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Digital Self: Primary Students Explore Digital Art

My thesis defense presentation
by

Jenny Evans

on 3 March 2012

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Transcript of Digital Self: Primary Students Explore Digital Art

Digital Self: Primary Students Explore Digital Art Research
Questions
(what I explored) What digital artworks can
campers create and
what do they mean to the campers? What kinds of digital art
process can young campers
utilize and identify? What kinds of self presentation
do campers demonstrate
when exploring digital identity? Participants 11 campers, aged 6-11
5 boys and
6 girls Chandler, Arizona annual income $58K
240K residents Tumbleweed Rec Center 3K kids/8K visitors 50/50 male/female Digital Self: Primary Students and Computer Art Methodology Meaning-making is the aptitude to employ and think about ideas and images the ability to make use of images and ideas to re-imagine one's own life experiences, the ability to examine and symbolize one's own experiences, to enhance students' abilities to engage, to analyze, to apprehend, to make, and to enjoy. By exploring their art, we can learn what part of their culture is important to them and what they are willing to share
(Leigh & Heid, 2008) Learning interwines with others, giving
them the opportunity to share their
identity with others. (Gee, 2007) What is key here is to note that they
were capable of expressing themselves
and what was meaningful to them
about their personality, lifestyle, pets, virtual
collections, and culture. Additional findings: Gender Differences Lessons from the
Pilot Study Daily "to do list"
Let inquiry lead
Document Everything
List Research Questions First drawing from a girl drawing from a boy youngest camper oldest camper abstract
2 images (original, drawn ghost
use of filters and drawing tools
"the two mes" identifible
makes her look good
use of one filter
restraint Intrinsic Motivation no incentive/reward
inquiry driven
For the Future Change is constant and we will need to prepare students for the future.
(Collins & Halverson, 2009) A common idea shared by many art
educators is the acknowledgement
that social aspects are a fundamental part of how people, come to know the arts and the impact of media and technological developments on art and society. (Parks, 2008) Children are capable of creating meaning, creating digital art, and presenting themselves if given the opportunity, materials, technology and challenge. Review of Literature Using Technology as a Method of Learning
Children and Computers
Children Online
Studies in Virtual Worlds
Studies in Meaning Making
Purpose of Study To determine whether primary aged campers were capable of identifying different forms of digital art
capable of creating and editing meaningful digital and virtual images with multiple programs
able to use self-presentation within their artworks, visible in the virtual gallery on the social network The regularly scheduled program MS Paint
Mr. Picassohead
Photoshop
Pet Society Communication comments on facebook
discussions with each other
teaching each other
sharing with each other Age Differences Ryan Shin (2010), Taking Digital Creativity to the Art Class Room
"the digital world does not emerge from a vacuum, it is a social state." Couse & Chen (2008) in Exploring the Potential uses of the Tablet computer as a tool for Young Children to Represent Ideas, they noted children were quickly at ease, persisted without becoming frustrated, and motivated to participate. Leigh & Heid (2008) in First Graders Constructing Meaning Through Drawing and Writing found that some children find comfort in expressing themselves with drawings and turn to pictures to illustrate their expressions. Why? Limitations? additional studies for:
multiple classrooms
across the country
or between different countries
or cultures.
"The goal is to work towards a better understanding of their situation in order to affect a positive personal and social change" Riel (2007) Action Research
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