Interactive Computer Technology and Art Education: The Intentionally Tangled Curriculum
PROCEEDINGS
B. Stephen Carpenter II, Virginia Commonwealth University, United States ; Pamela G. Taylor, University of Georgia, United States
AACE Award
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Interactive computer technology enhances the focus and purpose of instruction and learning in art. An intentionally tangled approach to interpretation and curriculum design – one that links visual culture, works of art, and content from various disciplines for the purpose of making meaning – is explored in this paper. We provide a theoretical foundation for our use of interactive computer technology and demonstrate how an empowering form of art education is made possible through hypertext. The use of hypertext enables interactive readings of on-going hypertexts. Contributions from readers of a hypertext add content that further extends its entangled hypertextuality. We reveal how interactive, hypertextual experiences with works of art promote the visualization of connections among various meaningful texts, experiences, and sources. Strategies for constructing rich interpretations and meaningful, entangled, integrated curricula are provided.
Citation
Carpenter II, B.S. & Taylor, P.G. (2003). Interactive Computer Technology and Art Education: The Intentionally Tangled Curriculum. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2583-2586). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/18506/.
Keywords
References
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