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Art and Technology Integrating Both Worlds

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Title: Art and Technology Integrating Both Worlds


1
Art and TechnologyIntegrating Both Worlds
  • Presented at the
  • National Art Education Association Convention
  • March 28, 2008 (800-850)
  • Grand Salon 6 - 1st Floor
  • Bob Reeker
  • Lincoln Public Schools,
  • Lincoln, Nebraska
  • Email breeker_at_lps.org
  • http//isite.lps.org/breeker/web/index.html

2
  • Lincoln, Nebraska

225,000 population Home to the University of
Nebraska Located in the Southeast corner of
the state Second largest
city in the state -
Omaha is the largest Capitol of Nebraska

http//www.map-of-usa.co.uk/images/nebraska.gif
3
  • Lincoln Public Schools
  • Total students 32,505
  • LPS employees 7,1702,803 teachers
  • Students attend 36 elementary schools,
  • 11 middle schools, 6 high schools,
  • 1 alternative high school 3 high school
  • focus programs
  • Science Focus Program (Zoo School), Arts and
  • Humanities Focus Program,
  • and the Technology Focus Program
  • 2 new elementary and one middle school opening
  • Art Specialists, full part-time, in all
    elementary schools but 4
  • Supportive District Art Consultant - Nancy Childs
  • Collaborative Colleagues - 11 presentations at
    this National Conference

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  • My Career History18 years in education
  • Two years as an administrator
  • 2003 National Power of Art Seminar
  • Attendee, The Lab School, Washington DC
  • with Robert Rauschenberg
  • 2004-05 Nebraska Art Educator of the Year
  • NAEA Elementary Division Director-Elect
  • 2008 Nebraska Teacher of the Year Finalist
  • I am in my 4th year teaching at Eastridge
    Elementary
  • as a .5 Art and .5 Integrated Technology
    Specialist -
  • 210 students - K - Grade 5. I see all students
  • twice a week.

6
Good
  • You and your technology specialist have a great
    working relationship and collaborate when
    possible.

7
Better
  • You have access to a computer lab to do your own
    integration.

8
BEST!
  • You wear both an art hat and technology hat and
    can integrate naturally.
  • This is where I and four
  • of my colleagues are!

9
Why would you ask someone to wear both hats?
  • There are several reasons this has occurred in my
  • district
  • staffing needs/issues
  • art educators have been integrating for a long
    time
  • provides a very natural way to integrate

10
Art and Technology?Together?How do these two
fit?
11
Different But Shared Philosophies
  • Creative Expressions is primarily an art
    education class most students dont even call
    it Creative Expressions, but call it Art.
    Technology is integrated as a tool rather than
    a separate class. With each grade level, I
    rotate between creating a more traditional art
    project in the art room to creating an art
    project in the computer lab, using the tools the
    computer has to offer. However, I have also
    tried, with each grade level, to integrate
    technology with the regular classroom curriculum
    by designing computer-based art projects.
  • As a former graphic designer, I used the computer
    every day as an art medium. In teaching Creative
    Expressions, I am trying to instill to my
    students that a computer is just another art
    tool, like a paintbrush or a pencil. However,
    through my computer projects, I am also trying to
    teach them the basic computer skills that they
    will need to use every day in their future lives.
  • Amy Allerheiligen

12
Different But Shared Philosophies
  • For me the integration of visual arts and
    technology provides me with another tool for
    students to use as they respond to works of art,
    research artists and works of art, and creating
    art of their own. Students use software to
    create works and also use technology to create
    thumbnails and plan the work they create in the
    "studio".
  • The integration of the two means that students
    are working with tools that are the norm in the
    grown-up world of visual arts. Technology, a
    part of everyday life, is a tool for learning
    about, looking at, and expressing thoughts and
    feelings using, art.
  • Rhonda Mueller

13
Different But Shared Philosophies
  • When I tell people that I teach children through
    art and technology, they often look at me
    puzzled. They do not see the connection between
    the two and/or they view art as strictly a
    right-brained process with technology being
    solely left-brained.
  • I share...
  • Art is the creative process and how one chooses
    to express that creativity. Technology is a tool
    in which we can learn much about our world. We
    can use technology to learn and create many
    things, including art. And as for using the sides
    of the brain, my hope is that students are
    encouraged to develop both sides of the brain in
    all curriculum areas some areas may lend better
    to one side of the brain. However, a GREAT
    teacher will inspire students in many ways, using
    many modalities to assist in FULL brain
    development.
  • Bob Reeker

14
My fourth colleague, Katie, recently had her
first baby and has been on maternity leave. So,
needless to say, her focus is elsewhere. )
15
Different
  • Amy calls her class Creative Expressions, while
    Rhonda and I have both art and technology
    classes.
  • Amy and Rhonda primarily integrate with art.
    Katie and I integrate with art as well as many
    other academic areas, such as math and language
    arts.
  • We all view integration as an excellent way to
    teach and an incredible way for students to
    learn.
  • The computer is a TOOL!

Shared
16
So, with the philosophy in place, lets delve
into the ways I integrate with artand even a
couple of academic connections!
17
Kindergarten
  • I focus on color the
  • first quarter. We read
  • many color books and
  • do a color page using the above book. We also
    paint a non-objective picture mixing primary
    colors. In technology, we use a drawing program
    to complete the same color page.

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19
Kindergarten
  • Leaf rubbing in art
  • Cool color filling negative space with scanned
    leaves

20
Kindergarten
21
Kindergarten
22
Kindergarten
  • Understanding what a self-portrait is was my
    primary objective in this unit. I always stress
    to children that there are many different tools
    in creating art. The computer is yet another
    tool.
  • Kid Pix drawing program was used here. I gave
    them the title and a head shape as a template.

23
New drawing tool!
  • My 1,000 prize money for Nebraska Teacher of the
    Year finalist was spent on 14 Wacom Tablets.
  • I believe it will improve the quality of drawings
    of my students.
  • And they are really enjoying using them!

24
Grade 1
  • African-inspired mask study
  • focuses on key aspects of
  • African art. A limited color
  • palette is a key criteria.
  • Students use Kid Pix to create
  • a computer-generated mask.

25
Grade 1
  • All student
  • work is displayed
  • with labels.
  • Art and technology
  • are always hung
  • together.

26
Grade 2
  • Mask inspired by Pablo Picasso.
  • Focus on features and patterns.
  • Technology First experience
  • with PowerPoint.
  • www.mrpicassohead.com

27
My Picasso Gallery
  • Hannah Seizys

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31
Grade 2
  • Study of Impressionistic
  • Landscape
  • Art Tempera Paint/Oil Pastel Landscape
  • Technology Kid Pix graphic
  • Technology Landscape photographs
  • altered in Photoshop Elements

32
Grade 2
  • Study of portraiture
  • Objective was emotions
  • Technology integration was
  • changing their teacher into
  • a Mona Lisa

33
Grade 3
  • Author/Illustrator Dav Pilkey Captain Underwear
  • Language Arts Study art connection
  • Kid Pix image using photographs
  • of cats dogs

34
Grade 3
  • http//www.mnh.si.edu/africanvoices/mudcloth/index
    _flash.html
  • Language Arts Art Connection

35
Searching for sites
  • Keywords are KEY!
  • Interactive or on-line
  • Kids or children or elementary
  • Theme you are searching

36
Grade 4
  • Mask study I must grade students in 3rd-5th
    grades in production, research, and keyboarding.
  • Masks were made
  • from cardboard
  • and plaster gauze.
  • Photos of masks
  • were altered in
  • Photoshop Elements.

37
Grade 4
  • For a pioneer landscape drawing, students
    researched images to use as integration.
  • Drawings
  • were in pencil
  • and crayon.

38
Grade 5
  • Study of Georgia OKeeffe
  • Art Watercolor painting
  • Technology Research
  • a web

39
Electronic portfolios
Students in grade 5 create electronic portfolios
using PowerPoint. This is a lot of work for me
as photos of all work need to be taken and then
organized. The results though are AWESOME!!!
40
Visual Art Portfolio
  • Kaitlin Roselius
  • Grade 5
  • Mrs. Young

41
About Me
  • Age 11
  • Favorite colors Blue and green
  • Favorite food Popcorn
  • Favorite subjects Art and Languge Arts
  • Favorite activity/hobby I like reading and
    writing
  • Something interesting about me I have Asthma

42
Around the World in a Day
  • Material Plaster gauze, paint,
  • feathers, shells, string, and
  • sticks
  • Artist Statement My inspiration
  • was a sun and moon. I thought
  • that I would add a twist to it. The sun and
  • moon goes around the world in a day so
  • why couldnt mine?

43
Sandy Beach
  • MaterialWatercolor paints, salt,
  • and a paintbrush
  • Artist StatementI wanted to paint something
    delicate and look
  • soft. I decided to do it on the beach
  • with shells and flowers. I used
  • stippling to create the sand
  • texture.

44
A Russian Farm
  • Material Colored Pencils
  • Artist Statement I chose to do a farm because I
    found a picture that worked for me. I tried to
    use all of the 5 techniques. I chose tranquil
    colors and it worked in the picture.

45
Visual Art Portfolio
  • Matt R.
  • Grade 5
  • Mrs. VanLaecken

46
About Me
  • Age11
  • Favorite colorRed
  • Favorite foodBaked Alaska
  • Favorite subjectRecess
  • Favorite activity/hobbyBasketball
  • Something interesting about meIm not that tall,
    but I play post in basketball.

47
Obsessive Starfish
  • Watercolors
  • I hate how I did this. I didnt spend enough time
    on this. I am too obsessed with Nebraska
    football.

48
Shadess Evil Twin
  • Plaster Gauze
  • I love how I did this. I like the shades and
    eyeball cannon. The beads around its head were
    cool.

49
Postcards
  • Pencils
  • I am unsure whether I like this or not. This
    project wasnt my favorite.
  • From Guatemala

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52
Time for Questions, Answers, Sharing Thank
you for coming today. I hope you enjoyed the
presentation. Contact breeker_at_lps.org
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