Running head: LITERATURE REVIEW: DOMAIN F 1

Literature Review: Domain F

Amanda Boyer

National University
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Abstract

This paper is a literature review of an article written by ​Wilks, J., Cutcher, A., & Wilks,

S. ​titled, “​Digital Technology in the Visual Arts Classroom: An [un]Easy Partnership​.” The

article discusses ​the easy, and uneasy, partnerships that exist between technology and visual

arts education​. This article was chosen specifically for the California Teacher Performance

Expectations Domain F, which is about developing as a professional educator. This paper

discusses teachers and technology, digital space for peer critiques, and digital citizenship.
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Technology Professional Development for Teachers

With technology integrated in almost everything that a teenager does, it is important for

high school teachers to learn about the technology that they are using and understanding all that

is possible with technology in the classroom. There are many benefits to technology in the

classroom such as easy access to information, increased engagement, and collaboration.

However, there are also barriers that can exist with technology.

The technology tools, apps and other resources that I personally use in my instructional

practices in the visual arts classroom include Google Slides, SchoolLoop, Instagram, and

YouTube. I also use a document camera to demonstrate techniques or project examples of

artwork. Students use their smartphones or class iPad to document the draft and final process of

their artwork to upload to the school connected website and digital portfolio. They also use

chromebooks to brainstorm, search for inspiration, or find an image to use as a reference. I

would like progress towards effectively integrate technology into the art making process within

my instruction because “the challenge for educators is to continue to create high quality,

relevant, exciting, and demanding learning experiences in art classrooms” using technology

(Wilks, C., and W., 2012, p. 59).

Digital Space for Critique

It is important that students put their work on display for others to see. I am intentional

about making sure that visual art students post their art making process onto our

teacher-parent-student connected website, SchoolLoop, so that parents can see their child’s

artwork. I also let the parents know that they can log on to SchoolLoop to see the daily sketch
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warm up prompt so that they can have a conversation starter with their child about my class. For

example, the parent could see that the prompt was “grey” so they will ask their child what they

drew for their sketch based on the prompt of grey. Students also post their images into online

discussion boards so that they can participate in peer reviews and critiques. ​As Wilks, Cutcher

and Wilks write, “guided by their teachers, students can learn how to use digital technologies to

imagine, generate, develop, and produce artworks and to critically and creatively evaluate both

products and ideas (their own and others)” (2012, p. 57). The critique process is an invaluable

learning process in the art classroom and the digital platform makes for easier conversations and

connection.

Digital Citizenship

I believe that fostering creativity, providing choices, and leaving space for questions and

discovery gives students the opportunity to be active in their learning and take ownership of their

art making process. This is interesting because it notes that each student, at least in high school,

has a smart phone in their pocket with a wealth of information and inspiration at their fingertips.

This makes digital literacy very important because students must understand the difference

between gaining inspiration from something versus plagiarism. Students must learn to be original

in thought as teacher Performance Expectation 12 explains that teachers are expected to be “

aware of and act in accordance with ethical considerations and they model ethical behaviors for

students” (​Commission on Teacher Credentialing, p. 17)​.

Conclusion

Technology is an incredible tool for education, but there must be a balance between the

time students are connected to tech tools and time connected to teachers and peer. In addition,
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there must be balance between the physical art making processes and reliance on technology to

provide ideas and answers. Technology can be a positive, beneficial tool in the art classroom,

and is something that should be integrated in professional development for teachers since it is

ever changing, but there certainly must be balance.

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References

Commission on Teacher Credentialing. (2016). California teaching performance

expectations [PDF file]. Retrieved from https://www.ctc.ca

Wilks, J., Cutcher, A., & Wilks, S. (2012). Digital Technology in the Visual Arts

Classroom: An [un]Easy Partnership. ​Studies in Art Education,​ ​54​(1), 54-65. Retrieved from

http://www.jstor.org.nuls.idm.oclc.org/stable/24468130