Mapping Project 1, 2021
Mapping Project 2 by P5.js, 2021
This mapping artwork collected the diverse ways of utilizing technology tools in art curriculum and pedagogy that could apply to my art teaching practice in the future art learning space. As making this art-based inquiry, I mapped out the possibilities that technology can provide for diverse learning experiences. It shows my narrative perspective of collecting technology tools through my usage, in-class learning, peer inspiring and sharing, and lesson planning. I organized those technology tools into three stages of integration into art education: researching, learning, engaging, and making. Most of the tools I chose are present in the videos to record the moments of using them. Some of them are from peers with my interaction in them, and one of them is a simple prototype I made for my imagined art tools for my art education studio in the future.
Moreover, after I collected and documented those usages of technology tools, I turned them into QR codes. I chose QR codes because I would like to propose the Human-Computer Interaction (HCI) in my piece during the interaction part, representing future technology-influenced art learning. Then, I printed QR codes out and transferred those images to Chinese art paper (rice paper). Because the first art class I took was Chinese painting, this Chinese art paper (rice paper) represents my starting point of art learning. Those QR codes also represent the art-based inquiry currently and imagination for the future. This transaction builds a connection from my past art learning experience to now and tomorrow. Likewise, it also indicates how artmaking from the traditional ancient painting to current technology involved contemporary art, which is the conversation between past art learning and future art learning. I placed the QR codes in a timeline as I learned and used those tools. It shows the “in-process” setting as I am collecting the technology tools on the way and learning how to make the art experiences for the students that will be more playful, joyful, and engaging.
Furthermore, this artwork is an interactive piece. There will be a survey QR code during the interaction part for them to fill out the feedback after they “view” and “interact” with this artwork. I make this artwork an interaction piece because art education involves interaction from instructors, peers, materials, processes, etc. It is a crucial meaning I learned at TLAD that art teaching content is essential and engagement in the learning process. This artwork helps me explore the possibilities of teaching with technology tools to support my research and my teaching practice in the future. It also acts as a linking point that gathers the theory and understanding from my artist identity, researcher identity, and teacher identity to help my inquiry continuously.
Moreover, after I collected and documented those usages of technology tools, I turned them into QR codes. I chose QR codes because I would like to propose the Human-Computer Interaction (HCI) in my piece during the interaction part, representing future technology-influenced art learning. Then, I printed QR codes out and transferred those images to Chinese art paper (rice paper). Because the first art class I took was Chinese painting, this Chinese art paper (rice paper) represents my starting point of art learning. Those QR codes also represent the art-based inquiry currently and imagination for the future. This transaction builds a connection from my past art learning experience to now and tomorrow. Likewise, it also indicates how artmaking from the traditional ancient painting to current technology involved contemporary art, which is the conversation between past art learning and future art learning. I placed the QR codes in a timeline as I learned and used those tools. It shows the “in-process” setting as I am collecting the technology tools on the way and learning how to make the art experiences for the students that will be more playful, joyful, and engaging.
Furthermore, this artwork is an interactive piece. There will be a survey QR code during the interaction part for them to fill out the feedback after they “view” and “interact” with this artwork. I make this artwork an interaction piece because art education involves interaction from instructors, peers, materials, processes, etc. It is a crucial meaning I learned at TLAD that art teaching content is essential and engagement in the learning process. This artwork helps me explore the possibilities of teaching with technology tools to support my research and my teaching practice in the future. It also acts as a linking point that gathers the theory and understanding from my artist identity, researcher identity, and teacher identity to help my inquiry continuously.