Point of View: How Technology Strengthens Hands-On Creativity

In 2010, the release of the iPad forever changed the world of education. “Yes, we are an Apple school now.” “Yes, you will take the Apple Teacher certification and put the icon in your signature.”

In 2012, the school where I taught implemented 1:1 iPad use. I jumped in, perfectly happy to use all the apps. I even designed the logo for our school-wide initiative.

However, when it came time for me to share my knowledge at our state conference, my sessions were low in attendance. “Our school doesn’t have the money.” “It’s still new and our district isn’t on board yet.” “Everything is hands-on anyway; why do I need an iPad in the art room?”

For the past thirteen years, I have been happy to share my knowledge of technology in the art room with anyone who is interested. Apps make it easy to create digital art—from stop-motion animation to drawing and graphic design. However, I want to share with you how to support your students in the art room by integrating the iPad while still utilizing traditional methods.

Supporting Tactile Art-Making Through Digital Planning
When approaching a new hands-on project, I often consider how to best prepare students for the concepts being taught. For example, my students embroider on photographs (à la Victoria Villasana) by first punching holes with a thumbtack, then using a needle and embroidery thread. As a teacher, I worry about students damaging their photographs and how I will replace them, or worse, that the student feels defeated before the first thread is stitched.

After teaching students about stitches, while we wait for the photos they have taken of each other to print at the lab, they open their iPads. Using a drawing app with photo import and layering capability, I have them plan color schemes and stitches by drawing on top of their digital photo. I can go around as they work and ask them to explain choices and consider options before they have punched a single hole in their photo. If students have been out due to illness, they can work from home and at least have an understanding of the concept and a plan when they return.

Digitizing the Creative Process
Another way my students use their devices to prepare for a hands-on project is through collage and printmaking.

After students have pulled several different prints using layering techniques, paint, and texture plates on gel printing plates, I have them photograph their prints. The assignment calls for them to collage the prints in the shape of a bird, so I have them research a bird and create a simple line drawing (think coloring book–style) of that bird in a drawing app.

I then have them import their photos, each on a separate layer, and decide which colors and textures will work best for each section of the bird. For example, what textures would replicate the lines created by feathers on a wing? The student drags that print under the wing area on the layer and erases around to create the shape of the wing. The student adjusts the print layers until all spaces have been filled. This process doesn’t take long, and I tell them it’s like having a road map you have made for yourself. Before they even start cutting, they already have a plan for how each piece will fit into the final collage.

With collage and photography, it’s not so easy to hand students a new copy of their photo or have them recreate their print. This one-day exercise enables students to become more successful and confident as they transition into the hands-on phase of their learning.

Documentation and Assessment
All student work is photographed and submitted for grading through our online learning management system. I teach students how to photograph the work and then crop the backgrounds, and I emphasize the importance of having them submit work that is in focus.

Parents can access studentsʼ portfolios at any time to view the work that has been done, as I do not allow work to leave my room until the end of the year. That way, if a piece is submitted and goes missing, I can still grade it. Having the rubric in the posted assignment, students are aware of the expectations for every project, and I can grade online without having to take stacks of work home.

Conclusion
We are expected to integrate technology into our lessons. Certainly, it can be a challenge at times, especially for those who are intimidated by devices and new apps that are constantly being introduced. Traditional art should still be a staple in our classrooms, but technology can provide valuable support in helping students create with confidence and success.