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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
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 ( email@example.com)
is an arts education consultant and a doctoral
candidate at Duquesne University. Mark Hofer
( firstname.lastname@example.org) and Judi Harris (judi.
email@example.com) are faculty members in the
Curriculum and Educational Technology program at the College of William & Mary.
Don’t forget to vote in the 2013 ISTE Board Elections!
March 12–April 12. Visit iste.org/elections.