Critical Inquiry in Art Education Critical Inquiry in Art Education | Page 28

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CRITICAL INQUIRY
PHASE 3
IN ART EDUCATION
CLASS 1A CLASS 1B OBSERVATIONS
Further explored ideas for self-
portraits through traditional media
manipulation approaches such as
distortion of image and overlay
of materials Further explored ideas for self-
portraits using image manipulation
applications (apps) available free on
mobile devices. In the teacher-directed group, students were observed to be
more dependant on the teacher for instructions. They were also
more apprehensive to take risks in terms of the use of lines,
colours and composition. As such, the self-portraits appeared
similar and typical.
Encouraged to search for and share
other image manipulation apps with
the class
As for the self-directed group who were asked to use image
manipulation apps, students were more willing and confident
to explore and experiment, doing above and beyond what
was expected of them. There was also more excitement and
engagement during phase 3 and 4 as students found new ideas
and approaches for composition, use of lines and application of
colours for their self-portraits.
What I learned
about embracing common technology in the art classroom
Since the CI project, I have gone on to encourage more students
across levels to use image manipulation apps on mobile devices
to generate ideas in their art making process. Experimentation
and risk-taking were no longer high stakes as manipulation
effects could be easily undone in the digital format. Instead of
focusing on visual accuracy, students began to look at creative
processes and value personal expression. They worked in a self-
directed manner, finding new apps and discovering solutions to
better express themselves in visual forms.
PHASE 4
Studio practice and in-class exhibition
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