Art + Technology Integration: Developing an After School Curriculum

Autor/in	Betts, J. David
Titel	Art + Technology Integration: Developing an After School Curriculum
Quelle	In: Afterschool Matters, (2003) 2, S.13-22 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Technology Integration; After School Education; After School Programs; Art Education; Program Descriptions; Multimedia Materials; Computer Managed Instruction; Middle School Students; At Risk Students; Youth Opportunities; Youth Programs; Disadvantaged Youth; Computer Graphics; Electronic Publishing; Language Arts; Word Processing; Animation; Video Technology; Computer Literacy; Basic Skills; Curriculum Development; Educational Objectives; Incentives; Participant Characteristics; Educational History; Partnerships in Education; School Community Programs; Grants; Arizona + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; After school education; Program; Programs; Programme; Programm; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Computer-assisted instruction; Computerunterstützter Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Jugendsofortprogramm; Benachteiligter Jugendlicher; Computergrafik; Elektronisches Publizieren; Sprachkultur; Textverarbeitung; Computerkenntnisse; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Anreiz; History of education; Bildungsgeschichte; Hochschulpartnerschaft; Grant; Finanzielle Beihilfe
Abstract	More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and insulation from harmful peer pressures during high-risk hours (Fox & Newman, 1997). The arts education community, both locally and nationally, is an important source of successful programs that keep young people on track and promote a variety of useful art skills and activities. This article describes the attributes of one such program in Tucson, Arizona. The Multimedia Arts Education Program (MAEP) is an ongoing, intensive, after school computer-mediated art technology program begun in 1996 by the Tucson Pima Arts Council (TPAC). This five-semester program targeted at-risk middle school youth from disadvantaged families. Students worked with professional artist/teachers, learning to do computer graphics and publishing, language arts and word processing, computer animation and video production. Each semester was structured around the acquisition of basic art and computer skills as well as the completion of individual projects. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01