Hypermedia: Cause for Optimism in Art Curriculum Design

Hubbard, Guy

doi:10.2307/3193187

Cited by 5 publications

(1 citation statement)

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“…Writings in the art education literature describe how classroom utilisation of computer technologies increases interactivity between teachers, between teachers and students, and among students (Koos & Smith-Shank 1996;Keifer-Boyd 1997;Carpenter & Taylor 2003). Art education scholars maintain that multi-media and Internet technologies enrich artistic production and aesthetic inquiry (Hubbard 1989;Keifer-Boyd 1996), contribute to the examination of postmodern conceptions of art (Efland et al 1996); and suggest ways to engage students in consideration of philosophical, sociological and political dimensions of the technology revolution (Garoian & Gaudelius 2001;Freedman 2003). Some formulations support a visual culture oriented art programme of study that engages visual constructions and productions beyond the realm of fine art or traditional craft (Duncum 2004).…”

Section: The Ascent Of Technology In Us Art Education Scholarly Discomentioning

confidence: 99%

Old World Teaching Meets the New Digital Cultural Creatives

Delacruz¹

2009

Int J Art Design Ed

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This article sets forth a conceptual, philosophical and social agenda for art and design education in the twenty‐first century, considering how a set of beliefs articulated within US art education discourse interfaces with conceptualisations about emerging global digital media and technologies. Discussion highlights selected writings in the USA primarily, writings about art education technology orientations; and then describes the professional experiences and insights of the writer as she embraced, implemented and made sense of technology in terms of her own multicultural educational orientation in a US university. Based on these insights, this writer proposes that technology pedagogy is not actually about digital technologies per se, but about what we intend to do with new technologies in the twenty‐first century. Old notions of art as an embodiment of things that matter and a testament to the human condition are now connected to contemporary ideas about citizenship, caring and public engagement. In this trajectory, citizenship education is then posed as central to a future vision of art education in the digitally connected classroom. Caveats and limitations of the educational and transformative power of new global electronic media being set forth in this article are also noted, including paradoxical self‐contradictions within the orientation itself.

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