earticle

영어

While many art educators are now embracing electronic media with students of all ages, the author argues that most such engagements fail to deal with basic knowledge required to consciously, critically interpret the kind of photographically real images students largely view through electronic technologies. Most current art educational practices embrace electronic technologies either to play catch up with youth’s out-of-school media use or represent well-meaning attempts to deal with social issues. Nowhere do art educators appear to engage with the basic pictorial grammar of photographic images such as framing and point-of- view, or in the case of narrative, time-based images with such basic grammar as camera movements. These essential steps are missing, such that the deskilling that was characteristic of some versions of modernist art education appears to continue in the era of electronic imagery. The author offers his own teaching practices to help point the way towards filling in these missing steps.