Volume 2 No 2
Author(s): JOETEPP
Journal: Journal of Education, the Teacher and Professional Practices
Publication Date: 2024-05-18
DOI: 10.0000/hont.2024.incorporating-e-technology-into-general-art-and-applied-art-education-classrooms-in-nigeria-bridging-the-additional-gap-created-by-covid-19
Abstract While early experiments in digital and technological art began in the 1960s, degree programs that focused on it did not emerge until the 1980s. Most digital art pioneers were self-taught and created their work at research centers and universities. Emerging digital artists were primarily fine art students who supplemented their education with courses...
D i g it a l ar t
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st udio ar t
fine a rt
dig it a l st udio
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Abstract
Abstract While early experiments in digital and technological art began in the 1960s, degree programs that focused on it did not emerge until the 1980s. Most digital art pioneers were self-taught and created their work at research centers and universities. Emerging digital artists were primarily fine art students who supplemented their education with courses in computer science, graphics and programming. The first Master of Fine Art {MFA} in Computer Arts was established at the School of Visual Arts New
Abstract
Abstract While early experiments in digital and technological art began in the 1960s, degree programs that focused on it did not emerge until the 1980s. Most digital art pioneers were self-taught and created their work at research centers and universities. Emerging digital artists were primarily fine art students who supplemented their education with courses in computer science, graphics and programming. The first Master of Fine Art {MFA} in Computer Arts was established at the School of Visual Arts New
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Abstract
While early experiments in digital and technological art began in the 1960s, degree programs that focused on it did not emerge until the 1980s. Most digital art pioneers were self-taught and created their work at research centers and universities. Emerging digital artists were primarily fine art students who supplemented their education with courses in computer science, graphics and programming. The first Master of Fine Art {MFA} in Computer Arts was established at the School of Visual Arts New York, USA in 1986. The goal of the program was to provide an academic and studio environment in which artists would learn about the theory, history and practice of digital art. Several MFA degree programs followed and continue to be established. While museums were resistant to this type of art earlier on, international organizations and a small group of galleries embraced it. As digital artists began to redefine the contemporary art landscape, museums and galleries began to take an interest in exhibiting this creative work. The development of the World Wide Web in the mid-1990s radically changed both the museum and contemporary art world, and as well the education of artists, but the advent of the new Coronavirus disease has totally revolutionized the entire educational landscape including that of the art world from 2019. The Nigerian teacher educational programmes of the NCE, BA.ED and BSC.ED have huge digital gaps further widened by trending covid issues. This paper explores the parallel developments of digital art education; changes in how art is created, experienced and exhibited; new forms of contemporary art in the “new normal era.” This paper recommends that e-technology be integrated as a matter of policy into general and applied art education in all levels of educations.
Keywords: Digital art, covid-19, studio art, fine art, digital studio, e- technology
Paper Information
- Author(s): JOETEPP
- Journal: Journal of Education, the Teacher and Professional Practices
- Publisher: Journal of Education, the Teacher and Professional Practices
- Publication Date: 2024-05-18
- Pages: 1-10
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