Technology and the Visual Arts Curriculum
ICT is specifically mentioned in the Stage 4, 5 and 6 syllabus documents from the Board of Studies in NSW. While there are no specific outcomes which directly relate to ICT, both syllabus documents address ICT in the following ways:
Visual Arts Years 7-10 Syllabus, Board of Studies NSW
- Mandatory (Years 7-8), Elective (Years 9-10) and Life Skills (special education) courses are required to provide at least the following: ‘across 2D, 3D and/or 4D forms particular opportunities to engage with Informations and Communication Technologies (ICT) must be provided for students to have experience of: 1) graphics-based programs to create and manipulate digitally generated images (including scanned images, digital camera, internet images, CD), video stills, animations and web page designs. 2) importing images (through scanning, internet, digital camera and CD) into graphics and word-processed documents’.
Visual Arts Years 11-12 Syllabus, Board of Studies NSW
- Students in Year 11 are required to explore a range of art making materials including digital art forms such as photography, graphics, videography and animation. Students should be given access to such resources if possible. Students in Year 12 undertake a major project in the medium of their choice, which does not have to include ICT.
Technology in Visual Arts Classrooms.
I would try and provide as many opportunities as possible for students to meaningfully engage with ICT, both in art making and historical and critical studies. There are many ways to integrate technology into Visual Arts, including the following:
- Blogging/website – An online portfolio or blog can be an ongoing tool to assess students either in art practice or historical and critical studies. Particularly relevant for Stage 6 students who can document their major work.
- Digital units: I would include at least one unit per year in each class that made use of the technological resources of the school, whether that be digital photography, videography, animation, editing or any other digital tools available. This could include the use of digital cameras, software such as Adobe Photoshop, Premiere Pro or Flash, video cameras, computers or microphones.
- Assessment based on digital submissions: I would include at least one historical and critical studies assessment which is based on digital work. Examples could be websites (Edublogs, Edmodo), presentation software (Prezi, Microsoft PowerPoint, Vimeo), word processing (Microsoft Word), internet research or podcasting.
Board of Studies NSW. (2003). Visual Arts Years 7-10 Syllabus. Board of Studies, Sydney.
Board of Studies NSW. (2009). Visual Arts Stage 6 Syllabus. Board of Studies, Sydney.
Roblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching: Pearson New International Edition, 6th Edition. Pearson (Intl) VitalBook file.