The Strategies for Teaching Digital Art in the Classroom as a Way of Enhancing Pupils’ Artistic Creativity
Teaching art by digital means is a big challenge for
the majority of teachers of art and design in primary schools, yet it
allows relationships between art, technology and creativity to be
clearly identified. The aim of this article is to present a modern way
of teaching art, using digital tools in the art classroom to improve
creative ability in pupils aged between nine and eleven years. It also
presents a conceptual model for creativity based on digital art. The
model could be useful for pupils interested in learning to draw by
using an e-drawing package, and for teachers who are interested in
teaching modern digital art in order to improve children’s creativity.
By illustrating the strategy of teaching art through technology, this
model may also help education providers to make suitable choices
about which technological approaches are most effective in
enhancing students’ creative ability, and which digital art tools can
benefit children by developing their technical skills. It is also
expected that use of this model will help to develop skills of social
interaction, which may in turn improve intellectual ability.
[1] M. Loveless (2006) “Literature Review in Creativity, New Technologies
and Learning”. School of Education, University of Brighton. Article.
[2] L. C. Ghen (1997) “The effects of color and background information on
children’s cognitive learning”. Journal of Visttai Literacy, Autumn
LVLJ7 1000(1): 39-52.
[3] M. Brooks (2005) “Drawing as a unique mental development tool for
young children: Interpersonal and intrapersonal dialogues”.
Contemporary Issues in Early Childhood 6(1): 80-91.
[4] J. Lanier (2010) “You Are not a Gadget: A Manifesto”. Journal of
Communication, New York, ISSN0021-9916.2010.
[5] M. I. Pinsky (2004) “The gospel according to Disney: Faith, trust, and
pixie dust”. Westminster: John Knox Pr.
[6] P. Hawks (2010) “The relevance of traditional drawing in the digital
age”. Thames Valley University, Reading.
[7] C. (1997) “Computer as catalyst”. Pub Printmaking Today, Vol. 6 No. 2,
p. 26.
[8] C. H. Faber (2009) “Digital Drawing Tablet to Traditional Drawing on
Paper”. Iowa State University, College of Design.
[9] O. Yurt, and N. D. Kalburan (2011) “Early childhood teachers’ thoughts
and practices about the use of computers in early childhood education”.
Gazi University, Ankara-06100, Turkey, Pamukkalale University,
Denizli-20100, Turkey. http://dx.doi.org/10.1016/j.procs.2011.01.050
How to Cite or Link Using DOI Permissions & Reprints.
[10] L. Couse and D. Chen (2010) “A tablet computer for young children?
Exploring its viability for early childhood education”, Journal of
Research on Technology in Education 43(1): 75.
[11] Y. Gan (2008) “Drawing out Ideas: Student-Generated Drawings’ Roles
in Supporting Understanding of ‘light’”. Ontario Institute for Studies in
Education, University of Toronto, 252 Bloor Street West, Toronto,
Ontario, M5S 1V6, Canada.
[12] F. D. Davis (1989) “Perceived usefulness, perceived ease of use, and
user acceptance of information technology”, MIS Quarterly 13(3): 319–
340.
[13] J. W. Creswell (2009) “Research design: qualitative, quantitative, and
mixed methods approach.” Thousand Oaks: Sage Publications.
[14] M. L. Guha, A. Druin, et al. (2004) “Mixing ideas: a new technique for
working with young children as design partners”. Proceedings of the
2004 conference on Interaction design and children: building a
community, ACM.
[15] D.T. Dolan and J. Williamson (1983) “Teaching Problem-Solving
Strategies”. Wesley Publishing Company 1st edition. 0201102315, 978-
0201102314.
[16] M. Brooks (2009) “What can Vygotsky teach us about young children
drawing?”, International Art in Early Childhood Research Journal 1(1):
1-12.
[17] L. Vygotsky (1978) “Mind and society: the development of higher
mental processes”, Cambridge, MA: Harvard University Press.
[18] A. McFarlane (2001) “Perspectives on the relationships between ICT
and assessment”, Journal of Computer Assisted Learning 17: 227-234.
[19] A. Maslow (1954) “Motivation and personality”, New York, NY: Harper.
p. 236.ISBN 0-06-041987-3.
[20] Harrow, A.J. (1972). Taxonomy of the Psychomotor Domain. New
York: David McKay Co.
[1] M. Loveless (2006) “Literature Review in Creativity, New Technologies
and Learning”. School of Education, University of Brighton. Article.
[2] L. C. Ghen (1997) “The effects of color and background information on
children’s cognitive learning”. Journal of Visttai Literacy, Autumn
LVLJ7 1000(1): 39-52.
[3] M. Brooks (2005) “Drawing as a unique mental development tool for
young children: Interpersonal and intrapersonal dialogues”.
Contemporary Issues in Early Childhood 6(1): 80-91.
[4] J. Lanier (2010) “You Are not a Gadget: A Manifesto”. Journal of
Communication, New York, ISSN0021-9916.2010.
[5] M. I. Pinsky (2004) “The gospel according to Disney: Faith, trust, and
pixie dust”. Westminster: John Knox Pr.
[6] P. Hawks (2010) “The relevance of traditional drawing in the digital
age”. Thames Valley University, Reading.
[7] C. (1997) “Computer as catalyst”. Pub Printmaking Today, Vol. 6 No. 2,
p. 26.
[8] C. H. Faber (2009) “Digital Drawing Tablet to Traditional Drawing on
Paper”. Iowa State University, College of Design.
[9] O. Yurt, and N. D. Kalburan (2011) “Early childhood teachers’ thoughts
and practices about the use of computers in early childhood education”.
Gazi University, Ankara-06100, Turkey, Pamukkalale University,
Denizli-20100, Turkey. http://dx.doi.org/10.1016/j.procs.2011.01.050
How to Cite or Link Using DOI Permissions & Reprints.
[10] L. Couse and D. Chen (2010) “A tablet computer for young children?
Exploring its viability for early childhood education”, Journal of
Research on Technology in Education 43(1): 75.
[11] Y. Gan (2008) “Drawing out Ideas: Student-Generated Drawings’ Roles
in Supporting Understanding of ‘light’”. Ontario Institute for Studies in
Education, University of Toronto, 252 Bloor Street West, Toronto,
Ontario, M5S 1V6, Canada.
[12] F. D. Davis (1989) “Perceived usefulness, perceived ease of use, and
user acceptance of information technology”, MIS Quarterly 13(3): 319–
340.
[13] J. W. Creswell (2009) “Research design: qualitative, quantitative, and
mixed methods approach.” Thousand Oaks: Sage Publications.
[14] M. L. Guha, A. Druin, et al. (2004) “Mixing ideas: a new technique for
working with young children as design partners”. Proceedings of the
2004 conference on Interaction design and children: building a
community, ACM.
[15] D.T. Dolan and J. Williamson (1983) “Teaching Problem-Solving
Strategies”. Wesley Publishing Company 1st edition. 0201102315, 978-
0201102314.
[16] M. Brooks (2009) “What can Vygotsky teach us about young children
drawing?”, International Art in Early Childhood Research Journal 1(1):
1-12.
[17] L. Vygotsky (1978) “Mind and society: the development of higher
mental processes”, Cambridge, MA: Harvard University Press.
[18] A. McFarlane (2001) “Perspectives on the relationships between ICT
and assessment”, Journal of Computer Assisted Learning 17: 227-234.
[19] A. Maslow (1954) “Motivation and personality”, New York, NY: Harper.
p. 236.ISBN 0-06-041987-3.
[20] Harrow, A.J. (1972). Taxonomy of the Psychomotor Domain. New
York: David McKay Co.
@article{"International Journal of Business, Human and Social Sciences:69608", author = "Aber Salem Aboalgasm and Rupert Ward", title = "The Strategies for Teaching Digital Art in the Classroom as a Way of Enhancing Pupils’ Artistic Creativity", abstract = "Teaching art by digital means is a big challenge for
the majority of teachers of art and design in primary schools, yet it
allows relationships between art, technology and creativity to be
clearly identified. The aim of this article is to present a modern way
of teaching art, using digital tools in the art classroom to improve
creative ability in pupils aged between nine and eleven years. It also
presents a conceptual model for creativity based on digital art. The
model could be useful for pupils interested in learning to draw by
using an e-drawing package, and for teachers who are interested in
teaching modern digital art in order to improve children’s creativity.
By illustrating the strategy of teaching art through technology, this
model may also help education providers to make suitable choices
about which technological approaches are most effective in
enhancing students’ creative ability, and which digital art tools can
benefit children by developing their technical skills. It is also
expected that use of this model will help to develop skills of social
interaction, which may in turn improve intellectual ability.
", keywords = "Digital tools, motivation, creative activity.", volume = "8", number = "11", pages = "3704-5", }
