Games have played an important role in modern educational methodologies. Beginning with the work ... more Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and ’70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
This action research study examines the making of video games, using an integrated development en... more This action research study examines the making of video games, using an integrated development environment software program called GameMaker, as art education curriculum for students between the ages of 8-13. Through a method I designed, students created video games using the concepts of move, avoid, release, and contact (MARC) to explore their understanding of complexity thinking. From this process of making games, students learned systems, deconstructing systems, and reconstructing systems using game-based art pedagogy. The findings of this study indicate that creating games expands the content of making in art education by being inclusive of the personal worlds and lives of students. Using the concept of MARC encourages students to think about the complexity of systems and how they work, identifying meaningful associations between students’ understanding of their worlds and games.
Redefining the educational model of science, technology, engineering, and math curriculum (STEM) ... more Redefining the educational model of science, technology, engineering, and math curriculum (STEM) to also include art to become STEAM (Fournier, 2013; Guyotte, Sochacka, Constantino, Walther, & Kellam, 2014) is a current method to encourage students to actively participate in 21st-century learning (Saxena, 2014). The skills emphasized for 21st-century learning include critical thinking and problem solving; collaboration and communication; and creativity and innovation (Partnership for 21st Century Skills, 2007). Encouraging students to pursue a STEM career has become an important U.S. educational policy that emphasizes teaching these 21st-century skills along with STEM knowledge in the discourse of future economic growth.
There are few individuals who have worked and published in art education for as many decades as J... more There are few individuals who have worked and published in art education for as many decades as Jerome Hausman. His essay “The Plastic Arts, History of Art, and Design—Currents Toward Identifying Content for Art Education” marked his contribution in the 1965 Seminar in Art Education for Research and Curriculum Development. For our essay, we utilize Hausman’s writing to gain insight toward our contemporary moment by revisiting the text through a narrative inquiry methodology we call paratextual dialogue. We encounter the voice of Hausman and enact his essay as a postmodern text through a conversational structure that collapses then and now. Hausman’s themes of change and advancement in contemporary art and society are broadly written. However, his work foreshadows a sense of anxiety within the field of art education over change in contemporary art education through the lens of technology, development of media arts standards, and the continuing separation of design practice from the a...
September 11th brought a huge outpouring of artistic responses, with 180 art-based projects liste... more September 11th brought a huge outpouring of artistic responses, with 180 art-based projects listed on the National Coalition Against Censorship (NCAC) Web site alone. Whyproject.org's art in the aftermath of the tragedy responded with an immediacy and global dissemination ...
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is this unce... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
We found that Dr. Sweeny’s Editorial... touches upon an important resurging social practice... we... more We found that Dr. Sweeny’s Editorial... touches upon an important resurging social practice... we were surprised to see that the DIY renaissance (commonly referred to as the ‘maker movement’) was not given serious consideration in the dialogue. (p. 5) The maker movement encourages informal teaching and learning of practical technical skills related to electronics, metaland woodworking, and traditional arts and crafts. Clapp and Jimenez continue by saying it would be prudent for the field of art education to reimagine itself in relation to the maker movement to begin an authentic dialogue with this burgeoning field that is capturing the attention of educators, parents, and policy makers, something the arts have been trying to do for decades. Clapp and Jimenez’s maker-centered argument is supported by educational data showing that the massive reduction of arts learning has affected schools, particularly in poorer communities (Parsad & Spiegelman, 2012). in STEAM Curriculum Meaningful Makers: Stuff, Sharing, and Connection
Subscriptions: jCRAE is an open-source online publication of USSEA. While access is free, readers... more Subscriptions: jCRAE is an open-source online publication of USSEA. While access is free, readers and people interested in supporting the mission and activities of the journal and of USSEA are encouraged to join USSEA (for more information about the organization, please visit www.ussea.netU). Annual membership dues are $25 and include issues of the Newsletter.
... Why? An Internet Project: Art in the Aftermath. Autores: Ryan Patton; Localización: Visual ar... more ... Why? An Internet Project: Art in the Aftermath. Autores: Ryan Patton; Localización: Visual arts research: educational, historical, philosophical, and psychological perspectives, ISSN 0736-0770, Issue 60, 2005 , págs. 76-88. Fundación Dialnet. Acceso de usuarios registrados. ...
UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection ... more UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest. Games as artistic medium: Interfacing complexity theory in game-based art pedagogy. by ...
2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)
We present a programmable virtual environment that allows users to create and manipulate 3D objec... more We present a programmable virtual environment that allows users to create and manipulate 3D objects via code while inside virtual reality. Our environment supports the control of 3D transforms, physical, and visual properties. Programming is done by means of a custom visual block-language that is translated into Lua language scripts. We believed that the direction of this project will benefit computer science education in helping students to learn programming and spatial thinking more efficiently.
In this article, art education researchers from four universities share a multisite research proj... more In this article, art education researchers from four universities share a multisite research project dealing with teaching digital game design to preservice art educators. The research project was initially designed in response to recent trends to develop 21st-century skills in education, digital media, and art/design education, as advocated by groups such as the Humanities, Arts, Science, and Technology Alliance and Collaboratory, the STEM [science, technology, engineering, and math] to STEAM [science, technology, engineering, art, and math] Initiative, and competitions such as the STEM Video Game Challenge and Scholastic Arts. The authors describe the major findings from this collaborative research, focusing on preservice art teachers’ responses, challenges, and promises in introducing digital game design as art and curriculum, and make suggestions for further research and practical application.
Computer code and programmable objects are a ubiquitous part of our everyday lives. Over the past... more Computer code and programmable objects are a ubiquitous part of our everyday lives. Over the past 25 years critical engagement with digital media has become a part of the art education curriculum. However, involving art students in utilizing processing agents as part of studio practice by learning how to code programming languages is a rare occurrence. This article advocates for computational thinking as an urgent need within art education to prepare students to utilize digital innovations and create code-based artworks. By reviewing the constructionist origins of computational thinking for art educational purposes, we posit that creative code can benefit studio art practice while making broader contributions to conceptions of computational thinking across disciplines. We emphasize three concepts to engage in critical digital making by recognizing code as critical text, code as open or proprietary, and code as digital material to be performed and acted upon.
This article addresses the standards of technology in the visual arts, arguing the standards func... more This article addresses the standards of technology in the visual arts, arguing the standards function as de facto policy, the guidelines that shape what teachers teach. In this study, we investigate how art education standards approach technology as a teaching tool and artmaking medium, analyzing the current and draft National Visual Arts Standards, the 21st Century Skills, the NAEA Standards for Art Teacher Preparation, the NAEA Professional Standards for Visual Arts Educators, and how 26 university art education programs teach technology. Because a new set of digital standards are being developed as media arts, separate from the visual arts, we believe that media arts should be considered a subset of the larger umbrella of visual arts, seeing visual art educators are the best equipped to address the new digital media arts standards and forms of making. Finally the article makes suggestions about how university art teacher preparation programs can redirect their courses to better relate to contemporary art practices, current educational uses of technology, and the world of ubiquitous computing.
Games have played an important role in modern educational methodologies. Beginning with the work ... more Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and 70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is t... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is t... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
Games have played an important role in modern educational methodologies. Beginning with the work ... more Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and ’70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
This action research study examines the making of video games, using an integrated development en... more This action research study examines the making of video games, using an integrated development environment software program called GameMaker, as art education curriculum for students between the ages of 8-13. Through a method I designed, students created video games using the concepts of move, avoid, release, and contact (MARC) to explore their understanding of complexity thinking. From this process of making games, students learned systems, deconstructing systems, and reconstructing systems using game-based art pedagogy. The findings of this study indicate that creating games expands the content of making in art education by being inclusive of the personal worlds and lives of students. Using the concept of MARC encourages students to think about the complexity of systems and how they work, identifying meaningful associations between students’ understanding of their worlds and games.
Redefining the educational model of science, technology, engineering, and math curriculum (STEM) ... more Redefining the educational model of science, technology, engineering, and math curriculum (STEM) to also include art to become STEAM (Fournier, 2013; Guyotte, Sochacka, Constantino, Walther, & Kellam, 2014) is a current method to encourage students to actively participate in 21st-century learning (Saxena, 2014). The skills emphasized for 21st-century learning include critical thinking and problem solving; collaboration and communication; and creativity and innovation (Partnership for 21st Century Skills, 2007). Encouraging students to pursue a STEM career has become an important U.S. educational policy that emphasizes teaching these 21st-century skills along with STEM knowledge in the discourse of future economic growth.
There are few individuals who have worked and published in art education for as many decades as J... more There are few individuals who have worked and published in art education for as many decades as Jerome Hausman. His essay “The Plastic Arts, History of Art, and Design—Currents Toward Identifying Content for Art Education” marked his contribution in the 1965 Seminar in Art Education for Research and Curriculum Development. For our essay, we utilize Hausman’s writing to gain insight toward our contemporary moment by revisiting the text through a narrative inquiry methodology we call paratextual dialogue. We encounter the voice of Hausman and enact his essay as a postmodern text through a conversational structure that collapses then and now. Hausman’s themes of change and advancement in contemporary art and society are broadly written. However, his work foreshadows a sense of anxiety within the field of art education over change in contemporary art education through the lens of technology, development of media arts standards, and the continuing separation of design practice from the a...
September 11th brought a huge outpouring of artistic responses, with 180 art-based projects liste... more September 11th brought a huge outpouring of artistic responses, with 180 art-based projects listed on the National Coalition Against Censorship (NCAC) Web site alone. Whyproject.org's art in the aftermath of the tragedy responded with an immediacy and global dissemination ...
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is this unce... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
We found that Dr. Sweeny’s Editorial... touches upon an important resurging social practice... we... more We found that Dr. Sweeny’s Editorial... touches upon an important resurging social practice... we were surprised to see that the DIY renaissance (commonly referred to as the ‘maker movement’) was not given serious consideration in the dialogue. (p. 5) The maker movement encourages informal teaching and learning of practical technical skills related to electronics, metaland woodworking, and traditional arts and crafts. Clapp and Jimenez continue by saying it would be prudent for the field of art education to reimagine itself in relation to the maker movement to begin an authentic dialogue with this burgeoning field that is capturing the attention of educators, parents, and policy makers, something the arts have been trying to do for decades. Clapp and Jimenez’s maker-centered argument is supported by educational data showing that the massive reduction of arts learning has affected schools, particularly in poorer communities (Parsad & Spiegelman, 2012). in STEAM Curriculum Meaningful Makers: Stuff, Sharing, and Connection
Subscriptions: jCRAE is an open-source online publication of USSEA. While access is free, readers... more Subscriptions: jCRAE is an open-source online publication of USSEA. While access is free, readers and people interested in supporting the mission and activities of the journal and of USSEA are encouraged to join USSEA (for more information about the organization, please visit www.ussea.netU). Annual membership dues are $25 and include issues of the Newsletter.
... Why? An Internet Project: Art in the Aftermath. Autores: Ryan Patton; Localización: Visual ar... more ... Why? An Internet Project: Art in the Aftermath. Autores: Ryan Patton; Localización: Visual arts research: educational, historical, philosophical, and psychological perspectives, ISSN 0736-0770, Issue 60, 2005 , págs. 76-88. Fundación Dialnet. Acceso de usuarios registrados. ...
UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection ... more UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest. Games as artistic medium: Interfacing complexity theory in game-based art pedagogy. by ...
2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)
We present a programmable virtual environment that allows users to create and manipulate 3D objec... more We present a programmable virtual environment that allows users to create and manipulate 3D objects via code while inside virtual reality. Our environment supports the control of 3D transforms, physical, and visual properties. Programming is done by means of a custom visual block-language that is translated into Lua language scripts. We believed that the direction of this project will benefit computer science education in helping students to learn programming and spatial thinking more efficiently.
In this article, art education researchers from four universities share a multisite research proj... more In this article, art education researchers from four universities share a multisite research project dealing with teaching digital game design to preservice art educators. The research project was initially designed in response to recent trends to develop 21st-century skills in education, digital media, and art/design education, as advocated by groups such as the Humanities, Arts, Science, and Technology Alliance and Collaboratory, the STEM [science, technology, engineering, and math] to STEAM [science, technology, engineering, art, and math] Initiative, and competitions such as the STEM Video Game Challenge and Scholastic Arts. The authors describe the major findings from this collaborative research, focusing on preservice art teachers’ responses, challenges, and promises in introducing digital game design as art and curriculum, and make suggestions for further research and practical application.
Computer code and programmable objects are a ubiquitous part of our everyday lives. Over the past... more Computer code and programmable objects are a ubiquitous part of our everyday lives. Over the past 25 years critical engagement with digital media has become a part of the art education curriculum. However, involving art students in utilizing processing agents as part of studio practice by learning how to code programming languages is a rare occurrence. This article advocates for computational thinking as an urgent need within art education to prepare students to utilize digital innovations and create code-based artworks. By reviewing the constructionist origins of computational thinking for art educational purposes, we posit that creative code can benefit studio art practice while making broader contributions to conceptions of computational thinking across disciplines. We emphasize three concepts to engage in critical digital making by recognizing code as critical text, code as open or proprietary, and code as digital material to be performed and acted upon.
This article addresses the standards of technology in the visual arts, arguing the standards func... more This article addresses the standards of technology in the visual arts, arguing the standards function as de facto policy, the guidelines that shape what teachers teach. In this study, we investigate how art education standards approach technology as a teaching tool and artmaking medium, analyzing the current and draft National Visual Arts Standards, the 21st Century Skills, the NAEA Standards for Art Teacher Preparation, the NAEA Professional Standards for Visual Arts Educators, and how 26 university art education programs teach technology. Because a new set of digital standards are being developed as media arts, separate from the visual arts, we believe that media arts should be considered a subset of the larger umbrella of visual arts, seeing visual art educators are the best equipped to address the new digital media arts standards and forms of making. Finally the article makes suggestions about how university art teacher preparation programs can redirect their courses to better relate to contemporary art practices, current educational uses of technology, and the world of ubiquitous computing.
Games have played an important role in modern educational methodologies. Beginning with the work ... more Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and 70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is t... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
The Journal of Social Theory in Art Education, 2010
I've [Jorgen Leth] done films about games. What I like with games is that there is t... more I've [Jorgen Leth] done films about games. What I like with games is that there is this uncertain outcome and the element of chance. You cannot know what a bicycle race leads to, so it's an uncertain story. I like to apply storytelling methods and techniques to try to frame the story ...
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