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EDT 6020 Elaine McQuillin |
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During the 1840’s, the chalkboard was introduced in schoolhouses across our country, which at that time, was the newest educational technology item of its day. Educators were at first hesitant to use it since most schoolrooms contained students possessing a wide range of grade levels. At that time, each student was using individual textbooks, slates, and inkwells. Eventually, though, as schools became more crowded and students were grouped according to age, the use of the chalkboard became an integral tool to present a teacher’s lesson plans. In the mid–1830’s, the Englishman, William Talbot developed the basic process of photography. No longer did people have to rely on artists to create images for posterity. Between the invention of the paint tube and the camera, artists were free to experiment with new styles and techniques that were never possible before.
The chalkboard, the paint tube and camera are just a few of a multitude of technological inventions that have changed the way our classrooms function and operate today. In today’s art rooms, art educators still rely heavily on the chalkboard and photographic images to drive their lessons. Of course, crayons, markers, tempera paints, watercolor sets, clay, pencils, craft items and paper, etc. are also very useful materials to create a worthwhile curriculum for an elementary art student. The advent of the technology era, however, has forced the art educator to re-evaluate the materials needed for a curriculum that is cutting edge and that can help the artists and art consumers of tomorrow be knowledgeable about purchases and creative avenues that will be available to them as they reach adulthood.
In today’s technologically oriented society, computers, televisions and other electronic devices need to be an integral part of the art curriculum also if art educators wants to keep their students up-to-date with current and future trends. Is technology going to replace the paper, paint, crayon and other art tools used in art classes? Certainly not, since it is necessary for all young children to have hands-on experiences with materials. Letting them manipulate those materials so their hand-eye, visual perception and fine motor skills can be challenged and improved in a fun and non-threatening environment is a necessary function of the art program.
How can an art room continue to provide these hands-on experiences and also incorporate the technology needed for our educators to help children keep abreast of the latest technological advances that affect the art world around us? The answer is not a simple one, an inexpensive one nor an easy one to carry out. It will be necessary and become more of a trend in many districts to devote a section of the art room to technology, making sure that the studio area remains unencumbered and still functional for a classroom of creative children. Currently, most art rooms don’t have a computer in the room for student use, or if the district is somewhat affluent, one or two have been allocated for the students.
What would be ideally needed in an art room to provide the students with the means to experiment, create, learn and explore with today’s technology? First of all, the approval of the administration to purchase the necessary technology equipment would have to be a priority. Secondly, the physical size of the art room would have to be adequate to accommodate both the studio and technology realms. If both of those factors are taken into consideration and approved, then a punch list of items and equipment should be included for the making of a technologically-oriented art room.
The art room itself, in order to be able to accommodate the studio projects, needs cabinets around two or three sides of the room which would house materials and student portfolios. At least three sinks are needed in order to assure a quick and thorough clean-up time. Four or five long tables are needed so that everyone has sufficient elbow and working space. A separate room with adequate ventilation for a kiln, and where the clay tools, clay shelving and other art materials can be stored is also required. One wall that can hold a chalkboard and a display board, with multiple sliding shelves for visuals and student work is needed. Also, a drying rack hung on a door or wall for wet painting or printing projects is necessary. Finally, in order to see all the colors of the spectrum, an adequate lighting source is also required, in the form of artificial and natural means.
Now that the physical specifications have been delineated, the computers are the obvious and first priority in the process of achieving a thorough technological environment. For student use, a pod of five computers, preferably the newest iMac’s that have outstanding graphic programs such as iMovie and iPicture and come with the flat screens and flexible viewing options, should be purchased. These computers should also be equipped with a CD-ROM, CD writer/burner and DVD-ROM. USB zip drives for animation projects and digital files would also have to be included. These computers would have to be arranged along a wall or in a group so that a small amount of floor space would be used. Wireless capabilities should be a requirement when purchasing these computers, so there would not be a need to worry about phone or cable lines. Also with these computers, three laser printers that print 11 x 17 paper for large art work and three flatbed scanners would need to be located on shelves or on carts that would be and can be hooked up to the iMacs. Printing out quality artwork after the students have manipulated or created work is a must. Being able to scan and then manipulate artwork, photographs and other documents into these computers would also be necessary for students. Scanners also provide the students with the opportunity to capture images not typically found in standard clip art. Another computer, an IBM model or clone would be needed for the teacher and should be set up on or by the teacher desk so that e-mail, filing, grading and word-processing can be done efficiently. A phone with an outside line as well as an intercom device to the main office would make the teacher connected to the outside world.
Other equipment the art room requires to run an efficient program would be a 32” screen television, a VCR and a laserdisc player, all with remote controls. These pieces of equipment would be connected to the wall on a supported shelf and viewable from the students’ worktables. Viewing tapes or discs of art programs, artist styles or learning how to visit a museum are all worthwhile and meaningful activities and can be accomplished with the addition of these items. Additionally, with supplemental software programs, students and teachers could control the laserdisc via the computer, which allows maximum control of start and stop times and use of audio. Another viewing option that would help with large group instruction would be the LCD projector, which would show whatever is being viewed on the computer monitor onto a bigger screen for large group viewing. Taking the class through a WebQuest, power point presentation or other web-based activity would be ideal with this piece of technology.
A digital camera, which can take pictures of three-dimensional objects which then can be loaded into the computer for screening, cropping, rotating and placing into whatever medium the image is to be used for, would also have to be added to the punch list. A digital camcorder using the iMovie program would also be of interest and benefit to the students. The new CrossPad XP would also come in handy for art uses. While writing or drawing on the pad, the student would also be making an electronic record of the action, which could be stored to a computer. This is just another option to use instead of the standard drawing board. Also of benefit to the students would be adding tablets with the pen attachments to each computer, so the pen manipulates the cursor which would make drawing on the computer more effective and user friendly. Software programs that would be of most benefit to the elementary aged art student are the Adobe PhotoElements, KidPix Deluxe and HyperStudio. The addition of the 3-D lesson plans and glasses that HyperStudio offers adds a new dimension to the students art experiences on the computer and in the classroom.
Creating an art room fully
equipped with all the necessary studio and technological devices is a huge
and expensive undertaking that must happen if our children are to be active
participants in tomorrow’s world. Of course, all of this equipment
is useless if the educator is not properly trained and kept up-to date
with current trends. On going in-service training is needed and must
be included in the budget and bottom line. Also, enough time for the teacher
to plan and carry out lessons must be kept in mind as scheduling is arranged.
Only positive experiences can take place if all the punch list items have
been accounted for and the students are properly directed and given the
opportunity to explore. Adding the technology components into the art room
add another dimension to the already vast possibilities the children can
take as they create and manipulate the art materials. The possibilities
are endless and the rewards will be many!
References
Hayes, D. (1997) Managing technology
in the classroom. Teacher Created Materials, Inc., Huntington
Beach, CA
DeBoer, R. (2001) The power of the camera.
Retrieved February 12, 2002 from Ontario Media Literacy Web Site:
https://www.angelfire.com/ms/MediaLiteracy/Camera.html
