Learning and Leading - Feburary 2013

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of interactive elements embedded
within media arts experiences, such as
animations, moving and still images,
sound, space, time, sequencing, and
text and typography. For example, to
help middle school students discuss
their individual approaches to a draw-
ing or other 2D artwork, they can use
a digital video recorder to document
their creative processes and reflections
as they develop their works. They can
create a film using video-editing soft-
ware that communicates their artistic
activity, narrations, and reflections on
their artistic process. They can then
present the films to their classmates
and share them online with a wider
audience. In sharing the films with
others, onsite and virtual audiences
have multiple opportunities and for-
mats with which to discuss, compare/
contrast, and critique the artistic
works.

Invitation for Collaboration Teaching the visual arts is complex and challenging. Although we have identified 75 visual arts learning activity types, we expect that number to change, along with the technologies that support them. We invite you to help expand, refine, and further develop this taxonomy. Please visit the Activity Types wiki and share your ideas via the email link there.

—J. Camille Dempsey ( jcdempsey3@gmail.com) is an arts education consultant and a doctoral candidate at Duquesne University. Mark Hofer ( mark.hofer@wm.edu) and Judi Harris (judi. harris@wm.edu) are faculty members in the Curriculum and Educational Technology program at the College of William & Mary.