You must be logged-in in order to download this resource. If you do not have an AOE account, create one now. If you already have an account, please login.Login Create Account
Great! you're all signed in. Click to download your resource.Download
Timed arts, like videos, are significantly underrepresented in many art education programs. And rightfully so. The technology can be far too extensive, facilities and equipment are costly, and unless you had a timed arts course in your education program, your own background in this art form is limited. So, how can we break this trend and help our students learn about video? Thankfully, technology and apps are becoming more accessible and user-friendly to help beginning creatives see the potential. Introducing video to your students can open their minds to a new world of artmaking and arm them with another tool to communicate their ideas.
Many traditional artmaking approaches rely heavily on skills like hand-eye coordination and dexterity to be successful. The ability of a student to understand a concept is very different from performing and applying the concept to a piece of art. Video technology tools can be very forgiving, and automated functions provide flexibility. There is also less pressure as students can always edit and undo a mistake.
Even though the intersectionality of art and technology continues to grow, the perception of an artist continues to be defined by traditional approaches like drawing, painting, and sculpture. This is evident by the typical response you get when you tell people you’re an art teacher, and they say, “Oh, I can’t even draw a stick figure.” It’s likely your students feel the same way. Incorporating video into the classroom can help your technology-loving students see themselves as artists as they communicate and express with digital media.
Beyond the finished product, this type of experience can actually shift the way your students experience the world around them. Remember when you first learned about the elements and principles of art and design, and it forever changed the way you saw the layout of a poster or the lines in nature? Similarly, you start to see the beauty of motion and sound in ways you hadn’t previously considered.
Before you can introduce video to your students, you need to become a time-based artist yourself. Similar to learning other new media, you need to learn and practice different approaches, techniques, and ideas with the new tools. Putting yourself in the role of a learner will also help you relate to your students and plan for them more effectively.
Now that you have experienced the timed-arts, you can bring what you’ve learned into your classroom. But before you can start designing a great lesson or project, you need to know what tools you have available. Remember, similar to your experience; the initial goals are only to provide students with an introduction to video and leave the students wanting to learn more. There are several things to consider when introducing a digital medium into your classroom:
After you have identified the best tools for your students and school, you can start to think about different prompts and project ideas. Prompts can also be differentiated to support learners at all levels. Be sure to include any entry-level concepts, like camera angles, that will help support student production.
Overall, the potential impact of implementing video art into your program can be incredibly positive. You get to learn a new medium and provide students with a new and unique art experience to engage a whole new group of artists. Programmatically, video art units could also help increase enrollment and evolve into new courses and/or facilities at your school. Collaborations could even help stabilize your art program. It only takes a second!
Why don’t many art education programs include timed arts?
What are other free and user-friendly video-making apps?