Making Meaningful Connections: Interactive Computer Hypertext in Art Education
Computers in the Schools Volume 23, Number 1, ISSN 0738-0569
When interactive computer technology is used in meaningful and connective ways, it both enhances and provokes the focus and purpose of art instruction and learning to be expansive and personally relevant. In this paper, we describe an approach to interpretation and curriculum design that requires users to make visual and conceptual associations among examples of visual culture, works of art, and content from various disciplines for the purpose of making meaning. A theoretical foundation for using hypertext authoring software to promote an empowering form of art education is provided, as are strategies for constructing rich interpretations of works of art and meaningful curricula. The use of hypertext authoring software by teachers and students to create interactive readings and on-going interpretations makes explicit their function as Type II applications. We believe that better ways of teaching and learning result from such interactive, hypertextual experiences with works of art, as they require users to make explicit various connections among various meaningful texts, experiences, and sources.
Carpenter, B.S. & Taylor, P.G. (2006). Making Meaningful Connections: Interactive Computer Hypertext in Art Education. Computers in the Schools, 23(1), 149-161.
Cited ByView References & Citations Map
An Analysis of Task Structure, Media Type, Learner Engagement, and Learning Outcomes in a Tutorial Designed to Teach Learners to Critique a Work of Art.
Nancy Wood, The Art Institute of Pittsburgh, Online Division, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 480–485
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.