CyberArt Pedagogy

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Keifer-Boyd, K. (2004). CyberArt Pedagogy. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 3830-3842). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13475.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Karen Keifer-Boyd, The Pennsylvania State University, USA

Abstract

A socio-political pedagogical approach to CyberArt involves the exploration and creation of Web-based games and other forms of computer programming as socially responsive art forms. I present CyberHouse, a Web-based game for both male and female youth to critique visual culture, as an example of CyberArt pedagogy. Next I discuss CyberArt examples in six areas: (a) participatory democracy, (b) resistance to global capitalism, (c) disruptions to patriarchal systems, (d) redefinitions of human identity, (e) re-visions of human relationship to place, and (f) re-counts of history for a more inclusive future. CyberArt sites offer great potential for education in a participatory critical democracy. Additionally, I present findings from a summary of studies on gender differences in Web game play to inform art education that involves the creation of interactive Web-based environments and CyberArt pedagogy. The paper concludes with examples of how undergraduate students conceptualize race, gender, power, and privilege in computer games and how they respond to CyberArt pedagogy.

Keywords

• Gender
• Fine Arts
• Inclusive Education
• Computers
• Games

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