Winta LiComputer Graphics in Art Lessons 1 Investigating the Use of Computer Graphics in Art...

Winta Li Computer Graphics in Art Lessons 1

Investigating

the Use of Computer Graphics

in

Art Lessons


Background of the study Trends of ICT in education The changing Face of Art Education ICT Development in Art Education in

Hong Kong Future Needs of IT Professionals The Role of Art Teacher/Educator


Defining a Problem Some students are reluctant to draw sketches for

design elements Students thought the art assignments were boring They could not get satisfaction from making art They had limited motivation, interest and confid

ence Motivation is a powerful factor influencing the t

otal learning environment (Mekernan, 1996; Dinkelman, 1997; Donald & Paul ,1998)


Purpose of the study To investigate the effects of computer

graphics on students’ creativity and critical judgment in the process of art making

To examine whether computer graphics could influence students’ attitudes towards art making


Developing a Hypothesis Is it possible to use computer graphic software to

arouse students’ interest in art making ? Would computer graphics enhance students’ self-

confidence and achievement regarding art making?

Would computer graphics initiate changes in students’ attitudes towards art making?

What are the implications of using information technology in teaching and learning art?


Significance of the study To find out whether computer graphics could

enhance students’motivation and creativity in art production process

Other computer graphic software can be used in other levels

New ways of teaching, new media and production tools must be introduced to refresh the system

The digital image initiates in students a desire to explore bravely into the new world of digital art


Literature Review Duncum (1989) stated “art throws a new light on life in a society

where computers play a highly significant role and that interesting computer art would be art that helps us to understand life in the computer age (p.23)”.

Reade and Johnson (1991) assert that introduction of technology into the art classroom gives status to the subjects, as it is associated with “intelligence, progression, innovation and perception” of observers to be educationally necessary

Computer graphics provides a unique experience for students in making art, stimulating creation thinking that expands the horizon of artistic expression (John

& Jerry, 2001)


Methodology Selection of subjects for study

- 45 girls who had low motivation

in learning art

Methodology and Research Design

- Action Research

(Both qualitative

and quantitative)Figure 1 Cycle of action research (Atweh, Kemmis & Weeks, 1998, p.22)


Data-gathering Instrument-Validity & Reliability

Triangulation will facilitate “the validity of each participant’s perspective and understanding (Burn, 2000, p.450)

Instruments included students’ diaries, questionnaire, group interviews and classroom observation, teacher reflections

Critical friends


Procedure of the ResearchPhase One - Preparation

Arrangement of the Multimedia Learning Center and purchasing suitable software

Secured approval from Principal & Vice-Principal

Obtained consent from Parents Surveyed the participants


Phase Two – Action Plan

Photoshop Elements 2.0 8 consecutive lessons Were taught in the MMLC Complete a simple task Write their diaries after every lesson


Cycle One – Planning – Acting – Observing – Reflecting

Teacher-directed learning with supplementary notes Teacher-guided strategy Group interviews after the second lesson

Reflection : Students enjoyed a rich learning experience and developed fundamental and transferable key skills. It inferred that students had a positive attitude as indicated by their behaviour


Cycle Two – Planning – Acting – Observing - Reflecting Integrate the software with the Internet and

other multimedia resources Tutorial for students – (shared file in the

e-class Intranet of the school) More advanced techniques were taughtReflection : The level of engagement and

interaction between students were comparatively high. They gained confidence & achievement


Cycle Three – Planning – Acting – Observing - Reflecting

Provided wider vision of the project as a whole

Developed students’ creativity, problem solving, collaboration, communication, critical thinking, self-management and study skills through project-based learning

Learner-focused approach


Students were assigned to finish a project collaboratively with peers

Additional workshops were arranged during lunchtime & holiday

Second interview was conducted

Reflection : The levels of engagement, interaction, cooperation and collaboration were very high. Students were able to work on their own with minimum guidance under authentic learning environment


Phase Three – Data Analysis

Consists of three concurrent flows activity

- data reduction, data display and conclusion verification (Miles & Huberman, 1994)


Findings & AnalysisQuestionnaire I All students responded that they have a computer & Internet

access at home 93% colour printer 62% digital camera 60% scanner Had knowledge of some photo editing software They have confidence in operating computer for daily needs They have few techno phobia in using computer


Students’ Diaries Students wrote of their appreciation for the

use of ICT in art lessons. They enjoyed learning art in the MMLC.


Class Observation

0

1

2

3

4

5

6

Motiv

ation

Concertr

ation

Engagem

ent

Collaborat

ion

Cooperatio

n

Inter

actio

n

Work

ing indep

enden

tly

Description of Performance

Lev

el o

f Pe

rfor

man

ce

First Observation

Second Observation

Third Observation

Figure 2 Students’ performances obtained from class observations


0

1

2

3

4

5

6

First O

bservati

on

Second O

bservati

on

Third O

bservati

on

Observations

Lev

el o

f D

iffic

ultie

s

Frequency of seeking help fromteacher

Frequency of studentsexperiencing technical problem

Figure 3 Level of difficulties obtained from class observations


Interview I Level of Motivation and Interest Level of Difficulty Level of Usefulness Length of Practice time Instruction


Interview II Level of Interest Pair work / Project work Problems encountered Advantages of Using ICT in art


QuestionnaireI.

The Content 1 2 3 4 5

1.

The ICT task-based lesson aroused my interest in learning Art.

2.

The topics Poster, Menu and CD Cover were new and interesting.

3.

The topics were appropriate to my level.

4.

The topics were relevant to my interest.

5.

Doing these ICT task-based activities increased my motivation in leaning art.

6.

I found the lesson motivating because of the multimedia elements.


Expression of the students They liked the lessons because of the ICT

integration. They felt group work helped them to better

understand the material and stimulated their thinking process.

They gained confidence and achievement in learning art.

The shared responsibility reduced their anxiety associated with problem solving.


Summary of the findings Action research is a practical and effective

methodology for promoting effective, long term use of IT in education

The findings reaffirm that ICT present huge potential for art education in Hong Kong

Students had been highly motivated 87% anticipated a change in their learning

attitudes


ICT enhanced students’ learning and increased their confidence in art making

Students gained a sense of achievement ICT-related technology act as a catalyst for aro

using students’ interest and enhancing creativity in art lesson (Boughton, 1989, Cernningham & Hubbold, 1992)

There are some implications upon teaching & learning


Implications

Impacts on Teaching Teachers must learn to work and strive

with hectic innovation and change Methods of teaching will change


Impacts on Learning Students’ control and responsibility for

learning will be diversified Exploring aesthetic capabilities and possibility Making decisions and solving problems Improving creativity and quality of artwork Encouraging collaborations Fostering peer interaction Providing steep learning curve


Impacts on the Attitude towards Art Making Providing motivation and interest Enhancing sense of achievement


Limitation of the Study Sample size Language used for data collection Time constraint / Inaccessible to the MML

C Neglecting other’s approach Uneven committement Group dynamics Lack of collaboration among teacher


Recommendations

Extended the programme Focus on the long-term effects of participat

ing Wider scope of participants Teachers from different schools work colla

boratively


Different software can be used Non-participated observers should be trained

to attain a higher level of reliability Invite other experienced interviewers to

conduct the interview for avoiding any prejudice

To extend teachers’ professionalism and explore the best pedagogical method


Conclusion An experimental vehicle, more about

process than end product Students experienced problems,

frustrations and disappointments that they will find in the real world of work.

To develop more appropriate learning models and teaching strategies for enhancing students’ competencies in visual arts.


ReferencesBrown, J. (1992). The Multi-Faceted Blackboard: Computer Graphics in Higher Education. Interactive

Learning Through Visualization. The Impact of Computer Graphics in Education . Berlin: Springer-Verlag.

Bruntlett, S. (2001). Making and using multimedia: A critical examination of learning opportunities. In M. Leask (Ed.), Issue in teaching using ICT (pp.158-178). London: Routledge & Famler.

Burns, R. B. (2000). Introduction to research methods. London: Sage.

Butler, D. (2000). Gender, girls, and computer technology: What’s the status now? Clearing House, 73 (4): 225-29.

Chai, J., & Duthrie B. (1992). An encounter with computer art: Primary children’s reactions. Journal of Art & Design Education. 11 (2), 209-22.


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