Integrating Art and Technology
An Action Research Case Study in a High School

dissertation proposal by temi rose 2/20/02

Table of Contents

CHAPTER ONE: THE PROBLEM STATEMENT
A National Perspective
Art in Academia: Valuing Aesthetic Cognition
Technology in Education: Ethical Considerations
Art and ritual.
Learning, Change and Democracy
Rationale for this Study


CHAPTER II: LITERATURE REVIEW
Introduction: Weaving a Web
Art in Schools: Theory
Justice, Responsibility and Care
Conversational Reality
Motivation and Learning
Adult Education
Action Research: Methodology and Principles
Art in Schools: Practice
Technology in Schools
Conclusion: Seeking an Articulation


CHAPTER III: METHOD
The Site
The Participants
Data Sources
Procedure
Researcher's Role
Data Analysis


APPENDIX I - THE STATE GUIDELINES FOR TECHNOLOGICAL EDUCATION
APPENDIX II - THE STATE GUIDELINES FOR ART EDUCATION
APPENDIX III – LETTER FROM RESEARCHER TO THE CAMPUS LEADERSHIP COMMITTEE
APPENDIX IV– FROM THE FINE ARTS ACADEMY COORDINATOR: E-MAIL INITIATING CONTACT WITH RESEARCH COMMUNITY
BIBLIOGRAPHY


Appendix II - The State Guidelines for Art Education
§117.51. Implementation of A Southwestern State Essential Knowledge and Skills for Fine Arts, High School.
The provisions of this subchapter shall supersede §75.67 of this title (relating to Fine Arts) beginning September 1, 1998.
Source: The provisions of this §117.51 adopted to be effective September 1, 1998, 22 SWReg 4943.
§117.52. Art, Level I.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following art course: Art I (one credit).
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(1)Perception. The student develops and organizes ideas from the environment. The student is expected to: (A)illustrate ideas for artworks from direct observation, experiences, and imagination; and (B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination; (B) create designs for practical applications; and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare and contrast historical and contemporary styles, identifying general themes and trends; (B) describe general characteristics in artworks from a variety of cultures; and (C) compare and contrast career and avocational opportunities in art.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.
Source: The provisions of this §117.52 adopted to be effective September 1, 1998, 22 SWReg 4943.
§117.53. Art, Level II.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Electronic Media II (one credit per course). The prerequisite for each Level II art course is one credit of Art I.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) interpret visual parallels between the structures of natural and human-made environments; and (B) compare suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) formulate multiple solutions to expand personal themes that demonstrate intent; (B) apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers; and (C) select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:(A) study a selected historical period or style of art; (B) analyze specific characteristics of artworks in various cultures; and (C) select and research career and avocational choices in art.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) select and critique artworks in progress, making decisions about future directions in personal work; and (B) select and critique original artworks, portfolios, and exhibitions by peers or others.Source: The provisions of this §117.53 adopted to be effective September 1, 1998, 22 SWReg 4943.
§117.54. Art, Level III.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture III, Jewelry III, Photography III, Art History III, Graphic Design III, Electronic Media III, the College Board Advanced Placement (AP) Drawing, AP General Art Portfolio, AP History of Art, International Baccalaureate (IB) Art/Design SL Option A, IB Art/Design SL Option B, IB Art/Design HL (one credit per course). The prerequisite for Art History III, Graphic Design III, AP General Art Portfolio, AP History of Art, IB Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL is one credit of any Art II course. The prerequisite for all other Level III art courses is one credit of Art II in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(3) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) analyze visual characteristics of natural and illustrating flexibility in solving problems, creating multiple solutions, and thinking imaginatively; and (B) analyze visual qualities to express the meaning of images and symbols, using precise art vocabulary.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:(A) solve visual problems by planning and attempting a variety of solutions; (B) solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and (C) select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) study a selected period, style, or movement in art; (B) trace influences of various cultures on contemporary artworks; and (C) analyze a selected career opportunity in art, identifying the training, skills, and plan of action necessary for realizing such a goal.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) select artworks for a personal portfolio based on evaluation of developmental progress, competency in problem-solving, and a variety of visual ideas; and (B) analyze original artworks, portfolios, and exhibitions to form conclusions about formal qualities, historical and cultural contexts, intents, and meanings and to show innovation and provide examples of in-depth exploration of one or more themes.
Source: The provisions of this §117.54 adopted to be effective September 1, 1998, 22 SWReg 4943.
§117.55. Art, Level IV.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing IV, Painting IV, Printmaking IV, Fibers IV, Ceramics IV, Sculpture IV, Jewelry IV, Photography IV, Graphic Design IV, Electronic Media IV, the College Board Advanced Placement (AP) Drawing, AP General Art Portfolio, AP History of Art, International Baccalaureate (IB) Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL (one credit per course). The prerequisite for AP General Art Portfolio, AP History of Art, IB Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL is one credit of any Art II course. The prerequisite for all other Level IV art courses is one credit of Art III in the corresponding discipline.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(3) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) create themes for personal artworks that integrate a broad range of visual observations, experiences, and imagination; and (B) make subtle discriminations in analyzing complex visual relationships and content, using precise art vocabulary.
(4) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) produce an original body of artwork that integrates information from a variety of sources and demonstrates sustained, self-directed investigations into specific themes; (B) evaluate and justify design ideas and concepts for use in personal artworks; and (C) create artworks, singularly and in series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and electronic media-generated art.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:(A) identify and illustrate art history as a major source of interpretation; (B) analyze and evaluate the influence of contemporary cultures on artworks; and (C) evaluate a selected career in art, justifying the choice.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) develop evaluative criteria for selecting artworks to include in a portfolio and senior exhibition that demonstrate a high level of creativity and expertise (B) analyze a wide range of artworks to form conclusions about formal qualities, historical and cultural contexts, intents, and meanings.Source: The provisions of this §117.55 adopted to be effective September 1, 1998, 22 SWReg 4943.