Art and Technology Integrating Both Worlds

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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

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• 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
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• 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.

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Good

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

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Better

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

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BEST!

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

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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

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Art and Technology?Together?How do these two
fit?
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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

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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

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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

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My fourth colleague, Katie, recently had her
first baby and has been on maternity leave. So,
needless to say, her focus is elsewhere. )
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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
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So, with the philosophy in place, lets delve
into the ways I integrate with artand even a
couple of academic connections!
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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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Kindergarten

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

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Kindergarten
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Kindergarten
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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.

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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!

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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.

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Grade 1

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

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Grade 2

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

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My Picasso Gallery

• Hannah Seizys

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Grade 2

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

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Grade 2

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

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Grade 3

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

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Grade 3

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

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Searching for sites

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

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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.

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Grade 4

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

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Grade 5

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

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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!!!
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Visual Art Portfolio

• Kaitlin Roselius
• Grade 5
• Mrs. Young

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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

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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?

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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.

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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.

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Visual Art Portfolio

• Matt R.
• Grade 5
• Mrs. VanLaecken

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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.

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Obsessive Starfish

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

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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.

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Postcards

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

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