EMIGNewsletterRv1 Crayola My First Electronic Coloring Book Emignewspr

User Manual: Crayola My First Electronic Coloring Book

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interactive application that lets

teachers bring creativity into the

classroom in a new engaging

way.

First-Hand Experience

I was excited when I saw Digi-

Color on Crayola’s website, with

so many flexible tools and color

choices and a variety of textures.

I encouraged my students to

explore Digi-Color after complet-

ing art assignments. Since my

discovery, may of my students

report that they are working with

Digi-Color at home. Although

printing is costly, students create

one print per month in the class-

room. Hopefully, one day Cray-

ola will include other functions in

the Digi-Color application, like

the ability to save artwork on a

disc. I am pleased to see this

online drawing tool has the same

quality and integrity as the other

Crayola products and materials.

Digi-Color is a free application

and a great budget stretcher for

home or classroom use. It allows

my student access to more seri-

ous software capabilities. It is

specially beneficial for students

with learning disabilities, particu-

larly those with special needs for

fine motor and eye-hand coordi-

nation to assist learners.

There are many that will argue

that younger students in their

formative years should work with

the visual arts in traditional meth-

ods by hand. There is much to

compete with in today’s age of

electronics and gadgetry-

student’s time is filled with elec-

tronic video games and educa-

tional instruction.

Continues, page 4

This month’s column features

a look at new products and

methods at Crayola.com and

their resources for classroom

teachers and arts educators.

The site offers numerous lesson

plans, craft ideas, and art tech-

niques.

This year Crayola.com intro-

duced Digi-Color, an online prod-

uct demonstration tool, which

allows teachers and students to

experience Crayola* products

online before purchasing the

actual item. Users can create

with Crayola crayons, Twista-

bles, Super Tip, Washable and

Erasable markers, colored pen-

cils, Slick Stix, Mini-Stampers,

and paint—all online.

Classroom Application

Digi-Color helps student practice

eye-hand coordination while

drawing and coloring using a

computer mouse. It gives the

user a realistic sense of the prod-

uct texture, functionality, and a

perception of what the end result

will look like on paper. The art-

work created on Digi-Color can

be printed so students and

teachers can keep and display

their artistic creations.

Coloring pages on Crayola.com

can be imported into Digi-Color

so users can try the Crayola col-

oring and drawing tools on a

virtual coloring book. Teachers

can search to find coloring pages

related to specific topics or les-

son plans to be colored online.

Users can create with several

Crayola products on a single

coloring page, selecting from the

full range of colors available for

each product.

More Online Tools

Crayola continually offers new

technologies that encourage

creative development. Interactive

experiences are available for

Crayola products such as Color

Wonder Soft Sticks, Color Won-

der Paint, Color Explosion Back,

and White, and the Crayola Color

Explosion Glow Board. To take

advantage of these virtual prod-

uct demonstrations, go to the

Crayola.com Products page,

choose a product and click on

“try it online.”

While there’s nothing like the

hands-on learning experience of

student’s expressing their crea-

tivity in the real, rather than vir-

tual world, Digi-Color is a fun,

ELECTRONIC MEDIA INTEREST GROUP (EMIG)

AN INTEREST GROUP OF THE NATIONAL ART EDUCATION ASSOCIATION (NAEA)

NEW MEDIA

Inside this issue:

A Need for the Integration of Technology into

the Art Education Curriculum 2

Technology Created New Ways of Going to

School in North Carolina 3

School Arts Magazine Special Issue on Design

Education 4

Digi-Color by Crayola (continued) 4

EMIG Membership and Business 5

Digi-Color by Crayola

Dale J. Bentley, EMIG Chair, PO BOX 768, Framingham, MA 01701. 508-733-2549. daleb4@aol.com

April, 2008

The discussion I will give at the

EMIG Luncheon is based on my

research. The study is predicated

on rapid and enormous changes in

digital technologies within the last

decade. I will provide a brief out-

line of what has transpired in rela-

tion to the workforce and proceed

to introduce my research topic.

As a society we have undergone a

transition as radical as the change

brought about by the Gutenberg

press close to 550 years ago. Since

the invention of the home computer

in the early 1980s and the growing

infiltration of small user-friendly

digital machines into classrooms,

educators have seen a shift from

traditional classrooms in every sub-

ject area to ones incorporating digi-

tal computers. During the time we

now call the “dot-com bubble,”

when digital technologies first

emerged in the late 1980s and

1990s graduating students who had

digital computer skills were hired in

droves. While I was teaching at a

high school during the late 1990s, it

was not uncommon for high school

students trained in technology to

easily acquire a job or begin their

own dot.com business earning

large sums of money. In one case a

student earning over $100,000.00

per year had not even graduated

from grade twelve. Now it is no

longer the case students can

graduate from their secondary

schools and start off making more

money than their teachers. In 2002

the so-called “dot.com bubble”

burst bringing the “dot.com crash”

upon us swiftly and callously. As a

result a shift in paradigms occurred.

Masses of digital tech-savvy people

lost their jobs and the digital tech-

nology job market glutted. Fewer

students began enrolling in ‘tech’

colleges and university computer

programs. Unemployed computer

experts in all fields were entering

any programs but computers and

changing careers rapidly. (It be-

came personally relevant for me

when my neighbor who was near-

ing forty years old lost his job in

video/animation production and

entered an M.B.A. program.) I

wanted to know how this phenome-

non has affected public school vis-

ual art education?

For graduating high school stu-

dents being visually skilled and

visually literate is becoming in-

creasingly important. Visual culture

has arisen from our 21st century

digital world. In the last five years it

is no longer enough for students to

have digital technical knowledge

and skills. Now professors working

at colleges and universities, and

industry professionals hiring in new

media are looking for students who

are more than computer literate

and tech savvy. Art educators are

being told it is crucial for these

tech-literate students to have a

solid visual arts background. There-

fore, students need to have a com-

bination of both technology and

visual arts skills and knowledge. It

is often said students experienced

and knowledgeable with technology

together with the visual arts handle

new media better, develop a higher

level of expertise in this emerging

field, and are better prepared for

the new media workforce. In short,

those graduating techno-literate

students who have a sound founda-

tion in visual arts are more desir-

able in the new media work force:

they are needed and sought after in

the digital professional world. As a

result, we need to train our stu-

dents well for this new world since

the dot.com crash. Increasingly,

there is a need for a new breed of

high school student who are what I

call, “digi/visual art savvy”.

How are art educators preparing

high students well for the new digi-

tal age? In terms of my research I

wanted to find out ways to help

prepare students to become digi-

tally savvy and visually literate.

Consequently, I asked a key ques-

tion, simply stated: “What works in

new media high school visual art

programs? ”I wanted to answer

this question in order to address

the critical need to improve our

understanding and practice of

ways technology can have a

positive, creative and transfor-

mative impact upon art educa-

tional practice.

I examined programs in which

visual arts educators collaborate

with each other to deliver quality

virtual visual art and computer

integrated programs. An art pro-

gram using new media is one in

which a minimum of two educa-

tors work together to form an art

education department which

incorporates technology. I will

outline ways educators success-

fully work within digital arts

based programs integrating new

technologies with visual arts in

their curriculum. The mandate of

schools and their specialized

programs will be outlined. I will

discuss the perspectives of the

program directors and educators

and delineate what technological

approaches make these specific

high school art education pro-

grams successful. To do this,

three high school exemplary art

programs in Canada will be dis-

cussed: one in the eastern prov-

ince of Canada and two located

in central Canada. I will show

examples of students’ digital

visual art works from these three

schools and talk about the key

issues involved in these model

art programs. ■

Dr. Joanna Black, Ph.D.

Assistant Professor

Faculty of Education

Department of Curriculum,

Teaching and Learning

Room 238 Education Building

University of Manitoba

Winnipeg, Manitoba

R3T 2N2

A Need for the Integration of Technology into

the Art Education Curriculum

NEW MEDIA

Page 2

Electronic Media Interest Group (EMIG)

An Interest Group of the National Art Education Association (NAEA)

Dale J. Bentley, EMIG Chair, PO BOX 768, Framingham, MA 01701. 508-733-2549. daleb4@aol.com

Students today are proficient in the

use of all sorts of technical hard-

ware and software that were not

even dreamed about twenty or

thirty years ago. Poll any group of

high school students and you will

find that they know about podcasts,

xml, vrml, Java, Flash, mpegs, mp3

files, wifi. They own iPods, digital

cameras, digital phones, portable

DVD players and more. Modes of

delivery of instruction are changing,

as well. Politicians, state school

boards, parents, and students are

realizing that bricks and mortar

classrooms no longer meet the

needs of every student, if they ever

did. Distance education delivered

online is being used to accommo-

date students who are home-bound

for medical reasons, suspended

students, students who live in iso-

lated areas, and other students

whose needs are not being met in

the traditional classroom.

The National Education Associa-

tion’s Guide to Online High School

Courses states, “The appeal of

online courses is evident: they can

increase the range of course offer-

ings available to all students as well

as provide educational access to

special students (for example,

homebound, incarcerated, and

atypical students for whom regular

classrooms are not effective). In

addition, they provide an alternative

method of instruction, one that

adults are increasingly using for

both professional and personal

development. The number of stu-

dents participating in online

courses is large and growing dra-

matically. One estimate is that

30,000 high school students have

taken an online course and that

another 25,000 students are en-

rolled in teacher-led online courses

this academic year alone. When all

kinds of online courses or online

options are considered, the number

enrolled may be closer to 50,000 or

even 100,000. It is estimated that

by 2006, a majority of high school

students will have had an online

course before graduating.”

North Carolina’s Department of

Public Instruction is joining this new

wave by introducing the North

Carolina Virtual Public School.

According to Howard Lee, Chair-

man of the NC State Board of Edu-

cation, "A child in the far reaches of

our state who does not have ac-

cess to rigorous course work is at a

significant disadvantage; a virtual

school can help to rectify this."

All courses in the NCVPS will be

taught by a certified teacher in the

subject who is certified to teach in

NC or has a master’s degree in the

subject area. Courses are free and

are currently open to only high

school students, but plans are in

the works to add courses for middle

and elementary students later. In

addition to being certified, each

instructor must undergo a five-week

online training course that can be

supplemented by further training

later. All courses offered undergo

an evaluation process by an inde-

pendent organization to insure that

the courses meet the NC Standard

Course of Study.

Registration is currently underway

for summer and fall courses and

teachers are being hired to meet

the numbers of students registering

for this option. Amidst all of the

general course offerings, the arts

have not been left out. This inau-

gural program includes AP Art His-

tory, Music Appreciation, and Art I

Drawing and Design.

This same scenario is being played

out in school systems across the

country. South Carolina just began

an online school this summer, al-

though no courses in the arts are

currently offered. Florida currently

is operating the Florida Virtual

School, which offers AP Art History,

Intro to AP Art History and a middle

school course called Orientation to

Art 2-D. Keystone National High

School offers art and music appre-

ciation courses. Virtual High

School, Inc. offers fourteen courses

including such courses as Art and

the Internet: Creating a Virtual Mu-

seum Exhibit; Caribbean Art

History; and History of Photogra-

phy. In addition, community

colleges and universities are

also joining the trend. Oregon

State University offers a high

school graphic arts course in-

tended to cover “art elements

and design principles, historical,

cultural and social perspectives,

symbols, typography, design

analysis and critiquing, career

paths and portfolio development.

Students will learn to use

graphic design software and will

complete a variety of interesting

projects tailored to their specific

goals and interests.”

Will these programs meet the

needs of all students? Certainly

not. However, these programs

all imply a need for today’s in-

structors, including those in the

arts, to explore the possibilities

for learning outside the bricks

and mortar box. ■

Florida Virtual School; http://

www.flvs.net/

Keystone National High School;

http://

www.keystonehighschool.com/

courses/catalog.php

National Education Association

Guide to Online High School

Courses;

http://www.nea.org/

technologyonlinecoursguide.html

North Carolina Virtual Public

School;

http://www.ncvps.org/

Oregon State University;

http://www.elearners.com/

college/osu/

South Carolina Virtual School;

https://blackboard.ed.sc.gov/

webapps/portal/frameset.jsp?

tab_id=_61_1

Virtual High School;

http://www.govhs.org/

Debra Pylypiw

dpylypiw@ec.rr.com

EMIG Treasurer & Membership

Technology Creates New Ways of Going to

School in North Carolina

NEW MEDIA

Page 3

Electronic Media Interest Group (EMIG)

An Interest Group of the National Art Education Association (NAEA)

School Arts Magazine

Special Issue on Design Education

NEW MEDIA

Page 4

New Media Interest Group (EMIG)

An Interest Group of the National Art Education Association (NAEA)

Martin Rayla and Paul Sproll have

been invited by Davis Publishing to

co-edit the October 2008 issue of

School Arts magazine on Design

Education. Articles and content edit-

ing must be completed by May 2008

so potential articles with photos will

need to be identified within the next

couple of months. If you, or some-

one you know, are interested in sub-

mitting an article please send a brief

description of the proposed topic

and grade level to

Rayala@Kutztown.edu to let us

know what you are planning. Please

let us know of others we should con-

tact as well.

We will need at least one article for

pre-school, and at least three each

for elementary, middle, high school

and lessons for all levels. School

Arts Articles are usually about 800

words (2 pages) with high quality

photos showing a lesson idea ( proc-

ess and product) Articles should be

directed at PK-12 practitioners and

avoid too much of an academic style

of writing. Additional information that

won’t fit in the article can be included

in the website. You can see a sam-

ple issue and writer guidelines at

http://www.davisart.com/Portal/

SchoolArts/SAdefault.aspx.

We want to include articles about

exemplary teaching in four design

area—images, objects, places, and

experiences.

1.Images include 2D graphic de-

sign, typography, web design, illus-

tration, animation, school year-

books, newspapers, TV shows, etc.

2. Objects include 3D product de-

sign, industrial design, autos, robot-

ics, fashion, furniture, appliances,

etc.

3. Spaces and places include archi-

tecture, urban planning, exhibits,

school set design, interior design,

landscape design, etc.

4. Experience design includes

games, toys, video games, theme

parks, interactive exhibits, chil-

dren’s museums, festivals, etc.

where people physically interact

with the design.

We would also like to include any-

thing of a design history nature

such as information/lessons/

resources about Paul Rand, Ray-

mond Loewy, Frank Lloyd

Wright, Fredrick Law Olmsted,

Walt Disney, Will Wright, etc.

We are also seeking new adver-

tisers who provide resources

(books, tools, supplies, video,

software, etc.) appropriate for

PK-12 media and design educa-

tion to be part of this special

issue. This is the issue that

Davis features at the fall state

art education conferences.

Please let us know of any prod-

ucts, suppliers, videos, etc. that

you find helpful.

This is an excellent opportunity

to provide teachers with ideas

and examples of design educa-

tion possibilities in schools, mu-

seums, etc. across the country.

Please send us any ideas or

suggestions to make this one of

the best issues ever.

Thank you,

Martin Rayala, PH.D.

Kutztown University of

Pennsylvania

215-964-2027

Rayala@Kutztown.edu

Continued from Page 1

It is my experience that students do

look for the opportunity to work

creatively. It is natural for all stu-

dents to work in free and explora-

tory modes of creativity. The age of

electronics and gadgetry feeds our

creative nature.

As professional educators, we are

challenged with training the next

generation of students to become

well-educated and well versed elec-

tronically in the visual arts.

In addition to Digi-Color, Crayola

created excellent televised learning

video workshops for crafts, prod-

ucts, and DreamMakers programs.

These professionally produced

video workshops meet the National

Standards for the Visual Arts, giv-

ing wonderful insights into creative

methods and processes.

Navigating Crayola.com

You need Flash 8 plug-in to use

Digi-Color. Adobe Flash Player

Download Center http://

www.adobe.com/shockwave/

download/download. cgi?

P1_Prod_Version=Shockwave-

Flash

Digi-Color

http://www.crayola.com/

coloring_application/index.cfm?

referrer=/

index.cfm&mt=digicolor

Crayola Color Pages for

Online Coloring

http://www.crayola.com/free-

coloring-pages/color

Crayola Video Workshops

http://www.crayola.com/tv/

index.cfm

How Technology is Changing

Kids and Learning

http://

digitallearning.macfound.org/

site/c.enJLKQNIFiG/b.2029199/

k.BFC9/Home.htm ■

Digi-Color by Crayola

Dale J. Bentley, EMIG Chair, PO BOX 768, Framingham, MA 01701. 508-733-2549. daleb4@aol.com

EMIG Membership Form

NEW MEDIA

Page 5

It’s time to renew!

EMIG dues for one year:

Regular membership: $15.00

Institutional Membership: $25.00

Application Form (Please Print Clearly)

Name:

Address:

Electronic Mailing Address:

Primary Telephone Number:

Secondary Telephone Number:

Are you interested in serving on an EMIG committee or helping in some other capacity?

Circle all that apply: Conference Publications Website Newsletter

Complete this order form and return it along with your check to:

EMIG Treasurer

Debra Pylypiw

PO Box 1821

Swansboro, NC 28584-1821

For further information about EMIG contact:

Dale Bentley, EMIG Chairperson: 508.733.2549

New Media Interest Group (EMIG)

An Interest Group of the National Art Education Association (NAEA)

Electronic Media Interest Group

Chairperson & Events

Dale J. Bentley

P.O. Box 768

Framingham, MA 01701

Phone: 508-733-2549

E-mail: daleb4@aol.com

EMIG

Representatives

EMIG Chairperson & Events

Dale J. Bentley

Daleb4@aolcom

Treasurer & Membership

Delegates Assembly

Debra Pylypiw

Dpylypiw@ec.rr.com

Secretary

Dr. Joanna Black

University of Manitoba

Black@ms.umanitoba.ca

Historian

Dr. Anna Martin

Martin213@bellsouth.net

Newsletter Editor

Gina Quigley

Vquigley@boston.k12.ma.us

Web Host

Elizabeth Adams

Elizagayle@gmail.com

Technology Representative

At-Large

Don Wass

Dwass@NWR7.ORG

Higher Education

Representative At-Large

Dr. Cathy Mullen

Concordia University

Cmullen@alcor.concordia.ca

Electronic Media Interest Group (EMIG)

An Interest Group of the National Art Education Association (NAEA)

EMIG (Electronic Media Interest Group) invites you to join us at

the National Arts Educators Association convention in New Or-

leans for a luncheon and to go to exemplary workshops given by

the EMIG membership. See our information on the website of

the National Arts Association in the Arts Organizations listing of

NAEA Special Interest Groups.

EMIG Business

Dale J. Bentley, EMIG Chair, PO BOX 768, Framingham, MA 01701. 508-733-2549. daleb4@aol.com