The Aesthetic Status of Technological Art.

Mandelbrojt, J., Fremiot, M., & Malina, R. F. (1999). The Aesthetic Status of Technological Art. Leonardo, 32(3), 211.


The focus of this article was the impact of technology on the visual arts and the part the viewer plays in this new art form. How does a piece that does not physically exist - say a digital image - compare to a more traditional work that takes up space or can be visited in a museum somewhere? Does the fact that the viewer can alter the piece through interaction or choice, thus creating something completely new and individualized, alter the intentions of the creator?  Is the designer an artist or an engineer?  Does the viewer become the creator as well?  Is an interactive work just entertainment, or does it become something more?

The editors of this article attempted to address some of these questions by breaking them down into several categories:

The first topic is examined through the colloquialism of Childhood Illnesses and Youthful Enthusiasm.  This term is used to describe the "baggage" or ideas the artist brings with them to the digital media.  Are they simply trying to recreate their traditional techniques via digital means, or are they just playing with a new toy?

The second point was the role of the spectator.  How will this technology be used?  What role does the viewer play in the was the piece is constructed?

This question was expanded upon in the next topic which was the question of interactivity.  When a work is designed to be used or modified, what role does the viewer take in that experience?  If a work changes depending on the person who interacts with it, what does that work then become?  Is it completely new and unique?  Does it continue to evolve into something different and personalized? In other words, what role does choice play in art?

That question poses another point.  What role does communication play in the art world.  The digital world allows the global community to communicate in new and exciting ways.  A viewer can take a virtual tour of a museum from anywhere in the world.  Likewise, they can communicate with other viewers, thus influencing that same digital experience for other people without every leaving their home.  This level of interactivity is unprecedented in the world of art and creates a multitude of new possibilities.

Next, what is the role of the artist?  If the designer is allowing their work to modified by the spectator, is the piece still intrinsically the same?  Does it still elicit the same response?  Does it follow the vision of the artist as intended or is it something else engineered by the viewer?  Again, is the artist a creator or simply a designer who develops a medium for the interactive party?

The last question of interest was the most simple: "Is it art?"  Is a video game art?  Does a technological work demonstrate a poetic quality? Does the work still convey the vision or intent of the artist if it can be changed?  Is the idea still original and creative?

I found this article to be absolutely fascinating!  It presented questions that are very pertinent to my work and how my profession will evolve going into the future.  The idea of art as an interactive experience is not a new one, but technology has taken that interaction to a whole new level.  Furthermore, we've only begun to scratch the surface of this dynamic new field.  It will be very exciting to see how it continues to develop in the future and the impact it wall have on my student's learning. 
         

Tech Time Savers!

Loved the font size increase / decrease!  I will also use the "black out" on my power point slides.  I often use the shift - command - 4 option to screen capture a selected area on my Mac.

The most important thing stated in the whole video, however, was the point that our tech does not come with comprehensive instructions!  Every piece of tech I've ever owned has come with little time savers, shortcuts, etc. that you have to learn about from somebody else.  Thank god for the internet :)

The Future Ready Framework - Curriculum, Instruction, And Assessment

The part that stood out to me in the Curriculum, Instruction and Assessment section of Future Ready Framework dealt with the matter of personalized and relevant learning.

I have often wondered about the importance of "real world" lessons and how applicable our teaching is to what students will encounter in their lives.  We live in a digital age.  Employers have made it very clear they want potential employees to be tech savvy, creative thinkers.  Using the resources available to us, we have made great strides in exposing our students to the possibilities of the digital world.  Still, while everyone seems to agree on the necessities of technological learning, preventative factors such as cost, accessibility, professional training, etc. seem to marginalize the importance of this learning outcome.  Talking about the importance of one-to-one learning and actually implementing it are two different issues.  Even more so, how will we use this technology?  If we were to follow societal trends, would we forgo the need to learn spelling, languages, speech, simple math, social cues, etc.  Are those things still relevant in the digital world?  We don't teach kids about the abacus, type writers, cursive writing, check books, etc. anymore because they aren't relevant.  I'm not sure everything needs to be that "personalized."  Is tech a trend?  Are we pushing too hard too fast? I know we want people to take responsibility for their own learning, but what are we sacrificing to "engage" them?  I don't want to throw away the importance to learning just to dangle an expensive, shiny carrot in my student's faces.  I guess time will tell.    

Art Therapy and Technology

Darewych O, Carlton N, Farrugie K. Digital Technology Use in Art Therapy with Adults with Developmental Disabilities. Journal On Developmental Disabilities [serial online]. December 2015;21(2):95-102. Available from: Academic Search Complete, Ipswich, MA. Accessed April 9, 2017.

This article details the study of technical applications in Art Therapy for adults with developmental disabilities.  The author goes into great detail regarding the technology used in the study, the digital applications used in the assessments and the response of the subjects.

According to this study, there are five notable advantages derived from using technology in Art Therapy for adults with developmental issues:

1. No mess and easy clean up.
2. Choice.  Participants had access to a wide variety of digital tools with which to make their projects.
3. Music was readily available and made for a more conducive working environment
4. Cognitive development resulted from the use on touch screen devices (motor skills) and memory recall.
5. Reflection and collaboration.
6. Step-by-Step instruction enhanced daily routines.

As a Digital Art Teacher I was quite interested in the results of this study.  I am familiar with the advantages/limitations to using technology in the classroom.  Some of my students are engaged through the use of tech, while others struggle with the very nature of the course.  Its an issue I'm sure I will struggle with for many years to come.  This article was helpful in confirming some of the issues I encounter everyday, and provided some insight into the thinking of these challenged learners.