Digital technology and practices are constantly developing and will naturally impact pedagogy in art education. This requires learners and practitioners to be adaptable and open to renegotiating their understanding of art and its principles. This project harnesses students’ familiarity with technology to improve their engagement and artistic creativity. My research into Digital Art pedagogy and cognitive processes will inform carefully curated resources for both online and in-person learning.
With the growing importance of technology in all our lives, students are told that art will not help their future careers and they should focus on science and technology – this implies that art and technology are incompatible. This could not be further from the truth.
Technology is transforming our classrooms, as students of every age use phones and tablets to manipulate images, sketch, draw and paint. Current uses of technology in the Art classroom include, but are not limited to, drawing apps, digital portfolios and online research. These creative digital tools allow more students to access, create and enjoy art. Fostering students’ learning skills and increasing their engagement in Art is crucial to our role as Art educators.
The benefits of technology in Art classrooms cannot be underestimated. Digital art practices build confidence, democratise the arts, create new forms of art and promotes collaboration and engagement. These digital art skills have a wider impact than purely that of the Art classroom. By incorporating art and creative thinking into “right-brain” areas of the curriculum students will become more well-rounded and career ready.
This project advocates for an adaptive and forward thinking approach to Digital Art teaching and learning that can be used throughout the Art department and wider college. Resources informed by the research will upskill teaching practitioners in the Art Department with potential across the college, enhancing learners’ experience of digital art education, developing their creativity and artistic practice.
Rationale and benefits to students are outlined above in details about the project.
I teach 77 students in the current cohort who will directly benefit from the project, the breakdown of these are Graphic Design – 37 students, Art – 40 students. This has the potential to be rolled out to whole Art Department and wider college.
I can measure engagement, skills development and progress made through formative assessment of student work and Questionnaires before and after the project.
Outcomes of this project will include:
New curriculum intent and materials will be informed by questionnaires evaluating Learners’ needs and gaps in staff knowledge. I will collect both quantitative and qualitative data from Questionnaires issued to students to ascertain their pre/post project digital art skills.
Studies have shown that art teachers want to learn more about teaching digital art effectively, however, only a small proportion of art teachers feel comfortable teaching a digital arts curriculum. I will therefore use Questionnaires to collect quantitative and qualitative data on staffs’ digital art expertise.
Questionnaires will be issued to departments across the college to gain understanding of potential implementation of digital arts within wider college curriculum.
Findings from these Questionnaires will be collated and analysed alongside curriculum intent to inform areas in need of pedagogical development.