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Harmonizing digital drawing practice...

Tedaldi, Grant Richard.

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Harmonizing digital drawing practice within studio art pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Harmonizing digital drawing practice within studio art pedagogy./
Author:	Tedaldi, Grant Richard.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	305 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196013
ISBN:	9781369321302

Harmonizing digital drawing practice within studio art pedagogy.
Tedaldi, Grant Richard.

Harmonizing digital drawing practice within studio art pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 305 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2016.

This qualitative study investigates the feasibility of implementing digital drawing tablets into a high school art course. It was driven by the researcher's observation of high school students using digital devices to write stories, take photographs and compose music. When drawing, students seldom used digital devices to create or share their artwork. The question leading the study, thus, probed the feasibility of replacing traditional drawing materials in a foundation level art class with tablet computers allowing drawing directly onto the screen. The study focused on the processes and outcomes of using digital drawing tools with a class of 26 high school students through action based research methods. The case study also included structured interviews with two professionals: a graphic tablet hardware developer and an artist who transitioned from traditional materials to digital drawing during his artistic career. Data analysis indicated that students who used digital tools achieved similar success as their peers who were using traditional drawing tools in acquiring knowledge from the studio curriculum and creating artwork. Data analysis indicated that using digital drawing hardware and software would present a high cognitive load, which jeopardized the usability of drawing technologies, requiring additional preparation from the teacher as to work with the tools without delays in classroom instruction. Results of the study enabled the researcher to further develop his pedagogy by redefining goals and strengthening processes, rather than relying on established demonstrations. Common themes from the interviews indicated a technology orientated personality type and digital drawing, while sharing roots with traditional drawing, may exist as a separate medium. Recommendations were offered to teachers and digital interface developers with the intention to minimize the disjunction between traditional and digital drawing. The researcher and the professional participants of the study acknowledge the necessity to expose high school students to digital drawing tools in their art classrooms at a time when these tools become ubiquitous with computer use. The researcher concludes that it is pedagogically feasible to adapt a traditional drawing curriculum to include new technologies in art alongside existing ones.

ISBN: 9781369321302Subjects--Topical Terms:

547650
Art education.

Harmonizing digital drawing practice within studio art pedagogy.
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245 1 0 $a Harmonizing digital drawing practice within studio art pedagogy.
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300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
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520 $a This qualitative study investigates the feasibility of implementing digital drawing tablets into a high school art course. It was driven by the researcher's observation of high school students using digital devices to write stories, take photographs and compose music. When drawing, students seldom used digital devices to create or share their artwork. The question leading the study, thus, probed the feasibility of replacing traditional drawing materials in a foundation level art class with tablet computers allowing drawing directly onto the screen. The study focused on the processes and outcomes of using digital drawing tools with a class of 26 high school students through action based research methods. The case study also included structured interviews with two professionals: a graphic tablet hardware developer and an artist who transitioned from traditional materials to digital drawing during his artistic career. Data analysis indicated that students who used digital tools achieved similar success as their peers who were using traditional drawing tools in acquiring knowledge from the studio curriculum and creating artwork. Data analysis indicated that using digital drawing hardware and software would present a high cognitive load, which jeopardized the usability of drawing technologies, requiring additional preparation from the teacher as to work with the tools without delays in classroom instruction. Results of the study enabled the researcher to further develop his pedagogy by redefining goals and strengthening processes, rather than relying on established demonstrations. Common themes from the interviews indicated a technology orientated personality type and digital drawing, while sharing roots with traditional drawing, may exist as a separate medium. Recommendations were offered to teachers and digital interface developers with the intention to minimize the disjunction between traditional and digital drawing. The researcher and the professional participants of the study acknowledge the necessity to expose high school students to digital drawing tools in their art classrooms at a time when these tools become ubiquitous with computer use. The researcher concludes that it is pedagogically feasible to adapt a traditional drawing curriculum to include new technologies in art alongside existing ones.
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