Commercial Hypermedia Product
In deciphering an applicable hypermedia product an art teacher might first decide on a particular artist, style, and/or historical movement in which their intended project can be related. It may seem easy to pull images from the web as a reference to say a Van Gogh portrait or a still life painting by Cezanne but, without a strategy of explaining the complexity of both meaning and process a teacher may loose the interest of an unengaged student. This is where commercial hypermedia products can add an abundance of content to keep the student focused. Veronikas & Shaughnessy (2005, p180) noted from their research that "when learners engage in appropriate cognitive processing during learning, such as... mentally organizing the selected information into coherent pictorial and verbal models," a deeper understanding is possible (Roblyer & Doering, 2013). I have discovered interactive CD-ROMs to be very effective in covering a wide range of historical and contemporary artist works and many public museums offer these on their websites. One such product entitled "Frames of Reference: Art, History, and the World, by J.Marquardt, S. Eskilson discusses view points from artists and critics while navigating the historical movements by theme. This could be combined with a tutorial video and in class demonstration to introduce a week long lesson plan or even a longer unit. Scheiter and Gerjets (2007) pointed out that Hypermedia can "provide affordances for active and constructive information processing" (p.301). It was also noted that these types of hypermedia platforms can provide captions for the hearing impaired (Roblyer & Doering, 2013).
Chosen Multimedia Authoring Tools
Upon further review of the options for multimedia authoring tools it seemed audio/video production & editing software would be the most effective for interactive art education. Roblyer & Doering (2013) stated that "as students gain more knowledge in the theory and aesthetics of music and art, they will use these resources more productively in the authoring process" (p.184), There would many applications where students could use phones or provided video cameras to collect the progress of created works to be combined in fast animation films. Examples of these videos could be taken from YouTube to be shown during a lesson. There are many video editing programs on the market that fall under the category of multimedia authoring tools but i have been most familiar with Microsoft Movie Maker. This program allows the user to "stitch" excerpts from several minutes of footage into one seamless film. Audio tracks could also be edited and dubbed over the final video. It might be fun to record the students describing their artwork and recording it over a time lapse video similar to the one shown below. It is likely students will "invest more effort" if they think that others will be able to enjoy what they have created (Roblyer & Doering, 2013)
References :
Roblyer, M.D., and Aaron H. Doering. Integrating Educational Technology Into Teaching. 6th ed. Boston: Pearson. 2013. Print.
I agree that hypermedia/multimedia visuals could definitely help students gain a deeper understanding, being a mostly visual learner myself, I find videos and captions help me to remember things, as well as be beneficial to the hearing impaired that I have had around me in classes before. I like the idea of the time lapse video also, what type of project do you think you would see the most change over time with?(i.e. pottery, digital, painting, etc.)
ReplyDeleteI really like the idea of a time-lapse video for use in the classroom. It's a great way to use hypermedia, like the text mentions, to make the student "constantly make decisions and evaluate progress" (p. 176). As an art teacher, it could be a great way to give short tutorials on different artistic processes that you might employ in the classroom, as well as using time-lapses to document student work.
ReplyDeleteI think the idea of time lapse videos being used in the classroom, and specifically an art classroom, would be super beneficial. It has the potential to show all of the students hard work in a short amount of time. It would allow students to review their work, and also makes it easy to share with other both inside and out of the classroom. It was as you said, with all the portable technology we have these days it's almost too easy to make a video of some kind to showcase ones work. I loved this one idea in our reading that said, "Classroom activities that encourage creative and critical thinking in all subject areas help develop skills and a mindset that naturally enhance the authoring process," (Roblyer and Doering, 2013, p. 185). I think there are a lot of the hypermedia tools that could be utilized in an art classroom, that would stimulate creative and critical thinking.
ReplyDeleteFor me as a grade school student CD hypermedia helped me out a lot so I really like that idea. According to the textbook, "internet media formats have changed the focus of this classification system...," (Roblyer, 174).
ReplyDelete