This article describes a high school art teacher's experience in developing a computer art course for her students. Included are six examples of computer art created by her students. (JDH)

This article describes how students at an elementary school in South Carolina use computers to create art. Includes samples of their computer graphics. (JDH)

The author taught a computer graphics course through a service-learning framework to undergraduate and graduate students in the spring of 2003 at Florida State University (FSU). The students in this course participated in learning a software program along with youths from a neighboring, low-income, primarily African-American community. Together,…

Discusses the nature of light and its relationship to color, particularly two models of color production: the additive and subtractive models. Explains the importance of these models for understanding how computers and printers generate colors. Argues that it is important to understand these processes given the prevalence of computers in art. (DSK)

Relates the story of the creation of an exploratory art technology class at Hadley Junior High School (Illinois) and its development over the past decade. Describes the equipment required to conduct the course, resources available for teachers creating similar courses, and student projects. Suggests ways to make the course multidisciplinary. (DSK)

Examines the nature and future of computer graphics as an art form. Characterizes four basic beliefs about art and considers their relevance to computer graphics. Discusses the special qualities of computer graphics and how they can enrich art instruction. (MJP)

Notes the astonishing leap in capability and versatility of computers and considers their current and future use in art education. Lack of technical expertise is no longer a hindrance, as the current technology is user-friendly. Considers the computer's role in assessment, curriculum development, and research. (MJP)

Recommends asking a basic question "What am I trying to teach?" when considering the use and adaptation of computers in art classes. Suggests testing a system to ascertain possibilities, limitations, and particular characteristics. Maintains that computer art is often simply a starting point for other projects. (MJP)

Asks how art should be taught in a culture in which television and electronic media constitute the primary media with which young people interact. Suggests that art educators should focus on how students use technology, the production and viewing of technological images, and the ways that such images have meaning. (DSK)

Provides four lesson plans using discipline-based art education techniques to examine the content and technique of a series of art works portraying Texas. The lesson plans use "mind mapping" (nonlinear visualization of a concept or idea easily linked to others). Includes background information on artists Bruno Andrade, Dennis Blagg,…

Summarizes negative aspects of computer technology and problems inherent in the field of digital imaging. Considers the postmodernist response that borrowing and alteration are essential characteristics of the technology. Discusses the implications of this for education and research. (MJP)