This paper was presented at the Computers in the History of Art (CHArt) annual conference, Technology and ‘the death of Art History’, The British Computer Society, London, Thursday 11 November 2010.
Abstract:
With digital tools, such as PowerPoint, slideshow software, and Web 2.0 resources, never before have there been so many ways to present and teach about images. During this University for the Creative Arts Learning and Teaching Research project, looking at the pedagogy behind the use of presentation software in the visual arts, it is clear that there are so many resources available that it is no longer a question of one size fits all, but rather what is the most appropriate tool for the specific pedagogic need.
It is well documented that the teaching methods in Art History are suited to a two slide projector set-up, and whilst PowerPoint has in general become the slideshow software of choice, it is by no means the only option. There are a plethora of digital tools available, including slideshow software, non-linear tools such as mind mapping, and visualisation techniques such as 3-D and 4-D images. This paper seeks to summarise research gathered from a study of existing presentation tools, both digital and non-digital; as well as to draw conclusions based on an analysis of data from four interviews and an online questionnaire. The aim of the research was to look afresh at available technology from the point of view of a lecturer in the visual arts, and to use the information gathered to look more critically at the available technology.
The interview participants included a Course Leader for Fashion Promotion and Illustration and a Senior Lecturer in Digital Screen Arts from the University for the Creative Arts, a Curator from the National Gallery, and a Senior Lecturer from the Centre for Learning and Teaching at the University of Brighton. They were surveyed about their use of existing technology as well as their background and a discussion of wider issues such as the availability and quality of digital images.
This qualitative analysis is supplemented by an online questionnaire which was sent to targeted individuals in the Higher Education sector. Some of the information that has been gathered through the questionnaire so far includes: participants’ usage of particular tools to suit specific purposes; information on a range of tools in use; as well as candid comments about the pros and cons of existing presentation software.
Further information is available here: http://teachingwithimages.wordpress.com/
