Allison Downey describes a graphic arts class at an urban school in a low income neighborhood where students learn to produce works of art with Adobe Photoshop, which will be exhibited at a citywide art show, the Art Hop. She describes an artwork by a student that especially fascinated her, a Four Square assignment that had students create their own image in 4 ways similar to Andy Warhol's print of Micky Mouse. The student's work "exuded a sense of pride and power" she states, as well as a"high level of artistic capability". The students learn basic and advanced photoshop elements and apply them in dynamic assignments to practice these techniques, that also ignite their imagination. The graphic arts class at the school which receives a federal grant through the GEAR UP program, requires students to produce works of art suitable for public display using Adobe Photoshop. The students use technology to create art, they develop imagination and creativity, are introduced to the world of graphic arts, and apply basic design skills. They develop pride in their work by showcasing it citywide.
This graphic arts class is an excellent example for a creative curriculum design. It relates to NETS-S no. 1, creativity and innovation, and especially to point 1 a. apply existing knowledge to generate new ideas, products or processes, and 1 b. create original works as a means of personal expression.
By creating an artwork, the students truly express themselves, and the use of technology for the process eliminates the problem of self consciousness that often hinders older students' artistic expression. I love this approach. The arts have been proven as very successful at engaging students living in poverty. Art transcends barriers of language, and there is no right or wrong, just your own way of expression. By selecting assignments that relate to the students' interest (e.g. self portraits, imaginary news front page), the art teacher makes sure they really engage and explore the techniques the program has to offer. This exposes students to the world of graphic arts, and shows them real world applications for skills they learn in school. I have personally put a lot of work and effort into installing an art program in a Title One elementary school that had no art program. We create age appropriate art and display it community wide. I am always amazed how creative and artistic children can be, without ever realizing themselves what they are capable of. Art gives a wonderful chance for self expression and developing a sense of ownership, already in young children. I am excited to see that our technology driven world offers ways to engage students artistically and shows them a real life use for it as well.
Downey, L. A. (2009). Fusing art and technology. Leading and Learning with Technology 36 (6), 30-31.
I enjoyed reading your reflection about an lower-income district school highlighting its improvements when it comes to integrating arts and technology. I actually know several students on campus who work with GEAR UP and the program is highly commendable. They work with kids starting from elementary school all the way to high school. It's awesome to hear they are also assisting others by having numerous programs. I've taken VPA and VSAR classes and they are great for giving you ideas for artwork, such as self-portraits and options based off student interests. I also love seeing how creative children can, with both art made by hand or with technological tools.
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