Interactive Computer Technology and Art Education: The Intentionally Tangled Curriculum

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Carpenter II, B.S. & Taylor, P.G. (2003). Interactive Computer Technology and Art Education: The Intentionally Tangled Curriculum. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2583-2586). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18506.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

B. Stephen Carpenter II, Virginia Commonwealth University, USA; Pamela G. Taylor, University of Georgia, 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.

Keywords

• Fine Arts
• Educational Technology
• Instructional Design
• Interaction
• Computers

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