ICT is the most cross-curricular of subjects and needs to be taught in context for children to see the benefits of technology. However this does not mean that the children should be left to discover the skill required, they need to be taught the skills involved.
Therefore schools have to provide their pupils with a varied and progressive scheme of work. Regardless of a schools existing equipment they must provide their pupils with experience on the computer. The ICT curriculum is expected to be enhanced with the use of ICT across the curriculum. Taking this into consideration teachers need to plan their Art curriculum whilst still trying to find opportunities to incorporate ICT too.
In the foundation stage the early learning goal states that pupils should be taught to
“begin to differentiate colours.”
(DfEE QCA 2000: 120)
This can be possible with ICT in mind. Children can use the hardware peripheral known as a concept keyboard to help distinguish different colours. The concept keyboard can be programmed to record sound and voices. Therefore when introducing colours the concept keyboard can help mention the colours the children are to use. (Appendix I)
The task is very simple for children to use as it allows children to hear the names of the colours, helping the children to achieve the above statement. By using a simple hands on activity allows children to feel comfortable with this new concept they are learning. It’s also used as encouragement towards learning, as it is fun and easy for children to enjoy. As Tina Bruce (1995) states children
“play, develop creatively with imagination.”
(Bruce, T 1995: 5)
Therefore introducing a tool that motivates children is a positive start. Children can then move onto distinguishing colours and their names. Again children can use the concept keyboard overlay, but this time using a sheet as Appendix II, where progression has occurred in order for children to learn. The teacher can also carry out assessments to see what children have learnt. To test whether children are able to recognise certain colours. From the assessment the teacher uses, children with visual impairment such as colour blind can be established and noted.
These activities set up are helping children become familiar with the computer and allowing their curiosity to grow with enthusiasm. At Key Stage in the Art curriculum it states that ICT opportunities can arise when pupils should be taught about
“visual and tactile elements including colour, pattern and texture, line and tone shape, form and space.”
(DfEE 2000: 120)
This is possible by using software application such as ‘paint’ or ‘Colour Magic’ or ‘Dazzle.’ These applications can be used to teach children about shapes, colour and pattern. The software has a tool bar that has different features such as a range of shapes or the opportunity to draw shapes using the pen key. (see Appendix III) Teachers can plan lessons where the children have to draw these shapes using the tools on the tool bar and then in a subsequent lesson the children may use the colour panel to fill in the shapes drawn previously. For this to be possible the teacher needs to introduce the activity to the children initially. This is because some children may never have encountered upon a computer; although these days most children have access to a computer at home. Teachers should never presume that all children have experienced a computer in their life time. The lesson needs to be introduced and taught from the objectives the teacher uses so that all children are able to follow the instructions and achieve the aims for the lesson.
Images drawn can be manipulated and changed using computer tools. This is possible by being able to cut are as out and past on new pages to create new images. The colours on the images can be changed just as effectively. The images drawn can easily be adapted for improvements or even if the pupils change their view on the image.
Children need time to engross in a piece of artwork. Luckily for computers that pupils are able to start their images on the software mentioned earlier and if not finished they are able to save the work and then retrieve at a later date especially if the opportunity of free time occurs.
Teachers need to understand that using ICT in Art is much more than simply being able to do something. It is contributing to a complex visual vocabulary, which can be part of the pupils art experience.
The software application used at Key Stage one all have level indicators which helps the teacher because the easier the level the less icons are on the tool bar the harder the level the more icons appear on the tool bar. Therefore children who have never experienced the use of a computer would be given an easy level so that they feel confident and are encouraged to work on the software whereas the harder level could intimidated a pupil who has never used a computer.
Children can be placed into ability groups such as experienced computers so that they work at the same pace and level. There is no point placing a child who has a vast knowledge of computer components with someone who has never worked on a computer as the pupil with the knowledge of computers may end up dominating the task. The use of the computer needs to be shared equally.
At Key Stage two there are more opportunities for ICT to merge with Art firstly, pupils should be taught to
“Collect visual and other information to help them develop their ideas including using a sketchbook.”
(DfEE 2000:122)
Pupils can use the modern technology of a digital or video camera to record observation. This allows pupils to capture the moment. The functions of a video or digital camera can sample movement as a series of stills in order to understand the pattern of scale of movement for animation. Art software and hardware offers a sophisticated range of techniques that allow pupils to explore ideas in art through rapidly making and undoing changes.
Pupils at Key Stage two should be taught about
“compare ideas, methods and approaches in their own and others work and say what they think and feel about them.”
(DfEE 2000: 122)
This can be by using a scanner and scanning in the work that pupils complete to make their own class art gallery, this can progress to developing into the school web site.
The internet offers opportunities for pupils to show their own artwork and also allows pupils to see other pupils work on a local, national or even global scale. This allows pupils to give comments and reactions that normally exist for artwork publicly displayed. Pupils can use ICT to change artwork to fit around the purpose and the audiences.
Therefore, by merging ICT with a subject like Art maybe providing the pupils with the opportunity to meet the entitlements they need to gain. Teachers are trying hard to fit Art regularly into the curriculum. It is through careful time and planning that this can be encountered. As Dawn and Fred Sedgewich states
“The National Curriculum is quite explicit in it requirements for children to be able to handle; the elements of art in practice and the need to show a growing understanding of them and their potential as they continue through their school careers.”
(Sedgewick.D & F. 1995:10)
Children need a variety in the way education is delivered which leads to acquisition of knowledge and practical skills as integral parts of personal development. Children need to be given the opportunity to experience a range of resources to distinguish a technique. However, if a child is able to experience the use of a new resource, they can develop their thoughts such as that a pencil is not the only means of drawing. Art is a subject that needs time for children to explore and endeavour into.
ICT is the most cross-curricular of subjects and needs to be taught in context for children to see the benefits of technology. However, this does not mean that the children should be left to discover the skills required they need to be taught the skills involved.
Reference to IT can be found in all subject areas. Teachers need to ensure children are given opportunities to enhance their learning in subject areas such as Art whilst using IT. All IT experiences should be planned to raise children’s awareness of the use of IT. Children should be encouraged to identify opportunities for using IT when appropriate. Some subject specific software may be able to offer consolidation activities. A balance is needed between development of IT skills and subject knowledge and there is on occasion when they both occur when IT skills are the main focus of the lesson and when IT skills are consolidated and the subject knowledge is developed and enhanced by IT.
