AN ASSESSMENT OF MICROCOMPUTER-BASED ART ACTIVITIES FOR SECONDARY ART PROGRAMS (COM-GEN IMAGES)
Abstract
The purpose of this study was to identify curriculum concerns relating to microcomputer-based art activities for secondary art programs. Surveys were sent to 137 art supervisors from the United States and 24 computer art "experts" from the post-secondary level. Eighty-six art supervisors and 11 computer art experts responded concerning their opinions regarding content considerations for a microcomputer-based art curriculum. Participants were strongly receptive to the need for microcomputer-based art activities on the secondary level. The areas that received the highest ratings for potential topics in a microcomputer-based art curriculum were: the use of peripheral devices, evaluation and criticism of computer-generated images, the general production of computer images, the identification of careers in computer graphics, the appreciation of computer-generated images and the ability to assess their use in the environment, defining computer art terms, and the selection of appropriate software for personal use. Six content areas that participants felt should not be included or were uncertain of their importance were: computer animation, use of commercially-produced graphic software programs, three-dimensional (3D) graphics, computer programming, descriptions of hardware/software devices, and two-dimensional (2D) graphics. Four demographic variables (geographical region, art education philosophy, microcomputer experience, and professional level) were also paired with the content areas in order to identify any significant relationships. Participants from two of the five geographical regions were found to differ on the need for evaluation and criticism of computer images (p < .025). Participants who had microcomputer experience were more likely to see a need for evaluation of computer images (p < .005) and assessing the implications of using computer imagery in our environment (p < .05). Differences in professional level did seem to affect responses to the need for careers in computer graphics and computer animation; secondary art educators responded more favorably than post-secondary art educators. Several areas were identified that need to be addressed in order to successfully implement the use of microcomputers in the art classroom.
Degree
Ph.D.
Subject Area
Art education
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