Art Education in the Third Wave

Greh, Deborah

doi:10.2307/3192808

Cited by 3 publications

(3 citation statements)

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“…The use of computer in the art curriculum makes it necessary to better understand the curriculum's objectives and purposes and that the use of the computer to create artworks should not underestimate the principles, notions and practice or methods of art. According to Greh (1990), computers should be employed as a medium in art classes, and the generated images should undergo critical deliberations and study. Art teachers will need to carry out the duty of teaching not only in conventional areas of study but in image technology as well.…”

Section: Reform Of Technology In Teaching Artmentioning

confidence: 99%

Digitalization in educational systems.Teaching art in the age of computer technology

BEZO¹

2022

Polis

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The rapid pace of societal change and the proliferation of new technologies are changing practically every area of our personal and professional lives, including how we work, think, play, communicate, send, and disseminate information. Use of technology in education has an impact on teacher-student interaction. Innovation is a global paradigm shift in each aspect of our society, including the community of education, transforming itself and its functioning. With the development of modern technology, the process of teaching art is changing. Over the last decade, computers have begun to play another role in the great benefits of art education. Images in an electronic format can no longer be separated from the basic composition of art education. Electronic media has changed the way art is taught, students learning about art, and ultimately the way art teachers understand art lessons. The relationship that has been established between art and computer technology is critical in defining the future of the educational system. Throughout history, the worlds of art and art education have employed technology in their processes. Art teachers are now responsible for teaching not only traditional subjects but also image processing technologies. Crucial to future teaching is how teachers will integrate and combine traditional teaching tools, processes, and ways of thinking about Art with the new tools, new processes and thinking skills needed to blend and utilize the complex variety of information concepts in today’s world. This paper elaborates how computer and related technologies can be applied in teaching art, the extent of impact that computerassisted art has on art students and the utilization of technology to ameliorate the teaching of strategies of thinking and learning and the development of artcentered cognitive skills.

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Section: Reform Of Technology In Teaching Artmentioning

confidence: 99%

Digitalization in educational systems.Teaching art in the age of computer technology

BEZO¹

2022

Polis

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“…Bu bağlamda, temel tasarım eğitimi, öğrenci kişiliği ve formasyonu temelinde çok boyutlu, çok taraflı ve çok aktörlü etkileşimi olan disiplinler arası (Dorst, 2018;Hunt, 1987;Ülger, 2015;Yıldırım, 2019) bir görsel okuryazarlık eğitimi olarak da tanımlanabilir. Görsel elemanları ve dili kullanarak kişisel anlatım yoluyla ürün yaratmak ve görsel algı ve düşünceyi geliştirmek görsel okuryazarlığın gelişmesinde rol oynamaktadır (Greh, 1984). Temel görsel çalışmalar algısal bilinci arttırdığından (Arnheim, 1965;Wolff, 1965), alıştırmaların kişiliği şekillendirdiği de düşünülebilir.…”

Section: Kavramsal çErçeveunclassified

Şehir Planlama Temel Tasarım Eğitiminde Öğrenci Kültürel Birikimi ve Formasyonu Analizi: Süleyman Demirel Üniversitesi Örneği

Eren¹

2021

TasKur

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Basic design education is the basic training provided in the education of professionals whose job will be to design technically sound, liveable spaces and consequently society. This education, founded on knowledge and socio-cultural experience, is of vital importance. It forms the student's identity and is used at all stages of the profession. However, there are few academic studies that seek to determine the relationship between design education and the students' previous education, family backgrounds, fields of interest and past experience. In view of this gap in the literature, the present article considers the cultural knowledge and education of basic design students in conjunction with their academic performance and observations of their classes.The article argues that, in basic design education in urban planning, there is a relationship between the students' cultural backgrounds and previous education and the development of their design-oriented thinking and creativity, and that this can be demonstrated with reference to various specific factors. The role of students' identities in the development of their design thinking and creative thinking, and in their academic performance, was examined for a given sample of students with the help of a questionnaire. The findings are discussed from a critical perspective.

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“…In fact, it seems the need to be visually literate and in command of the influences of mass media images is rarely considered a priority in today's educational processes. On the other hand, current literature supports the belief that education can include some aspect of mass media images as an essential Context, Justification, and Significance of the Problem and necessary facet in teaching students to interpret, understand, and ultimately use these images in meaningful art experiences and activities (Chapman, 1978(Chapman, ,1982Feldman, 1970;Bercsi, 1987;Bersson, 1986;Cawelti, 1976;Doherty, 1988;Duncum, 1987;Kauppinen, 1987;Nadaner, 1985;Eisner, 1985;Greh, 1984), Anderson (1990) does provide a framework for examining the meanings in environmental advertising, but it is only a skeleton structure consisting of suggestions for inquiry rather than the content of meaning. In short, in spite of the fact that many art educators advocate the development of curriculum materials and the teaching of media and advertising awareness, there are very few models available for such instruction and those that are available tend to focus on the development of technical skills, compositional formats, and product development.…”

Section: Mary Ruth Smithmentioning

confidence: 99%

The Development of a Conceptual Framework and Model for Uncovering Meaning in Contemporary Print Advertising in Secondary Schools

Smith¹

1992

Marilyn Zurmuehlen Working Papers in Art Education

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Art Education in the Third Wave

Cited by 3 publications

References 0 publications

Digitalization in educational systems.Teaching art in the age of computer technology

Digitalization in educational systems.Teaching art in the age of computer technology

Şehir Planlama Temel Tasarım Eğitiminde Öğrenci Kültürel Birikimi ve Formasyonu Analizi: Süleyman Demirel Üniversitesi Örneği

The Development of a Conceptual Framework and Model for Uncovering Meaning in Contemporary Print Advertising in Secondary Schools

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