Web 2.0 in the Visual Arts Classroom
Lacey K. Spieth
Michigan State University
Introduction:
Topic: The importance of
learning technology based art mediums is clear; the benefits of integrating Web
2.0 applications in a visual arts classroom are endless. Technology is a
crucial part of education in the 21st century. Teachers are
learning and implementing more and more technology into our classrooms every
day. Visual art classes are covering digital photography, animation and graphic
art, teaching students different technology based art mediums, but we need to
step up to plate in implementing Web 2.0. applications. Art educators have a
wide variety of tools available to them at the click of a mouse, the following
literature reviews will attempt to demonstrate the benefits of implementing Web
2.0 applications into a visual arts classroom.
Overview: The overall trend in education, not only art
education, is technology integration. Educators are teaching a generation
of students who do not know a world without the internet. The students are
raised on computers and navigating the World Wide Web. Multiple courses, books and seminars for
teachers are insisting technology integration is the way to go. Schools are
changing to fit these needs, but are we fully utilizing Web 2.0? In a research
article by Buffington (2008), Web 2.0 is defined by a web
that allows for a simple and inexpensive way for people to input technology on
the internet. The result is blogs, wikis, podcasts, websites, and social networking.
The online applications listed can be exceptional educational tools when used appropriately
in the classroom.
Rational: Many
educational researchers have published works on integrating Web 2.0 into
classrooms, but like most educational articles, they focus on core classes. Researching
the benefits of Web 2.0 in a visual arts classroom specifically, will allow for
more appropriate information for art educators. The articles reviewed further imply
the need for technology integration, specifically Web 2.0 applications in art classrooms.
The literature reviews will provide information on specific examples of Web 2.0
integration in art rooms as well as general information on the benefits of the
technology.
Body:
Works Reviewed: The articles listed
in the literature review are from educational journals and publications from educational
researchers and art educators. Educators will be able to make an informed
decision on whether Web 2.0 applications are beneficial in their classroom.
The information presented in the literature will allow teachers to learn
real-life situations, in which Web 2.0 is being implemented into an art classroom.
The articles illustrate the need for technology integration in order to prepare
our students for the digital work world.
Description of Important Works: Many
articles support the use of Web 2.0 applications in the art classroom. In the article by Gooch and Saine (2011), they illustrate the integration
of Web 2.0 technologies and the visual arts in all leveled classrooms. The
article states the importance of the integration of the two into the curriculum
is very important due to the change in literacy. The article suggests that
students who have technology and visual arts integration will be more likely to
thinking critically, as well as analyze and interpret information, in return
creating more successful writers. Due to budget cuts, the author illustrates
the importance for teachers to implement technology and arts into their
classroom, and states that these will no longer be done as a special and
separate activity, but should be incorporated into daily classrooms. The
article continues with example Web 2.0 technologies that incorporate the arts
at each grade level, such as blogs, podcasts, wikis, and online galleries.
Bluffington’s article (2008) begins with defining the term Web 2.0
and providing examples for the viewer in order to make the connection. The
author continues to explain the vast change in the internet with Web 2.0
technologies, such social networking. The technologies introduced with Web 2.0
allow for a simple and inexpensive way for people to input technology on the
internet, which the author states because of the ease of the tools content can
be updated quicker and easier on the web. The author continues the article by
describing in detail different technologies offered by Web 2.0 and how one
might incorporate them into a classroom setting, including social bookmarking,
blogs, MySpace, and podcasts.
Bluffington’s article (2010) provides the practices of the Web 2.0
application, podcasting, in the contemporary art world. The author portrays
using podcasts and other Web 2.0 applications as a necessity in teaching 21st
century artists. Illustrating the uses of Web 2.0 and podcasting by artist, the
author states, in order to engage students with contemporary art, educators
should use the tools of contemporary artists.
The article includes observations about the positives and negatives of
podcasts in the visual arts field and the correlations to classroom uses. The
author breaks down the process of creating a podcasts and addresses the
different parts of the podcast including, format, tone, length, sound quality,
and process. Bluffington ends the article with potential podcasts uses in the
classroom, such as using existing podcasts for instruction and creating new
podcasts for comprehension and presentation.
Tillander’s article (2011)
is a collection of studies by the author on creativity and its relation to art
and technology, as well as the pedagogical practices employed through art
education and technology. The article discusses the definition of creativity in
association to new technologies, as new tools for one to use as an outlet for
creativity. The article continues with the definitions and relationship between
creativity and the visual arts emphasizing on creativity, as a problem solving
method. As the article progresses, the author touches on technology and art,
with a brief history and application of the two. The author further illustrates
the point that children creating in an art classroom will assist them later in
today’s technological culture. The author introduces 21st century artists as
examples of combining traditional art methods with new media, such as Washington
based artist Tim Tate. The article continues with information on why teachers
should be implementing and embracing new technologies, and why they should be
sharing them with up and coming educators before them come into the classroom.
The author concludes the article with the pedagogical practices of art and
technology.
Conclusion:
How your work is informed by the work
of others: The articles reviewed support and
reinforce the notion of integrating Web 2.0 applications into the visual arts
classroom. The students and
teachers will both benefit from the ease and convenience of the applications. Web 2.0 tools such as social networking,
blogs, wikis, and Twitter will allow for better communication and an
opportunity for more collaboration. These
applications will also better prepare our students for college and the work
force in this digital age. As an art educator, I am ready to fully implement
Web 2.0 tools into my classroom to supplement prior and facilitate new learning.
The benefits of the online Web 2.0 tools will create a better learning
environment for all involved.
References:
Buffington, M.L. (2010). Podcasting
Possibilities for Art Education. Art Education, 63(1), 11-16.
Buffington, M.L. (2008). What is Web
2.0 and How Can it further Art Education. Art Education, 61(3), 36-41.
Myers. E. (2009). Photography
Education in a Web 2.0 Classroom. Knowledge Quest, 37(4), 36-39.
Gooch, K., & Saine, P. (2011).
Integration of the Visual Arts and Web 2.0 Technologies in the Classroom. New
England Reading Association Journal, 47(1), 92-100.
Guenter, C. (1998). Using Web 2.0 Tools in art education: your classroom to your state
association. [PowerPoint slides]. Retrieved from http://www.arteducators.org/.../Guenter_Using_Web_2.0_Tools_in_Art_Education. pps
Taranto, G.; Dalbou, M.; Gaotano, J.
(2011). Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades. Middle
School Journal, 42(5), 12-19.
Tillander, M.(2011), Creativity,
Technology, Art and Pedagogical Practices. Art Education, 64(1), 40-46.
