artist Roz Dimon, were used in the classroom as a way for students to articulate personal stories about themselves through a digital art project. The interactive collage project allowed students to focus on the expressive quality of digital technology and put less emphasis on the technical aspect of working in the medium. Ryan Shin also mentions in this chapter the adaptability of this project in particular across age groups.