1. …. Seeing Through Technology: Visualizing Contemporary Art Education Vicki Daiello Assistant Professor of Art Education University of Cincinnati

2. …. Seeing Through Technology Multiple Meanings... Seeing / Thinking Through the Meanings of Technological Tools in Art Education

3. …. Teaching Art in an Age of Technological Change

4. Art Education & Technologies... To What End?

6. Technologies, Content Creation, and the Social/Cultural Effects...

8. Intersections... Art + Technology + Society Visual Culture

9. “The medium is the message” ~ Marshall McLuhan (1911-1980) The characteristics of a particular medium (rather than the information it disseminates) are of greatest influence and importance in society.

10. “Life” takes place on screen

11. FOCUS: Social implications of computer and digital artmaking technologies… (1) PERSONAL: Identify and challenge one’s own assumptions about art and technology (2) CULTURAL: Explore the meaning and value of art production and consumption in an age of digital technologies

12. Role of the Art Teacher in an Age of Technological Change?

13. Must we be an EXPERT on Technological Tools & Software? OR....

14. Could we shift focus? From... “What can a technology do? To... “What can a technology mean?

15. Technologies: What shall we teach? A Critical Inquiry Approach to Technology

16. Goals: Create learning experiences that could lead us to shocks of awareness. (Maxine Greene) Inspire complicated conversations that compel our thinking and push our art (and our awarenesses) to stretch and grow.

17. HOW? “Critical Consciousness”

18. Critical Consciousness at any age... Identifying and questioning the social, historical, political, and personal contexts that shape our perceptions and responses within visual culture

19. The “medium” is the method of critical inquiry The qualities and features of a particular medium become a lens for thinking critically about its purpose, value, and meaning

20. For example... Questions about identity, reality, power, relationships...

21. Recurring Issues & Themes in the study of Art Education and Technology: Time Focus and/or Distraction Reality Identity Meaning & Knowledge Authenticity & Ownership

22. Questions to ask about Art and Visual Culture objects and experiences: ? For whom was it created? For whom does it exist? Who or What does it represent? Who or What is doing the telling? The hearing? How do you know?

23. Questions to further interpretive thought: ? What do you think the work is for or against? What political, religious, or racial views does the work seem to uphold? What would the work have you believe about the world? Does the work represent a gendered point of view? What does the work assume about the viewer?

24. (More) questions to further interpretive thought: ? Is it directed at a certain age group, a certain class of people? How can you tell? Who might most appreciate the work? Why? Might some be offended by it? Who? and Why? Adapted from Terry Barrett (2010). Making Art: Form & Meaning, Ch.13 – Studio Critiques

25. Issues & Themes: Time Focus and/or Distraction Reality Identity Meaning & Knowledge Authenticity & Ownership

26. Issues & Themes: Time Focus and/or Distraction Reality Identity Meaning & Knowledge Authenticity & Ownership GAZE & POWER: Seeing and being seen

27. Technology & IDENTITY Barbara Kruger

28. Intertextuality An understanding of popular culture depends upon familiarity with other items or experiences in culture Cassandra Parente: http-//english.marion.ohio-state.edu/EnglishPaper/Epw2011.html.

29. Distinctions blurred between fine art and popular culture Appropriation: Also known as repurposing, recycling, mash-up, culture jamming………….

30. Using Common Computer Software / Technologies As a Means of Critical Questioning and Reflection... PowerPoint GarageBand and Audacity Photoshop & GIMP

31. PowerPoint Slide Movie An “OLD” technological tool may be repurposed toward new ends... Express a “big idea” that reflects your relationship with technologies in art and/or in your life: 2 minutes in length... 20 -- 50 slides. No sound effects required. Images may be repeated to achieve certain effects. Use images of your choice, appropriated or “original” work. *If appropriated images are used, citation/attribution must be included.

32. Podcasts: GarageBand (Mac); Audacity (freeware, Mac/PC) Digital Exquisite Corpse: Scanner, PhotoShop (GIMP-freeware); E-Mail Projects that encourage Collaboration

33. Digital Exquisite Corpse: The computer as a mechanical tool that can be directed by the artist as well as produce unknown and new outcomes. Goals of Lesson: 1. To examine the role of chance in artworks. 2. To understand the ongoing process of creating artwork. 3. To relate different objects/subjects/forms/ideas. 4. To learn and employ problem solving skills. 5. To work collaboratively.

36. Webquest Open-ended, multi-task, multi-layered inquiry May relate to an artmaking project, or stand alone as a class discussion activity or individual exploration

37. Characteristics of a Webquest: Intertextuality, Creativity, Flexibility, Process, Ambiguity ~ Flexibility of time spent on tasks ~ Unpredictability: Less control over “product,” more emphasis on “process” ~ Encounters with ambiguity... Trust of and respect for an individual’s and group’s ability to solve problems with minimal teacher intervention

38. Hair: an interactive web quest Created by Mindy Carson For use with middle school students, grades 6 th -8th

39. Artists who use hair Your next challenge in this quest is to find one contemporary artist (one who is still living) who uses physical hair in their artwork. You will post a blog entry about this artist, which will include: 1.Five picture examples of their hair-contrived artwork 2.Why this artist chose hair instead of traditional materials to communicate their message 3.What you think their message could be

41. #2 Ms. Soapbox: Media is just a fact of life. We need to be free to make up our own minds. However, we as consumers and producers of information should have the opportunities to speak our view as well. Speak out!!!

42. Task G Final Reflexive Journal Entry. Individually state your perceptions and personal beliefs about the Internet. How do you believe information flows? Indicate what you’ve gained from this experience. Defend your position on the effects of the Internet on you and your culture.

43. Visualizing a Global Civil Society Art Reflexivity...

44. Recommended Readings Barrett, T. (2010). Making Art: Form and Meaning. Delacruz, E. (2009). Art Education Aims In the Age of New Media: Moving Toward Global Civil Society Eisenhauer, J. (2006). Next Slide Please: The Magical, Scientific, and Corporate Discourses of Visual Projection Technologies

45. ?