For Cycles One,Two, and Three Presented by: Tara, Theresa, and Kaitlin

 The arts are an essential part of a child’s education, and yet they are sometimes overlooked by policy makers, administrators, parents, and even teachers (Roblyer)  The arts provide students with the ability to symbolize, express, and communicate through images (MELS)

 Technology has become an important part of our culture, we are now teaching “digital natives” (Herberholz, Chung)  Creates new excitement for inclusive art education, and revives the importance of visual arts in education for all students  Technology offers new ways to create meaningful expression (Roblyer)  Empowers all students to create works of art, the computer focuses attention on the process rather than the product. Students can edit and revise their work easily (Clements)  Artwork created on the computer can be easy to save and doesn’t take up physical space

l Computers as an art tool: New media introduces the elements of time, motion and light (Day & Hurwitz) Computers allow students to work in new ways, using a variety of design operations – for example (Clements): cut and paste crop mirror shrink fragment distort superimpose enlarge blur

 Creating art with a computer allows for multiple copies and variations  Computers allow students to animate their artwork, or to create multimedia artwork by integrating sound, video, digital photography, traditional artwork, etc. (Clements)

How technology can be integrated in the art classroom: 1.Using the Internet as a resource for research on art genres, styles, artists, and art history For example:  m m  cape/index_e.jsp cape/index_e.jsp (Learning about Canadian artwork, National Gallery of Canada, QEP Visual Arts Competency 3/A and Cross- Curricular)

2. The Internet globally connects students with peers, professional artists, experts, and art institutions to collaborate and share beyond physical and financial limitations (Howland)  

3. Using websites to teach students in progressive levels about art elements and techniques An example for Cycle Three:  (Games to explore art elements)  html html

4. Using software and programs in order to create artwork Learn Québec recommends Flip Boom All-star software for digital animation  Another example geared for Cycle One:  An example for Cycle Three:  (A tool to draw, creates a movie of the drawing, can add sound)  blogger_id= blogger_id=13371 KidPix: allows students to create animated and 3-D artwork  Programs such as Photoshop, iMovie (Mac) or PhotoStory 3 (PC), Voice Thread, Garage Band

 for.php for.php (National Gallery of Canada-lesson plans, artwork database, podcasts)  dex.html dex.html  urces=getty urces=getty   na_vr/index.html na_vr/index.html

Clements, R.D. (2010). Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools. (9 th ed.), Boston, MA: Pearson Education. Day, M., & Hurwitz, A. (2007). Children and Their Art: Art Education for Elementary and Middle Schools. (9 th ed.), Boston, MA: Wadsworth, Cengage Learning. Herberholz, D. & Herberholz, B. (2002). Artworks for Elementary Teachers: Developing Artistic and Perceptual Awareness. New York, NY: McGraw-Hill Higher Education. Howland, J.L., Jonassen, D., & Marra, R.M. (2012). Meaningful Learning with Technology. (4 th ed.), Boston, MA: Pearson Education. Roblyer, M.D., Edwards, J., & Havriluk, M. (1997). Integrating Educational Technology into Teaching. Upper Saddle River, NJ: Merrill. Le Ministère de L’Éducation du Loisir et du Sport. (2009). Progression of Learning Visual Arts. Accessed January 24, 2012: onCom.pdf onCom.pdf Le Ministère de L’Éducation du Loisir et du Sport. (2008). Chapter 8: Arts Education. Accessed January 24, 2012: f/educprg2001bw/educprg2001bw.pdf f/educprg2001bw/educprg2001bw.pdf