In some classrooms across California right now:Examples of Technology in the Arts- High school jazz ensemble
students review the videotape
of the past week’s clinic with an
adjudicator and learn how they
can improve their technique and
performance. - Teachers and students visit
visual and performing artists
and return to the classroom
with a videotaped interview and
demonstration of a process to
share with other students. - Kindergarten students use
electronic media as a tool and a
delivery system by taking digital
photos of works of art and
downloading them into a digital
slideshow for an electronic
gallery. The slideshow itself may
become a work of art. - Digital photos of a third-grade
mural project are uploaded to a
school Web site and shared with
the community and relatives
across the country. - Fourth graders create individual
dance videos with the digital
camera and short videos to share
with other students. - Middle school students create
three-dimensional figures, using
animation software and blueprint
design to create clay sculptures. - As part of their community
service, high school students
create digital or video film
documentaries or docudramas
to share an experience in theatre
class with eighth-grade students.
requires a variety of life skills, such as planning and preparing, managing time,
meeting deadlines, collaborating, and resolving conflicts.
When school districts and schools plan for improving and adding new
media and electronic technology, the arts teachers should be included in the
discussion. Infusing new media and electronic technology into the arts curricu-
lum provides a great opportunity for building partnerships with business
and industry, especially in California, the home of numerous computer and
software companies, animation studios, and television and motion picture
production centers. These companies may be resources for grants, equipment,
software, educational materials, staff development, job shadowing, guest speak-
ers, career education, and field trips. When creating partnerships, one must
remember that partnering is a two-way process with benefits to all participants.
Chapter 2
Planning,
Implementing,
and Evaluating
Arts Education
Programs