UIAH • Wednesdays 16:30-20. 13-9-2006 to 13-12-2006. (5 credits) Room 6036A

Due, in part, to contemporary processes of globalization and the development of new media and information technologies new issues, possibilities, and opportunities regarding media communities and art pedagogy emerge in the field of art education.
 
From a synthesis of research on learning theories, pedagogy, and curricular models (e.g., communitarian models, transactional communication models, experiential and interactivity models), e-instructional designs, and critical theories (e.g., actor-network theory, and feminist & postcolonial discourse) in relation to the issues, practices, and potentials of technology for art education, seminar participants will explore the pedagogical implications of intertextual Webs, hypertext and hypermedia, blogs, simulations, the body interfaced in virtual reality, threaded dialogue, WebQuests, online games, media communities, collaborations, adaptive and assistive technologies, and media-rich “student papers.”
 
The seminar explores questions such as:

• What is the impact of cybernetic art in redefining human identity in terms of consciousness and communication, and in terms of transgressing the physiological borders of the human?

• How have our technologies become part of ourselves both in function and identity?

• What are the underlying "rules" in the computer programs that artists and art educators use?

• Does interactivity require new aesthetic criteria and/or pedagogical models?

• What are the relationships between new forms of communication technologies and our beliefs about the nature of knowledge and the nature of art?

• How does technology affect perceived boundaries between disciplines, maker/consumer, author/reader, artist/viewer, or public/private?

• What are the ethical and aesthetic dimensions in communication technologies?

Taught by Fulbright Professor, Karen Keifer-Boyd, Ph.D.

Karen Keifer-Boyd, is a Professor of Art Education and Affiliate Professor of Women’s Studies at the Pennsylvania State University. Her writings on feminist pedagogy, case studies of visual culture explorations in K-12 art teaching, politics of display, ecofeminist art, community-based art, inclusion practices, cyberart, multivocal interpretive strategies, forming online community, and technology as cultural interface have appeared in publications such as Studies in Art Education; Visual Arts Research; Journal of Social Theory in Art Education; Journal of Art Education; Art and Academe; Distance Learning; and as chapters in several books. She is currently co-editor of the journal, Visual Culture & Gender. (For more see http://www.personal.psu.edu/faculty/k/t/ktk2/)