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Art and Graphics Arts
IT provides a variety of new media for many
different artists. It has greatly changed the field
of graphic arts.
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IT has substantially changed the field of Graphics Arts. IT
provides a variety of new media for many different artists.
Digital still photography and video are now becoming
commonplace. Computers provide powerful tools for editing
such photographs and video.
IT provides access to a wide range of materials useful in art education. For example, see
Crayola Dream-Makers: Accessed 6/16/03: http://www.crayola.com/educators/dreammakers/guide.cfm?dc_cid=403
At this site you can download a PDF file of a booklet containing 12 art lessons that are keyed to national art education standards at grades K-6. Do this by clicking on the picture of the cover of the book.
References
ACM SIG Graph [Online]. Accessed 10/25/01.
Quoting from the Website:
ACM SIGGRAPH is dedicated to the generation and
dissemination of information on computer graphics and
interactive techniques. We are a membership organization
that values passion, integrity, excellence, volunteerism,
and cross-disciplinary interaction in all of our
activities.
We are probably best known for the annual SIGGRAPH
conference we sponsor, but we also put on a variety of
programs year-round and worldwide to benefit the SIGGRAPH
community.
Computers and Art Education. (1997). ERIC Digest
[Online]. Accessed 10/25/01: http://www.ed.gov/databases/
ERIC_Digests/ed410180.html.
The following is a quote of the first two paragraphs of the
document:
Many art educators do not use computers in their
teaching. Computers, unlike clay, pigment, and charcoal,
seem foreign to them. Even the word "computer" connotes
that these techno-boxes are best-suited for rapid number
crunching. For this reason, computers are seen as tools
of the quantitative realm, at the pole opposite the arts.
In art, one deals with the expressive manipulation of
visual qualities. This qualitative arts realm is in
constant competition with the powerful quantitative
realm. Math, science, aptitude test scores, and other
quantitative interests crowd the arts into a tiny corner
of the school week. As long as the computer is seen
primarily as a tool of the quantitative realm, it is
likely to be regarded by art educators as alien.
If computers ever were enemies of art, this is not so
anymore. No longer is knowledge of complex computer
languages required to use a computer. Color, pattern,
shape, and line, the qualitative elements of the visual
arts, have pushed quantitative computer command codes
into hiding. Graphic designers have recast the face of
the computer screen so that those of us without any
computer savvy can --as the experts put it--"plug and
play." Now, from the moment we turn on the machine, we
are in a world of imagery. Though some art educators have
hesitated to become involved with computers, those
machines have learned to speak the art educators'
language. While art educators will continue to work with
traditional media, there are many reasons why they should
also teach computer art to their students.
Computers and the History of Art (CHArt)
[Online]. Accessed 10/25/01: http://www.chart.ac.uk/.
Quoting from the Website:
Welcome to CHArt's web site. CHArt was
established in 1985 by art and design historians who
happened also to be computer enthusiasts. Initially a
forum for the exchange of ideas between people who were
using computers in their research, the largely academic
membership was soon augmented by members from museums and
art galleries, as well as individuals involved in the
management of the visual and textual archives and
libraries relevant to the subject.
CHArt is a society open to all who have an interest in
the application of computers to the study of art and
design. We hold an annual conference and publish the
conference proceedings, run an email discussion list and
keep in contact with our members through a newsletter.
CHArt also sponsors the World Wide Web Virtual Library
for History of Art. You will find further details of all
our publications and activities on this web site.
Crayola Dream-Makers: Accessed 6/16/03: http://www.crayola.com/educators/dreammakers/guide.cfm?dc_cid=403. Quoting from the website:
The new Crayola® Dream-Makers® guide, Dreaming Beyond the Book, is a standards-based, hands-on resource for K-6th grade teachers linking literacy learning with visual art. Classroom-tested lessons include step-by-step instructions, examples of children's artwork, adaptations, and background information. Download this guide as a PDF file by by clicking on the cover of the book.
Cultural Policy and the Arts (Cpanda. Accessed 10/10/03: http://www.cpanda.org/. Quoting from the Website:
An interactive digital archive of data on the arts and cultural policy in the U.S., available for research and statistical analysis, with data on artists, arts and cultural organizations, audiences, and funding for arts and culture.
Galaxy Directories: Art and Computers [Online].
Accessed 10/25/01: http://www.galaxy.com/cgi-bin/
dirlist?node=19713&pos=0.
Contains links to a number of computer artist
sites.
Museum of Computer Art (MOCA) [Online]. Accessed
10/25/01: http://www.museumofcomputerart.com/.
Quoting from the Website:
MOCA is one of the most heavily-trafficked,
comprehensive, frequently-updated and respected computer
art museums on the Web. It tries to keep abreast of the
latest and best in computer art. Both beginning and
advanced artists frequently visit here, if only to see
what the competition is doing. We expect it is a learning
experience for artists of all skill levels, and for the
viewing public as well.
MOCA is non-profit, generates no revenue, has no
advertising, and has no agenda except the promotion of
computer art.
MOCA was established in 1994 by computer artists Don
Archer and Bob Dodson to promote computer art in its
various forms and manifestations, including 3-D rendered
art, fractals, enhanced photography, animation, mixed
media, computer-painted and -drawn art, etc. Many
talented artists have given us access to their work, and
what you see in our archives and current exhibit is some
of the best work that we have solicited. Some of it may
be of technical or historical interest, some of it may be
innovative and unusual, and some of it may have potential
(dare we say it) as high art. We hope you agree.
National Art Education Association (NAEA)
[Online]. Accessed 10/25/01: http://www.naea-reston.org/.
Quoting from the Website:
Over 17,000 art educators from every level of
instruction: early childhood, elementary, intermediate,
secondary, college and university, administration, museum
education, lifelong learning . . . also publishers,
manufacturers and suppliers of art materials, parents,
students, retired teachers, arts councils, schools . . .
anyone and everyone concerned about quality art education
in our schools.
…
Founded in 1947, the National Art Education
Association's purpose is to promote art education through
professional development, service, advancement of
knowledge, and leadership. To that end, the Association
holds public discussions and publishes books, journals,
reports, surveys, flyers, and other materials.
Robert P. Taylor's: Chippery Portraits on Paint Chips
[Online]. Accessed 10/3/01: http://www.tc.columbia.edu/~academic/
taylor/chippery/default.stm.
Robert Taylor is one of the pioneers in the
field of computers in education. In recent years he has
developed his artistic skills. It is interesting to see
how he has combined the two fields.
Teaching Artistic Behavior: Choice-based Art
[Online]. Accessed 10/21/02: http://knowledgeloom.org/tab/index.jsp.
Quoting from the Website:
- research-based practices
- stories of effective practice in action
- strategies for improving and energizing art
teaching
Choice-based teaching and learning delivers in-depth
curriculum in the context of student-centered work.
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