On finding balance in the art curriculum . . .
Apr 19th, 2009 by craig
I just came off doing two presentations at NAEA on bringing digital participatory media (aka Web 2.0 tools) into the art curriculum, each of which garnered quite different responses (at least on the surface). While the group at my Friday morning talk appeared largely supportive of my call for making more space in the K-12 art curriculum for digital media projects, the Sunday afternoon group had a few vocal opponents.
I may be overstating the opposition part, but it seemed clear that there were at least two teachers in the audience who had serious reservations about bringing more technology into the art classroom. Perhaps there are many more who feel this way?
As I strongly stated in both presentations, I am against discarding all conventional art practice and tools from the K-12 art curriculum. On the other hand, I do recognize that there is only so much time for teaching art in the classroom, and something will have to go if we want to make room for a new animation project or other use of digital media with students.
I’m going to assume here that the challenge of finding a balance in the use of high tech tools in art classes is a big concern for a lot of art teachers today. Also, this concern may be preventing some from moving into the digital realm. They may fear that if they do, they’ll be opening Pandora’s box.
So, I’ll pose two questions here in hopes of generating some conversation. For those art teachers who have already moved into the digital realm with their students, “How do you balance the high tech with high touch?” For those who are entering new territory here, “How do you feel about bringing (more) technology into your classroom? Are you overwhelmed by the prospect?”
I’ll have more to share from NAEA and my presentations soon. I return to Gainesville tomorrow and have to finish up with Spring classes this coming week. When the dust settles I’ll have more to say. Meanwhile, if you have some thoughts to share on the above two questions, I hope you’ll post them here.
BTW: As I’ll be away from my computer tomorrow while traveling, if you respond it may not show up until later in the evening.
Great posts, Craig- I’m only now catching up with everything that you’ve written about NAEA after finishing up my own busy week. It still makes me homesick to read about NAEA conferences that I miss though…
To answer your question, I’ve tried to do a little work with my digital photography class that is a bit more tactile. A darkroom project, and an image transfer / collage project have given students time out from in front of the monitors.
As a teacher who is strongly in favor of technology in the classroom, I would never want to see it replace traditional arts- but the reality is, we prepare students for 21st century jobs with 21st century skills in two ways – through right brained directed problem solving, and teaching them digital skills. It doesn’t matter if the students’ goals are to become a graphic designer, a painter, or any other career that requires critical thinking. While a strong foundation in art starts with sculpture, collage, painting and drawing, Image manipulation, animation, and digital film are critical tools in the 21st century artists’ toolbox.
As art teachers, I believe we all need to be able to find balance along the middle path- giving up traditional art forms erodes our foundations, but ignoring the critical changes in the way art is made today curtails our students’ chances and choices for careers in any ‘right-brained’ field.
I feel as though we need to stay current, but not throw the baby out with the bath water. As an elementary school art teacher, I see the children enough over the years to rotate media. At this point, I teach digital art in alternating years with printmaking. If it was easier for me to access a computer lab, I would teach digital art every year and printmaking every year. Logistically it is just a bit tricky for me. I am a bit floored that there would be an objection to the computer as a valid medium. I wish I had more of an opportunity to focus on it.
Thanks David & Jan for adding your thoughts here.
While I certainly agree that digital media is important part of contemporary art education, conventional art practice and tools are equally essential. My kids, though they are barely kids any more 21 & 16, love to work in both digital and conventional. The tactile, eye, hand, mind connection and experience in conventional tools, to my mind, unquestionably constructive part of education.
In the world of writing, we may have retired our typewriter for a computer, but we ever stop writing by hand. Which raises the question of portability, is there anything better for on the fly conception than a classic sketch book?
I heartily oppose abandoning conventional art tools but also embrace the digital age with enthusiasm.
Yeah, Peter, I think we’re all in agreement here. What concerns me is with so precious little time available for art classes in schools, we have to make decisions about what to include in the curriculum. With so much that we can teach (using both conventional and digital media), how do we decide “What’s worth teaching?” and “Where do we strike the balance?” I suppose there isn’t one answer to these questions. I’m just curious how teachers make these hard decisions?
Hello Craig,
Yes, it sure is a challenge. I will ask the art teachers who I know and pass along what they say.
Another issue is many art teachers do not have access to the necessary technological resources to even teach digital.
Have a great day.