[^^PNS home page]  

TAMT: Thoughts and Methods as Applied to Teaching Art using Modern Technologies

Late updated: 2008.04.28 at 16:35 PCT +10GMT See also: [Memory: Learning and Then Doing] On this page: {Intro} {Who Wants to be a Millionare?} {} {} {} {Text-book links per se} {Links}


This series of articles attempt to explore the areas of learning and how technology can or at least might be able to improve it. For ease of presentation, a simple and continuous model will be used. This is outlined in the file on "Learning and Then Doing" -[
here]- which primarily disucsses issues of the different kinds of memory activities and modes that are needed to accomplish on-going and complicated tasks. One of the primary motivations of this work is not just how we can throw a little technology into a problem and thus improve the way that subjects are traditionally taught. This should be apparent, since it should be immediately obvious that teaching art isn't exactly conducive to the "tele-course" or to even more modern variants; eg, the vlog, podcast or even broadcast telecourses as such. In these articles, i hope to investigate some of the under-laying assumptions and methods which have come to be used to such an extent that we (like fish in water) seem to accept them without question. In the same way that the "new media" is altering and in some cases re-defining the "what-ness" and not just the "how-ness" of are as we both teach and practice it. But, further how these changes change the relation of the viewer to the art - the most obvious example is that of that in "performance art". This has gone far beyond the introduction of imposed or coerced participation/performance by/with the viewer to the point where the viewer can now in some cases create the performance itself; eg, using programs with user-controller options, sqeuences, and scope-of-presentation. Note: Rather than get too side-tracked with the issues of performance art, i will refer to other writings that i have put down as well as to other works of a related nature. Let us take it as read that "almost any sort of performance art that can be imagined" can be used as "just another tool" in either teaching, learning, or being entertained. The "warmest" version of this (to use Marshall McLuhan's term) is of course "a simple book". Clearly it provides teaching guidances, materials to be learned, and then objects for enjoyment either by reading (texts) or viewing (pictures). See [Note 1] for references to my notes on performance art, etc. Finally, an important point is that the very senses and technologies that we already use pre-condition us as to how the "new technology" might be used. These are often much more restrictive than we might suppose. For example, "text messaging" is in a sense just the same as "note passing" in class. But, since it has no boundaries, it goes beyond the norms of what we consider communicating. I will deal with these ideas in as wide and as new as possible ways. To give just one example.

Who Wants to be a Millionare

In this show a person is "on the spot" to answer multiple-choice questions. But, they have three "life lines" (which can be used only once) - they can ask the audience (voter poll), phone a friend, or split the choices (remove 2 of the wrong answers> Compare this with shows such as traditional game shows such as "Jeopardy" where players compete but get no help from any other source. Also, refer to the film "Quiz Show" [REDFORD] to see an example of the early ancestory of this form of "info-tainment". Thus, technology has made sharing of knowledge not just possible - but part of the game. Also, note that while most academic "tests" are "closed-book" and "no notes" and "no confering" - this is almost always NOT the case in industry. Even in the one-on-one service industry, the operator can call on support from their supervisor, as well as numerous on-screen databases, prompts, etc.
The more and more "no man is an island unto himself" - John Donne's poetic dictim in "The Tolling Bell" has become the norm rather than the exception. [Note 2] I address this more fully in the concepts of memory in: -[The Concept of Memory in the Technological Age]- (in Memory: Learning and then Doing.) -[]- -[]- -[]- -[]- -[]- -[]-


(this section only)
[1] Piaget's work is important because he showed that much information and knowledge IS hierarchical and can't be taught at random. This has even been shown in animal studies. For example, crows are taught to retieve food in an increasily complicated setup. In some cases, where crows are taught a seeminlgy trivial trick, it turns out to be KEY to their mastering a fairly difficult trick later. Crows that aren't presented with the trivial trick simply can not learn to solve the complicated trick. Ref: Scientific American, ??vol?? ??page?? ??author?? {Return to the TEXT above}

Monty - A Redux

Garbage Dump

Fragments of pages that may end up being used... http://www.commun-it.org/wiki/index.php/Special:Search?fulltext=Search&search=learner http://www.commun-it.org/wiki/index.php/Creating_Open_Learning_Environments_with_Online_Tools:_Blogging_and_Podcasting_%28LL2007_1B%29 stats accessed 2008.04.09 at 17:58 PCT Stuart Glogoff - blogging http://www.commun-it.org/wiki/index.php/Instructional_Blogging:Promoting_Interactivity%2C_Student-Centered_Learning%2C_and_Peer_Input accessed 2008.04.09 at ~~ 17:51 PCT Susana M. Sotillo - IM'g http://www.commun-it.org/wiki/index.php/Using_Instant_Messaging_for_Collaborative_Learning:_A_Case_Study accessed 2008.04.09 at 17:53 PCT


(this section only) [1] The following essays are under-going continuous updating, extension, and revision. They are available on several mirror sites, but are always up to date on the "art-squeek" site. http://art-squeek.angelfire.com/ah/----file--- (They are in various stages of "completeness" - whatever *that* is). If you have a particular need, please contact me, and i can update other works from paper copies, etc), Frank: email: fleeding at homail.com -[
What is the role of the Artist in Society?] -[Text as art material] -[Coerced performance] -[post post-modernism]- -[Performance Absurd] -[Dada] -[frank as performance object] -[ "PARTS ONE, TWO, THREE" ] -[Performed Art] (start here?) -[The Performed Art Act] -[The Performed Danse] -[Performed Art: Filmed] -[The Performed Score] -[The Performed Text] -[The Performed UFO's] (and esp, etc) -[The Performed WEB (including programming)] -[] -[Interventionist Art] -[Los Interioristas] -[(art) concepts] -[Art MovementsStreet Art] -[Fluxus] -[Street Art] {Return to the TEXT, above} [2] Usually called "The Tolling Bell - An Elegey", the site below refered to it as a "devotion", The Tolling Bell No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promentory were, as well as if a manor of thy friends or of thine own; any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee. [no date given] http://www.bluethread.com/gift/donne.html Accessed on 2008.04.28 at 10:27 PCT +10GMT {Return to the TEXT, above}


Redford, Robert (1994). Quiz Show. [Film]. imdb.com: http://www.imdb.com/title/tt0110932/ Accessed on 2008.04.28 at 22:20 PST +10GMT