Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education.
The emergence of new media provides new tools for promoting critical thinking and creativity in an environment that encourages collaboration, co‐authoring and sharing ideas and artworks with audiences. Embedding new media in art lessons and integrating art with other disciplines not only promotes vi...
| Publicado en: | International Journal of Art & Design Education Vol. 39; no. 1; pp. 195 - 211 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=141660833&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 141660833 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2020 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 141660833 10.1111/jade.12254 ppf: 195 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 528KB tig: atl: Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education. aug: au: Pavlou, Victoria su: Art education in elementary schools Digital storytelling Stop motion animation Transformative learning Sixth grade (Education) sug: subj: Art education in elementary schools Digital storytelling Stop motion animation Transformative learning Sixth grade (Education) keyword: art integration digital storytelling stop motion animation technology‐enhanced learning transformative pedagogy twenty‐first century learning ab: The emergence of new media provides new tools for promoting critical thinking and creativity in an environment that encourages collaboration, co‐authoring and sharing ideas and artworks with audiences. Embedding new media in art lessons and integrating art with other disciplines not only promotes visual competence but also transversal competences necessary for the future lives of children. Despite the many benefits that this process entails, there is still no broad integration of new media in art lessons or art integration through technology in primary schools, as teachers are often oblivious of the new possibilities and means of engaging children. However, there is a need to embrace today's dominant culture of communication if we really want to prepare children for the future. This article is about art technology integration in the primary classroom. It discusses ways of studying important real‐life issues with children and of bridging the gap between school life and daily life. It reports on two case studies with sixth grade classes (11–12 years old) that engaged in a stop motion animation project to communicate messages that were important to the children. Children shared powerful stories, anchored in real‐life contexts and developed critical thinking, communication, collaboration and creativity skills. The findings contribute to the discussions about arts integration that are grounded in empirical qualitative data. The implications of the study move beyond the art subject itself and highlight how generalist teachers can embrace interdisciplinarity and art integration, and view art as transformative pedagogy in the curriculum. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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