iPads in Art Literature

Andrews, B. H. (2005). Art, reflection, and creativity in the classroom: The student-
driven art course. Art Education, 58(4), 35-40.

This article explains a high school art class that was student-driven. Students
became more responsible for their learning because they were able to choose
their projects. Some results were that the students became more energetic about
their artwork as they became their own teachers. I used this article to unpack my
findings about student-choice. As I read my journal entries, I used Andrews’
ideas to pull examples from my experiences.

Black, J. & Browning, K. (2011). Creativity in digital art education teaching practices.
Art Education, 64(5), 19-34.

The article presents what creativity looks like in the digital arts. It presents
information to help art educators implement digital tools in their current art
curriculums. The authors favor the process of working through software to
problem-solve, rather than studying a software in its entirety before creating their
art project. I used this article to learn about a digital perspective towards
creativity and aide the way I teach the stop motion lesson.

Blair, J. M. (2014). Animated autoethnographies: Stop motion animation as a tool for

self-inquiry and personal evaluation. Art Education, 67(2), 6-13.

This article defines authoethnography in multiple perspectives and that it has

shaped the author’s own studies and related artworks. Autoethnography is “a
method of qualitative research that merges autobiography and ethnography and
provides a self-reflexive way of knowing that attempts to break away from the
confines of disciplinary constraints (p. 6). Blair also presents the findings of
preservice art teachers’ animated authoethnographies. This article assisted my
implications section by giving several ideas that I can apply in future animated
lessons with my students.

Bryant, C. (2010). A 21st-century art room: The remix of creativity and technology. Art
Education, 63(2), 43-48.

The article is about an art teacher’s qualitative case study involving three high
school students’ use of creative problem solving strategies while creating a stop-
motion film. Bryant used this definition of creativity, (for the purposes of her
study) as “the individual’s use of knowledge, imagination, and judgement within
constraints of an environment and its resources.” I drew on this definition during
my data collection to keep a focus. This idea of creativity is very applicable
when considering the use of iPads in the art room.
Cohen, S. (2012). A 1:1 iPad initiative—Vision to reality. Library Media Connection, 30(6),
14-16. Retrieved from: https://www.abc-clio.com/LibrariesUnlimited.aspx
This article explains the process of a district’s initiative to implement iPads into the
academic curriculum. It gives an overview of the philosophical aspects before
explaining how the implementation actually happened. I used this author’s article to
begin my foundation on iPad use in schools. The article gave a clear message on a
purpose of iPads that I considered throughout my research.

Kroon, R. W. (2010). A/V A to Z: An Encyclopedic Dictionary of Media, Entertainment and

Other Audiovisual Terms. Jefferson: McFarland
This book contains definitions in the realm of media, entertainment, and other
audiovisual terms. I used this source to provide definition of stop motion that is easy to
understand.

Pennisi, A. C. (2013). Negotiating to engagement: Creating an art curriculum with eight-

graders. Studies in Art Education, 54(2), 127-142.

This article presents findings from a year-long action research project that was
designed by the author, an art teacher, and his eighth-graders. They “utilized a
participatory action research (PAR) design to actively involve both students and
teacher to change classroom practice and reflect on how it affected their
engagement and art understandings.” (p. 129). The researchers found that student
engagement occurred when students were encouraged to make their own
decisions. The information from this article helped develop my student-choice
theme.

Roth, N. E. (2017). Stories of exploration in a student-centered learning environment.

Art Education, 70(1), 8-14.

This article is about an art teacher’s experience when implementing a student-

centered curriculum in her new job. The author questions the role of the art
teacher and challenges the traditional setup of an art curriculum. I used this
article in the research to deepen my understanding of student-centered learning
experiences and comparing the authors findings to my own research findings.

Souleles, N. (2017). iPad versus traditional tools in art and design: A complementary
association. British Journal of Educational Technology, 48(2), 586-597. Doi: 10

This article presents data comparing traditional tools and digital tool in art.
Souleles presents the idea that the relationship between the two should be
complementary rather than a dichotomy. I used this article significantly when
reflecting on what happens with use of the iPad in the stop motion project.
Stewart, M. & Walker. S. (2005). Rethinking curriculum in art. Worchester, MA: Davis.

This book provides examples for educators to enhance their current lessons
through meaningful themes. Stewart and Walker confront disconnected lessons
with concepts around the human experience to provide students with meaningful
art experiences. I used several ideas from this book to enhance my findings,
specifically the student-choice section.

Wang, T. W. (2015). Does iPad technology bolster art teaching and learning? Visual Inquiry:
Learning & Teaching Art, 4(3), 153–167. https://doi.org/10.1386/vi.4.3.153

This article confronts the lack of research that has been conducted to explore the effectiveness
of using technology such as iPads in art lessons. The author presents her own study about how
iPads can assist in a specific art education teaching and learning practice. The overall results
were positive causing students to gain more interest in artistic learning and engage creativity.
The information from this article served as a foundational block in my iPad research. It gave
me a perspective on the iPad’s place in elementary art.

Whiteland, S. R. (2014). iPads and service learning join hands for lifelong artistic
literacy. Journal of Art for Life, 6(1), 1-9.

In this article, the author discusses recent policy initiatives which validated the
inclusion of media arts in the next generation Core Arts Standards. The author
explains her role as an art education professor and how she wants to make sure
her students are prepared to teach 21st century students. She further explains the
pilot study with iPads that took place with older adults and pre-school age
children. This study provided me ideas and themes that I compared with my
research findings. I was able to look at things through the lens of this author to
understand my themes better.