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ICT Literacy in Visual Arts

 ICT LITERACY IN VISUAL ARTS

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

GENERAL:

 

MERLOT LINKS:
  • Key terms: art, fine arts, visual arts, art education, specific media, genres, applications (e.g., business)
  • Arts / several terms: Architecture, Art Education, Art History, Ceramics, Design, Drawing and Painting, Fiber, Graphic Design, Metal and Jewelry, Photography, Printmaking, SculptureArts / Fine Arts
  • Mathematics and Statistics / Mathematics / General and Liberal Arts Math / Mathematics in Art and Music
  • Education/ TeacherEd/ Teaching Methods/ ArtsHumanities/ History/ Topical/ Art History
  • Humanities/ Jewish Studies/ Jewish Culture/ Modern Jewish Art and Literature
  • Mathematics and Statistics/ Mathematics/ General and Liberal Arts Math/ Mathematics in Art and Music
  • Academic Support Services/ ePortfolios/ Learning-centered ePortfolios/ Arts
  • Academic Support Services/ Virtual Environments/ Disciplinary Content/ Arts
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services 

 

LIBGUIDES:

 

OTHER WEBSITES and ARTICLES:


LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to create a timeline of an artistic concept (e.g., realism, perspective). 
  • Ask students to compare traditional art motifs around the world. Ask them to research how those motifs have been adapted by artists (e.g., Chagall, Picasso). 
  • Ask students to trace the history of commercial art (e.g., logos, posters). 
  • Ask students to analyze the impact of visual-based propaganda. 
  • Ask students to analyze advertisements in terms of artistic principles, and how they influence the viewer. 
  • Ask students to research basic art principles in different cultures. 
  • Ask students to research cultural connotations of different colors (e.g., white and black as connotative of death, yellow linked with cowardice or royalty). 
  • Ask students to research traditional art techniques in different cultures (e.g., raku, batik). 
  • Ask students to make a sociogram (or web map) of artists, showing individuals; impact on others. 
  • Ask students to research the art sector relative to possible gendered roles; ask them to note changes over time. 
  • Ask students to critique art throughout history in terms of body image. 
  • Ask students to compare different approaches to art education and training (e.g., atelier method, copying great works, discipline based art education). 
  • Ask students to research art education for individuals with special needs. 
  • Ask students to role-play the use of art in therapy. 
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to art. 
  • Ask students to interview personnel in different jobs within the art sector.
  •  Ask students to trace the career ladder of people in the art sector. 
  • Ask students to research an advertising agency, art gallery, or art museum in terms of history, economics, genres, human resources, production, and marketing. Ask students to compare their findings within and across these groups. 
  • Ask students to research the creation, production, manufacturing, marketing, dissemination, and sales of a photograph a painting (including reproductions). Ask them to make a flowchart of that process. Ask them to calculate the total cost involved in the process (including supplies). 
  • Ask students to research the same topic in two database aggregators (e.g., Art Index, Bibliography of the History of Art, Oxford Art Online), and compare the process and results. Ask students to research the impact of technology on art. 
  • Ask students to use drawing or image editing software to make variations of a design. 
  • Ask students to create an infographic about art. 
  • Ask students to create a virtual museum exhibit about an aspect of art. 
  • Ask students to locate and critique the representation of artists in movies (e.g., see http://www.imdb.com/list/ls050659072/)
  • Ask students to investigate the history of art using primary sources (e.g., the Library of Congress’s American Memory collections: http://memory.loc.gov/ammem/index.html)
  • Ask students to visualize the history of an art tool or technique (e.g., paint, lithography). 
  • Ask students to research the mathematics of art, and create an eportfolio of examples. 
  • Ask students to research the environmental impact of art (e.g., paint, canvas). 
  • Ask students to compare different interpretations of the same subject matter (e.g., Olympia, Pieta).