Thanks to my

Graduate Committee

Dr. Rosemary Talab, major advisor

Dr. Tweed Ross

Dr. Clark Harris

OBJECTIVES

Statement of objectives-Summer 2005

     I have been an art educator for over thirty years and have witnessed the reorganization of teaching through standards and technology. I have enjoyed my participation in this interesting and challenging pedagogy but would like to take it to a higher level. Teaching in the public schools and now higher education has made me desire a more useful and accessible delivery system for art education. 

    The currently used paradigm of discipline-based art education (DBAE) offers strong avenues for generating authentic instruction.  The union of art and technology could offer new and seasoned educators the ability to learn more about aesthetics, art history, studio art and art criticism—the basis of DBAE. Traditional methods of teaching subjects like art history leave a lot to be desired.  Innovative instructional modules with the use of inquiry and technology would greatly enhance the learning environment for new art teachers and encourage the veteran teachers to expand their knowledge base to include DBAE components. 

     After investigating the field of educational computing, design and online learning I decided a Masters in this field would be a good fit for me to accomplish my goals.  I would like to investigate innovative online teaching units, design exciting DBAE modules, research best online teaching practices, and generate inquiry-based units of study for art educators.  

Reflection on statement of objectives-Summer 2008

    The past three years since I wrote the above statement of objectives have taken me on an enlightening journey. I have met and gone beyond my objectives set forth three years ago, which is very satisfying.  As I read those objectives it occurs to me that what I wanted was to infuse my art education curriculum activities with technology and not just rely on technology as simply another production tool.  I wanted to model exemplary teaching techniques that my students would remember and replicate as they teach their own art classes.

    I sought to teach DBAE lessons with technology but I learned there is more to it than that.  I was accustomed to using technology for instruction and production but I now understand I must use technology to transform the educational experience for my students.  In my course of study I have investigated innovative teaching for both online and brick and mortar classes through: designing webquests; working with video; podcasting; learning through and designing with hypermedia; experiencing blogging; designing websites; researching online resources; collaborating for a common goal; and using project-based learning.  More than just learning technology skills as a production tool I have become aware and now implement technology as a form of communication, collaboration, research and the development of strategies for solving problems in the real world.

Upgrading Photosynthesis? was the final product in the technology integration project.  ART 376 students poise in front of the newly installed public art installation on the KSU campus.