Caught in the NetDigital Awareness

in the Art Room

Cindy Jesup, NBCTPhD student, Art EducationFlorida State University

Reasons Why I AmPursuing This Topic

Tyler’s Story

Theoretical Framework

Dewey -- Pragmatic Thought in Action, if it works then it is true in that context

Bandura – Social spaces on the internet

Vygotsky’s theory of art as a necessary means of expression

What is Digital Awareness ?

Knowing that what you put out there stays out there

. . . . And everyone can see itBeing responsible for your actions online

Being professional about what you display online

Acknowledge that any actions will display on the net forever!

Being aware of what you’re putting online and what your children are seeingAttendees at the Seminar for Minority Future Educators

• I appreciated that we touched on the issue of cyber bullying. Reading the stories about students who committed suicide due to cyber bullying really made it clear that this is an issue that must be addressed. As educators, we are at the forefront of educating students and parents about this issue and how one can address and prevent it from happening.Pre-Service Art Teachers at a Digital Awareness

Workshop

• I believe that it is easy to get caught up in social media and the different things it has to offer. We begin to lose sight of reality.

Pre-Service Art Teachers at a Digital Awareness Workshop

Methods

After developing the analytical critiquing skills in the art room they can be used to critique social situations. A modified critique script was developed with Dr. Anderson’s input.

Anderson Analytic Model of Art Criticism

What is this?

What does it mean?

What is it worth?

What is it for?

Modified Anderson Analytic Model

I. Reaction: General: What’s your first response to this event? How does it make you feel? What does it make you think of? What does it remind you of?

II. Description:

• A. Obvious qualities: Looking at this instant of Internet bullying what do you see? Are there any outstanding or unusual features you notice? What else do you see? What was the bully/recipient’s activities and viewpoint?

• B. Formal Relationships: Do you see contrast between the bully and the recipient? Where is the focal point or emphasis? What causes you to focus on that? What about the rhythm of the event? Was there a sequence of back and forth that led to the incident? What the reaction to the incident in proportion to the bullying? Can you look at this from an outside or impartial perspective?

• C. Formal Characterization --Social and Psychological mood: What mood is present? How do we feel? Why? What is the evidence? Why are we meant to focus where we do? What is your evidence? Ask the opposite: What if this was meant to be supportive? What if the bully were being supportive or asking for help instead of being derogatory? What might that sound like?

• D. Contextual Examination -- Historical and Cultural Context: Who wrote the negative text, blog, etc.? When and where was this done? How does it reflect the time and place (group and subculture, acquaintances, and experiences)? What

influenced its production (social context, technology, other)? What impact has it had on you, the student, our class, the group, your friends? What impact will it have on things that occur later?

III. Interpretation: General: Does this bullying have a purpose? What do you think it is? Why do you think this event occurred? What does it tell us about the people who wrote it? What do you think this means? If you received this, if it happened to you, what would you be thinking?

IV. Evaluation:

• A. Personal Experience: What was the quality of your experience when critiquing this harmful event? Have your perceptions or feelings changed since we started? How? (Kids who have been bullied are more likely to be a bully) Do you feel a need to resolve what you found in the contextual examination? Can this be done? If so, how?

• B. Contextual Judgment: Does the harmful/virulent text express some significant human problem or need? If so, does it do it well? Why or why not?

• D. Final Judgment: Was this incident as bad as it feels? Not so bad? Was it useful to do this examination? Did this help us to successfully negotiate negative feedback on the net? Ultimately, what have we learned from this? What are your ideas for social interaction and does bullying diverge from those ideas? How? (adapted from Anderson & Milbrandt, 2005, 104-106; T. Anderson, personal communication, September 28, 2015 )

Following the analysis of one of the damaging online

situations the pre-service teachers developed guidelines to use in their future classes.

PILOT STUDY SUGGESTIONS

Online Negatives

Pre-Service Art Teachers at a Digital Awareness Workshop

Students should come up with these rules themselves. They

will be more likely to remember and follow them. After the class developed the rules I would put them in small groups and assign each group a rule to illustrate.

Then I would put all the posters up in the room.

Pre-Service Art Teacher at a Digital Awareness Workshop

Things to Practice Online

Pre-Service Art Teachers at a Digital Awareness Workshop

The digital awareness workshop reminded me that I have to stay technologically current to connect with my students. I think giving students an online place to interact will complement class activities. A class blog and weekly photo project online combined with class activities can encourage students to reflect on their online activities. It’s a good idea to show students what safe and mature behavior looks like online. I hope to incorporate activities that encourage students to reflect on how their online activities can affect their lives both positively and negatively.Pre-Service Art Teacher at a Digital Awareness Workshop

Next the students and I used collage to

convey an aspect of digital life.

Collecting images from magazines

helped me determine the meaning of the

collage. The iPhone and apple computer are the lens we view the world through.

Some people only view the world

through the limited view

offered on these digital devices.

My digital awareness collage is about cultural needs and desires. In our

culture everyone is searching for love – hands

reaching upward hopefully.

People are begging for someone to be

compassionate, to nurture, care with a

willingness to help others. The main idea is “love and you can save”. By choosing to love rather

than hate, be kind rather than cruel, selflessness rather than selfishness

you can change someone’s thought

process and self worth and possibly save a life.

While making this collage I

thought about the accuracy of

ads and information in

our visual culture. I

thought of the ways minorities are depicted in ads verses the reality of how

they were treated in the

past.

I believe our lives and knowledge are layered just like the creation of digital art. We

place new knowledge on top of old, blending what we know with

what we have already learned creating a collage (Bandura and Walters,

1963; Marshall, 2014; Sinha, 1989; Vygotsky, 1971). Some of this knowledge is

clearly displayed, while other ideas are veiled, almost hidden

from view.

Part of the layering and collaging of ideas and beliefs should address ways students

define standards of digital behavior.

How can we address that in the art room?

Using ART TECHNIQUES to think CRITICALLY, the WORLD is at our fingertips.