How

We Can Properly Use Technology in the Fine Arts

How We Can Properly Use Technology in the Fine Arts
Chelsea DeLen
University of Florida

How We Can Properly Use Technology in the Fine Arts

Purpose
The purpose of this research brief is to discuss the proper use of technology in the arts
on school campuses in my school district. By the fall of 2017 all high school students will be
equipped with laptop computers funded by the district. In the spring of 2015 art teachers had
to choose between textbooks and technology for our classrooms. Textbooks, in most
contemporary art classrooms are more additional resources rather than the meat of our
curriculum. Technology funding seems superfluous if our students will soon have their own
laptops, if we have no access to professional development for art and technology, and if we are
no longer offering computer art classes in the realm of visual arts. However, we chose to add
additional class sets of laptops and tables into our classrooms because it seemed the wiser
decision.
My questions in the following research brief will address how we are using technology in
the visual arts in my school district. Are we flooding our rooms with technology with a purpose?
How can we ensure that technology will benefit our students? From gathering research on
technologys benefits and disadvantages in the visual arts classroom, I hope to propose a plan
to our Principals Technology Advisory Committee (PTAC), that disperses the funds for
technology each year, that outlines the proper use of technology in the arts in subsequent
school years.

Utilizing Digital Media in the Visual Arts
Among the vast number of resources that advocate for the use of technology in the art
classroom, most have the aim of integrating the digital arts into the classroom. The digital arts
can be defined as the digital imagery or videos we see produced through computer software
that can be printed or dispersed online. Education is no stranger to appreciating the effect that
online platforms, information, and connectivity that the internet has provided for our
classrooms, but how can we utilize it in a creative environment?
One of the greatest misconceptions we have about technology in the art classroom is
that software or hardware can turn anyone into an artist (Roland, 1990, p.55). Sure our
students are proficient in short films and basic elements of photo editing via social media, but

How We Can Properly Use Technology in the Fine Arts

often lack marketable skills in programs such as Photoshop and video editing software that
combine imagery into an artistic product. Roland (1990) goes on to explain that we cannot stop
at merely instructing our students on how to use artistic software, but must incorporate
imagination and artistic voice in the products they create in order for students to still
experience and practice creative problem solving. Therefore, classes like Computer Art and
Design can be fundamentally different than classes that just seek certification in Photoshop or
other computer software. We wont just teach students how to use computer software, but
how to apply it artistically to create a message.
By creating art programs that integrate the digital arts into school curriculum we are
preparing our students for a contemporary work force focused around digital consumption.
John Hicks (1993) argues that if our students know how to create original content rather than
follow instructions they are more likely to be seen as a valuable employee.

Consistent and Useful Digital Professional Development

In order to successfully integrate digital art into the art classroom, we must ensure that

our teachers have been educated on these digital platforms and software in order to enable our
students to use digital media creatively. Heise and Grandgenett (1996) emphasize that many art
educators do not implement digital technology into their curriculum because they feel
frustrated by a lack of training in the digital arts. While our district does not have the problem
of a lack of technological resources we do have significant frustrations from a lack of
professional development that teaches us to use the technology provided in our classrooms.
While originally, we were all ecstatic about new classroom sets of laptops for our students, it
wasnt until after their purchase we considered how we would use them in the classroom.

This year the district has removed the Computer Art and Design class from the course

planner and the course will no longer be offered. We have been told that our business track
classes will teach digital software to students, but as I have stated above, it is not necessarily
the same thing. If the arts are to become an important proponent in our districts curriculum we
should be embracing new art technologies in such a progressive district. If we are not to have a
class dedicated to digital art creation, then we must implement it in our regular studio art

How We Can Properly Use Technology in the Fine Arts

classes. Such proposal can seem threatening to our studio teachers out of a fear for losing
desired artistic outcomes, artistic process, and the analysis of aesthetics through traditional
media (Heise and Grandgenett, 1996). However, if we can implement professional
development that teaches our teachers how to use digital arts to facilitate the same artistic
spirit of creativity and problem solving similar to what we see in traditional art media, we can
begin the inclusion of the digital arts into our classrooms.

Plan for Implementation

In order to advocate for the proper utilization of technology in our school district I plan

to compose a letter to our Principals Technology Advisory Committee (PTAC) and our Fine Arts
Coordinator that addresses the concerns that myself and my fellow art educators in the district
have about the current use of technology in our classroom. I will address the purpose of
technology in the arts, placing emphasis on technological professional development, and the
importance of adding digital classes to our course planners.

After drafting this letter and presenting it to our Fine Arts Coordinator and Principals

Technology Advisory Committee, I will, at our next art teacher planning day, present my letter
to the rest of the art educators in the district. They may present the letter to their principals to
advocate for their digital arts programs. My hope is that our collective voices will institute a
change in the direction of technology funding in the arts for the next year away from acquiring
new technology and towards professional development that will help us utilize the technology
we already have.

How We Can Properly Use Technology in the Fine Arts

References
Heise, D., & Grandgenett, N. F. (1996). Perspectives on the Use of Internet in Art Classrooms.
Art Education, 49(6), 12.
Hicks, J. M. (1993). Technology and Aesthetic Education: A Crucial Synthesis. Art Education,
46(6), 42.
Roland, C. (1990). Our Love Affair with New Technology: Is the Honeymoon Over? Art
Education, 43(3), 54.