| An examination of on-line and self-testing art history and
art
appreciation instructional websites and how they may be incorporated
into
on-campus and on-line lecture courses. Developed by Marleen Hoover, Assistant Professor, Visual Arts and Technology Department, San Antonio College. This research was created for San Antonio College’s Instructional Innovation Center. June, 2003 |
| GO TO
Introduction CD Roms Packaged with Texts Textbook Companion Websites Sites Evaluating On-line Materials College/University Sites Intended for Students Museum/Gallery Sites Other Non-profit Sites |
Commercial Sites
Individual Homepage Sites and K-12 Sites Sites Linking to Art Journals and Magazines Conclusions Appendix I: Annotated Bibliography (same listings as above, but without the preliminary narrative) Appendix II: The Initial List |
| Introduction This project has researched on-line interactive self-testing sites developed by text book publishers, art organizations (including art museums), educational and research institutions, and individuals. As a result of this study, an annotated web bibliography of evaluated sites appropriate to the art lecture courses (Art History Survey I, Art History Survey II, and Art Appreciation) offered at San Antonio College was developed. Recommendations accompany the annotations so that art lecture instructors may incorporate this information into their curricula. Over the past few years publishers of art history and art appreciation text books developed companion websites and cd-roms, plus a whole host of ancillary on-line products and services available to assist the student and the instructor. Course management applications as well as packaged tests are available. Some are packaged with the text books at no additional cost, while others are available separately. For example, McGraw-Hill and Prentice Hall, publishers of art appreciation texts which have been used at SAC, developed companion websites and cd-roms. This project has sought to evaluate these various aids to determine how useful they are and how effectively they may be used in the classroom. For years art museums have included educational components which have traditionally provided teacher in-service training, lectures and lecture notes, in-depth exhibit notes and slide-sets, and various curriculum aids. While these aids are available primarily for K-12 teachers, museum education staff is usually accommodating in providing information on exhibits, slides sets or other materials to college-level instructors. In recent years many art museums have added on-line educational components, although a review of these sites indicate that they are directed to the K-12 audience. Interactive educational sites at the Getty Museum in Los Angeles, which developed its “ArtsEdNet” and its “Art and Language Arts” sites, and the Metropolitan Museum of Art in New York with its “Explore and Learn” site, and many others, were examined and evaluated in the course of this project in terms of their value for college-level scholarly application. Corporations, organizations, and private individuals have also developed interactive visual art content websites available on-line to the public. For example, the “Eyes on Art” site developed by Pacific Bell, “Inside Art” developed by Educational Web Adventures, and “Quiz Art.Free” developed by an individual are among those interactive and self-testing sites examined and evaluated for this project. Of the three listed here, the “Quiz Art.Free” site was determined to be fun as ‘trivial pursuit’ type of game, but not useful from a scholarly point of view, and is thus not listed in the final annotated bibliography. The annotated web bibliography produced as a result of this research includes only sites with an interactive component and/or are self-testing. Each listing includes 1) value for college-level educational use; 2) method for and ease of accessing the site; 3) potential for student self-testing; 4) potential for emailing instructor with self-testing results and/or printing assignment or test; 5) recommendation for incorporate site into art lecture on-campus and/or on-line courses. Sites eliminated from the preliminary list developed for this project were found to contain either materials for much younger audiences or either authorship or the qualifications of the author could not be determined. The final annotated web bibliography located at http://www.alamo.edu/sac/vat/arthistory/arts1303/annot1.html is also linked to my faculty homepage. Already linked to that page under “WWW Links” are nearly 500 sites relating to visual art from around the world, a list I developed in 1998 to accompany the first art history on-line course at San Antonio College; this list is periodically reviewed and updated, but has not been evaluated to the extent that the annotated list has. |
| Textbook Companion Websites Textbook companion websites developed by publishers round out the publisher materials available to students and instructors. Typically these sites include chapter-by-chapter outlines and related information, including accompanying maps and links to appropriate art images. The companion sites also include self-tests, as multiple-choice, matching, and essay tests, all of which may be emailed to instructors. The following companion websites have been identified and evaluated for potential use by SAC art history and art appreciation instructors. http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M81&discipline_ number=37#AR02 Wadsworth publishers provides a fully developed companion website for the Gardner’s Art Through the Ages textbook, Volumes I and II, currently in use for Art History Survey I and Survey II at San Antonio College. Located at http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_ issn=0534642012&discipline_number=37 the companion website may be linked to online syllabi both for on campus and online courses. This is an interactive site that offers a wide variety of teaching and learning resources. A chapter selection box is prominently displayed at the top of the page. Once a chapter is selected, a frame index offers flash cards, glossary, InfoTrac Research, internet exercises, maps, museum guide, study guide, timeline and tutorial quiz. Book-wide resources on each chapter page offer general museum guide, pronunciation guide, and general art links. General course resources listed offer art history resources, art history careers, art links, guide to researching art history, and general tips to becoming a successful student. The Flash Cards are interesting in that they provide definitions of many terms, names, and places used in each chapter and, clicking on the icon of a speaker, also provide a spoken pronunciation. It is most useful to hear the words spoken correctly; least useful to search for particular terms. The flash cards did not always behave correctly; for example, terms did not always stay with the appropriate chapters. Nevertheless, the flash cards could be a useful self review tool for students. The Glossary is more useful for looking up terms. Arranged chapter by chapter, not all chapters’ terms, however, are arranged alphabetically. The InfoTrac exercise poses a real research issue and a link to a journal article responded to that issue. Several questions or statements are presented to be researched in reading the article. Space is provided for the student’s essay, which may then be email to the instructor. The student’s response may also be printed. The exercise is useful, although the Learning Resource Center at San Antonio College offers both online and on campus hands-on instructions in accessing and using the SAC databases. Internet Exercises for each chapter consist of three broad questions, generally including direct observation and comparison of images, with links to one or more image for each question. The questions are very basic and general, but good; the images are very good (for example, the images connected with the chapter on the art of Japan display several beautiful and rare Jomon figures for comparison, of which only one is in the textbook). Student answers to the questions may be written in and emailed to the instructor. These could be useful as homework assignments, although instructors may also wish to include their own more specific questions. |
| The Maps are identical to those
in the
textbook. They do not enlarge sufficiently to provide additional
information,
although it is nice to see them online. The Museum Guide for each chapter opens to links to museums that hold collections related to the chapter, although the links open to museum homepages rather than to the collection specific to the chapter. Considering there are eighteen chapters in each volume, there are many world-wide museums linked. The Study Guide for each chapter includes images or links to most images in the textbook along with brief comments about the images. Some of the chapter Study Guides include outlines of the main issues of the chapters or essays in lecture format. These could supplement online and on campus lectures. The Timeline is not particularly useful. It is identical to what is presented on the first page of each chapter, although it is smaller and less understandable. The Tutorial Quiz is a useful self-testing tool although it is fact based and is not useful for critical thinking or analysis. Some of the multiple choice questions may be considered trivial (for example, “Who or what is Tinia?” a question related to the chapter on the art of the Etruscans). Answers may be emailed to the instructor; however, the student may review answers, is given correct answers, and may reset the test to take it again. It is useful, therefore, for self-testing only. http://www.prenhall.com/stokstad/ Art History, Marilyn Stokstad - Art History Survey I and II http://wps.prenhall.com/hss_honour_thevisuala_6/0,6412,495857-,00.html The Visual Arts - A History, Honour & Fleming, 6e. Art History Survey I and II Prentice Hall publishes the popular Marilyn Stokstad art history survey text, previously used by the SAC art department, as well as the Honour and Fleming art history text, popular in Canada. Prentice Hall, and its college textbook publisher Pearson Publishing, has developed companion websites for many of its textbooks, all of which follow the same basic pattern. The Companion Website for the Stokstad text offers the categories of objectives; historical context; artists, patrons and works; elements and media; problems in internet research; art on the web (search engines); art history parallels (timelines); and links to all the images in the textbook. The frame also offers I-chat and message boards, as well as a “student tool box,” pronunciation guide, and access to a protected teacher-submitted syllabus. An on-line course may be managed directly from the companion website. The most interesting parts of the Stokstad website is the one called “problems in internet research,” which evaluates research methodology and encourages the student to think critically about how information is presented. The website for the Honour-Fleming text is equally well developed Once the chapter is accessed, a statement of each chapter’s objects is provided. Frame selection at the left offers essay questions, multiple choice, fill-in-the-blank, and matching sections related to issues and art in the chapter. Under essay questions, there are three related to historical context, three on visual analysis, and three on style analysis. Following is an example of a question under visual analysis:
Links are also provided to a glossary and an audio pronunciation guide, as well as to a wide variety of sites related to each chapter. http://wps.prenhall.com/hss_sayre_worldofart_4 “World of Art” by Henry Sayre, the textbook used during the 2002-2003 school year by the art appreciation internet class and tested by me for its global inclusions and multicultural outlook, has been adopted for all the Art Appreciation courses at San Antonio College beginning in the fall, 2003. The companion website developed by Pearson-Prentice Hall is similar to other Prentice Hall companion websites and includes many of the same features, including glossary and pronunciation guide. Essay questions, multiple choice, and fill in the blank options are offered, all of which may be emailed to the instructor. The essay questions are open-ended and sufficiently broad to be useful; the other questions are useful for self-testing only. Unique to the art appreciation site are “projects,” suggesting art-making projects related to each chapter. The projects, with detailed descriptions and instructions, were submitted by various college art teachers across the country, and reflect an interest in offering “hands-on” art projects along with an art appreciation course (although this is seldom the case at San Antonio College, and seems to vary according to individual instructors). Links to many (but not all) images from the textbook are included, as well as links to topics and artists of interest specific to each chapter. A syllabus may be submitted with password-protected access for students, and the instructor may manage an internet course from this site. Instructors who place their syllabi online through the accd server may wish to provide a link to the companion website. http://www.prenhall.com/preble/ The Artforms website developed by Prentice Hall is nearly identical, with variations related to the specific textbook, to the World of Art site, although it does not include the hands-on art projects. http://wps.prenhall.com/hss_walford_greattheme_1 Website for the Great Themes text is arranged similarly, although the text has not been considered for use in art appreciation courses at SAC. |
| Sites Evaluating On-line
Materials The following websites begin to evaluate on-line art materials and to evaluate their use in art history instruction. While these sites are several years old already and there is no definitive study regarding the effectiveness of on-line materials in the teaching of art history and art appreciation, the sites below may provide some initial evaluative information. http://imej.wfu.edu/articles/1999/1/04/index.asp#4_1 This document, developed as Online Art History - Design, Development, and Review of an Interactive Course by M. Schmidt, W.H. Blackmon, D.R. Rehak, and D. Bajzek at Carnegie Mellon University in 1998, offers a well-thought and documented review of art history online. Recommendations concluding the report include features already incorporated by the textbook companion websites and online courses, such as the features described here: "A future version of this course will have several more enhancements including a glossary, assignments based upon the web materials, and web-delivered mid-term and final exams with new kinds of visual/verbal assessment tools…. The most important addition will be an image database to replace the current linear sequence of sample images." This site is a newsletter article developed by Professor Nick Cahill at the Department of Art History, University of Wisconsin-Madison. The article, entitled Interactive Technology and Image Databases in Teaching Art History, appeared in “Teaching With Technology Today,” Vol II, # 10, April 24, 1998. This interesting review describes a digital database of art images similar to the one developed by VATC at SAC, and seems to have a similar history, although at the date of this report, there is not mention of an online course. http://cwis.usc.edu/dept/annenberg/artfinal.html Margaret L. McLaughlin of the Annenberg School for Communication, University of Southern California, developed this report as a history and critique of art sites on the internet. She has also discussed the evolution of art sites over time. McLaughlin’s article, entitled “The Art Site on the World Wide Web,” appeared in the Journal of Communication 46(1) Winter. 0021-9916/96, includes a lengthy – and useful although a bit dated at this time – bibliography. |
| College/University
Sites
Intended for Students, Including University Museum Sites The college and university sites below have been identified as providing potentially useful materials on-line for instructor and students of art history and art appreciation. These sites include image databases and interactive technology available without password, studio based tutorials, issue discussions, extensive links and 3-d models in sculpture and architecture. http://personal1.stthomas.edu/cdeliason/ahgttm.htm Art Historians Guide to the Movies is a most delightful website developed by Craig Eliason, Assistant Professor of Modern Art History at the University of St. Thomas in St. Paul, Minnesota. This is the kind of website that students enjoy viewing. http://www.arts.ufl.edu/art/rt_room/archives/link-archives.html This most amazing website, based on the belief that old websites don’t die, is called “Art Links Archive” and resurrects many older sites no longer accessible at their previous url. The site was developed, and is maintained by Dr. Craig Roland, at the School of Art and Art History, University of Florida, and was last updated December 23, 2002. http://www.howardcc.edu/arts_and_humanities/perspect.htm Interactive linear perspective tutorials for Drawing I and II According to a statement by the Arts and Humanities Division of Howard Community College in Columbia, Maryland: "In the Humanities Division, as in many other areas of the college, we have spent a significant amount of time and energy investigating how computer technology can serve classroom instruction. Aside from the online courses that we are presently developing in the areas of literature and creative writing, we have, over the past four or five years, created digital presentations and tutorials, digital image databases, and three-dimensional models and animations for studio art, art history, and humanities courses." The interactive tutorial in linear perspective for Drawing I and Drawing II is described and evaluated in the above url. The urls below provide information and evaluation of an Interactive color theory tutorial for two-dimensional basic design, an art history digital image database available to instructors, and an online art history tutorial initially developed to supplement distance education telecourses. Howard has also developed digital three-dimensional architectural models and animation for the study of architecture in art history. http://www.howardcc.edu/arts_and_humanities/color.htm http://www.howardcc.edu/arts_and_humanities/database.htm http://www.howardcc.edu/arts_and_humanities/arthist.htm http://www.howardcc.edu/arts_and_humanities//animate.htm All of the sites above developed by Howard Community College were intended for evaluation and are not the interactive sites themselves, although the information above is useful in terms of developing similar interactive sites. http://www.utexas.edu/cofa/hag/timeline/ Although the information at the Blanton Museum site is very good and very thorough, for example in providing information on the art of ancient Greece, the site itself states that “the information at this site is written for the middle school and high school level and incorporates the following Texas Essential Knowledge and Skills (TEKS) for Fine Arts” including perception, historical/cultural heritage, and response/evaluation. This site could be used to supplement college textbooks and college lecture information. http://www.artmuseums.harvard.edu/Renaissance/iframes.html The topic of the above website, an adaptation of a computer kiosk which accompanied an exhibition at the Fogg Art Museum entitled “Investigating the Renaissance,” is very narrow, the information provided is excellent, offering a unique examination into the processes of conservation and restoration of works of art from the Renaissance. http://www.princetonol.com/groups/iad/links/artstuff.html http://www.princetonol.com/groups/iad/links/artgames.html http://www.princetonol.com/groups/iad/links/architecture.html The sites above, and those linked to it, are from “Princeton On-Line,” the source of the “Incredible Art Department.” These extensive listings of art sites ranging from art museums and galleries, artists and artist lists, public domain images and clip art, the “Art Store,” listing of art suppliers, art games and lessons, art styles and periods, plus information on art education, advocacy, art magazines and journals, as well as on architecture, are all extremely valuable although most are intended for younger audiences such as elementary, middle and high school rather than college level. http://museums.ncl.ac.uk/archive/index.html Sponsored by the University of Newcastle in England, the “Museum of Antiquities” is a virtual museum with a “Virtual Mithraeum,” an “Object of the Month Report,” (the Lindisfarne Gospel was the June, 2003 object), an “Armamentarium” and other information on the ancient arts of the British Isles. |
| Museum/Gallery Sites In recent years art museums throughout the world have added on-line homepages, collection databases, exhibition images and information, and a wide variety of critical and educational information, self-tests, exercises, and games available without password to the general public. Some of the best sites, such as the one developed by the Metropolitan Museum of Art in New York and the Getty Museum site in Los Angeles are already in use by SAC instructors in the Visual Arts and Technology Center. The following websites have been evaluated for this project. http://www.metmuseum.org/explore/index.asp The “Explore and Learn” site of the Metropolitan Museum of Art in New York offers a “What’s New” section describing newly acquired or exhibited works at the museum, a Timeline of Art History, a “Just for Fun” section of interactive games (such as a search for animals and birds in an Indian carpet). The section entitled “A Closer Look” explores “the history and technique behind a selection of Met objects.” One of the “Closer Looks,” for example, discusses the Unicorn Tapestries at the Met’s Cloisters; this thorough examination includes the history of the tapestries, how they came to be at the Met, how they were made, as well as the ‘life and times’ influencing the images. The images of the tapestries are extraordinarily rich in color with very fine detail. A bibliography is also included. Other current (6/03) “Closer Look” offerings are: The Kitano Tenjin Engi Emaki, a story of human deceit, vengeful demons, and the founding of a famous Japanese shrine come to life in this thirteenth-century picture scroll; Tughra of Sulaiman the Magnificent, the Ottoman sultan's official calligraphic signature through audio, text, and elaborate images; The Hours of Jeanne d'Evreux, a miniature illuminated manuscript by Jean Pucelle; A Look at Chinese Painting, describing how traditional Chinese paintings were made; George Washington Crossing the Delaware, analyzing the composition of this painting by Emanuel Gottlieb Leutze; and What Color is Celadon? an exploration of Korean ceramic technique and colors. The Metropolitan Museum of Art’s website also includes excellent information on artists and exhibitions, cultures, and themes from its various traveling exhibitions as well as those of its permanent collection. Its “Art in the Classroom” section offers curriculum information for grades K-12. Another useful feature is that many of the museums catalogues and brochures are offered in pdf format through its Publications Archive. http://hudson.acad.umn.edu/surprises/home.html The Weisman Art Museum of the University of Minnesota offers a good, basic website of exhibitions and its collections. Its site entitles "Building Surprises, which describes the plans and building of the Frank Gehry designed museum is an excellent website, useful for supplementing art appreciation information on architecture. http://www.hmsg.si.edu/education/interactive.html Above is the website of the Hirshhorn Museum and Sculpture Gallery of the Smithsonian Institution in Washington, D.C. The page above, on art interaction, offers a segment on Learning About Sculpture. The site states: “In this section, you will discover some ways modern and contemporary artists have used different methods and materials to convey their ideas. 1. Figurative; 2. Biomorphism; 3. Assemblage/Found Object; and 4. Geometric. The image displayed is “Snake Charmer,” by Allison Saar. The other segment on the same page is entitled “Create A Sculpture,” and students are invited to create a digital version of a sculpture, with the following instructions: “In this interactive, you will be able to make your own artwork and see how it would look in the museum. This feature requires Macromedia Flash.” The Hirshhorn site also offers a search through its collection, information on its exhibits with many images, and a section entitled “Gyroscope,” which currently (6/03) explores “How are Bronze Sculptures Made,” “Why do Many Artists Work Without Color,” and “How do Today’s Artists Create Portraits.” The museum’s “In-Depth” section offers a closer look at selected artists and their works in the Hirshhorn collection, such as Francis Bacon, Alexander Calder, Willem DeKooning, Jean Dubuffet, Edward Hopper, Henry Moore and more. All are superbly done, with images and information. http://ndm.si.edu/dfl/ The Cooper-Hewitt National Design Museum offers an interesting and informative site on “Design for Daily Life,” “Design for Shaping Space,” and “Design for Communicating.” Although the information is brief, it is well conceived and illustrated, and provides a good accompaniment to the art appreciation chapters on design. http://www.moma.org/whatisaprint/flash.html The site entitled “What is a Print,” was developed by the Museum of Modern Art (MOMA) in New York. The interactive site walks the viewer through woodblock prints, lithography, etching, and screen printmaking. This is an animated site that graphically presents each step of each of the printmaking processes above. A gallery of artist-made prints is also presented, and includes the work of Paul Gauguin, Ernst Kirchner, Edvard Munch, Helen Frankenthaler, and others, as well as a recommended reading list. This site is also useful to accompany art appreciation textbook information. |
| Other Non-Profit Sites A wide variety of non-profit organizations devoted to visual art have also developed websites providing information to the general public. While the scholarly content of the art information is uneven, depending on the qualifications of individual authors, the sheer number of sites providing innumerable images of art of every type and style is amazing. Images, works of art, artists’ biographies, gallery information, sales and auctions are all available to the general public and to the student. http://www.halfmoon.org/ “Rabbit in the Moon” website is a very thorough compilation of information and links to Mayan architecture, language, hieroglyphics, calendar, and culture. Many, but not all, of the authors of the articles included are identified. There is no identification provided for the author of the website, Ms. Nancy McNelly, nor is there any proof given of her expertise. In one of the links one may write one’s name in Mayan hieroglyphics; there is no way to tell whether this is accurate. http://www.mos.org/sln/Leonardo/LeoHomePage.html The “Leonardo Homepage” was developed by the Boston Museum of Science. The site provides excellent information on Leonardo Da Vinci, linear and atmospheric perspective, Renaissance painting, and other issues related to the art and science of Leonardo. A link to this site in an online syllabus would provide good supplemental material http://www.museum-security.org/elginmarbles.html This is an amazing and thorough website dedicated to the return of the (Parthenon) Elgin marbles; the site offers various points of view, with links to numerous journal and newspaper articles. The topic is timely, particularly in view of the objects stolen from the Baghdad Museum in Iraq. This is a good website to open up classroom discussion on the issues of ownership of art and artifacts removed from their original homeland. http://art-nouveau.kubos.org/en/portes.htm “Art Nouveau” architecture, design, arts and crafts are displayed and explored country-by-country. The images are beautiful, the information interesting, and there are many good links. The site is an individual’s homepage in a server, Kubos.org, which states it is dedicated to “promote architecture in all ways.” http://www.accessart.org.uk/drawing/index.htm AccessArt is the web site of The Arts Education Exchange, a non-profit making organization, which began in 1999. The Arts Education Exchange was founded by two graduates of the Sculpture School at the Royal College of Art, London. The url to the site above presents an excellent resource for an understanding of drawing for students 16 and up. Other art workshops at the site are intended for younger students. http://www.michelangelo.com/buonarroti.html Neil R. Bonner is listed as the editor of the Michelangelo Buonarroti Website located at “Michelangelo.com.” The site is excellent on Michelangelo and his work offering good, thoughtful information and many links, although, once again, there is no way to determine the qualifications of Mr. Bonner. http://www.3d-i.org/ This interactive site, on design, design programs, and architecture, is a project of the "Doc Tank" funded by the Corporation for Public Broadcasting. The site lists many educational consultants in the development of the project. Judging from the ages of the various participants and respondents, the site seems to be aimed at middle and high school students, although the activities presented could easily be used by college students as well. Design issues, like those presented in the art appreciation courses, are explored. http://www.impressionism.org/ “Impressionism .org” was developed by the Seattle Art Museum initially as part of a traveling exhibition of the work of European Impressionists. Images and explanations are very good. On-line teacher lessons and packets may be downloaded; overhead transparencies may be ordered or borrowed. Teacher lessons are coordinated with middle school curricula, but may be useful for other age groups. http://www.mbam.qc.ca/visite-vr/anglais/index.html The virtual visit to Monet’s gardens at Giverny was developed by the Montreal Museum of Fine Arts to mark the opening of the exhibition “Monet at Giverny: Masterpieces from the Musée Marmottan” in 1999. This interactive site explores Monet’s famous flower garden and his water garden. Since students are generally familiar with Monet’s water lilies, they will find this interesting and beautiful. http://www.arts.ouc.bc.ca/fiar/glossary/gloshome.html The “Words of Art Webpage,” a very complete glossary of art terms, was developed at Okanagan University College in British Columbia, Canada, by Dr. Robert Belton, Art History, Dean of Arts. This is the most thorough glossary I have ever seen. For example, among the entries are “Derridean deconstruction,” “Saussurean semiotics,” “linguistic relativity,” as well as the usual art terms. This is an excellent resource that ought to be linked into online syllabi. |
| Commercial Sites A number of commercial sites have also been identified for their potential use by students and instructors in art history and art appreciation. Two of the best sites, operated by Sanford and by Pacific Bell, are already used by SAC art instructors. The following will be evaluated to be recommended to other instructors. http://www.eduweb.com/insideart/index.html “Inside Art,” presented as an online art adventure in art history by Eduweb, Educational Web Adventures, is a cute little site intended for elementary school children, but college age students may also have some fun with it. This site was developed by the Sanford company, manufacturers of PaperMate, Uni-Ball, Sharpie, and many other writing and coloring instruments. Sanford’s “A Lifetime of Color” website, located at Sanford-artedventures.com which, at first glance seems to be for younger students, provides links to some solid information such as the one on color at http://www.sanford-artedventures.com/study/g_color.html Written in easy to understand language, the site is worth a link from online syllabi. http://www.kn.pacbell.com/wired/art2/index.html Pacific Bell’s “Knowledge Network” and its “Eyes on Art: A Learning to Look Curriculum” is still one of the best sites around for all age groups. The different interactive projects, all with very good and clear instructions, include: 1) “You Choose,” an activity in which the student selects paintings from person, place and thing categories and then is asked to write an essay on the works selected. The student’s essay, with a thumbnail of the works selected, may be printed. 2) “ArtSpeak 101,” a visual glossary defining the elements of artistic design. The element, such as ‘color,’ is followed by three works of art and a question “how do you think color is used to create special effects.” The student may answer the questions and send the answer to the instructor. http://www.stonecarver.com/create.html http://www.stonecarver.com/carvtool.html Walter S. Arnold, sculptor and stone carver, offers his step by step display in the carving of gargoyles. The Chicago artist studied at the marble studios in Pietrasanta, Italy and worked on the sculpture at the National Cathedral in Washington, D.C. for five years. His website offers a Teachers Q and A section, information on the history of stonecutting, and many links related to gargoyles and other sculpture. This is a worthwhile site for linking online art appreciation syllabi. http://www.rleggat.com/photohistory/ A history of photography from its beginnings till the 1920s is presented by Dr. Robert Leggat, MA, M.Ed, and has written a book, Photography in School: A Guide for Teachers. In addition to the history, his site includes links to museums with significant photography collections, lists of photographic artists with links, and extensive information on processes, styles, and movements in photography. |
| Individual
Homepage
Sites and K-12 Sites Only a few individual homepage sites and K-12 sites have been listed for evaluation. In some the accuracy of information may be suspect, while in others the information may prove too simple or basic for use in college level courses. Nevertheless, there are often images and accompanying links that may prove useful. Care needs to be taken by students, with instruction from teachers, as to the documentation of such sites in college-level papers. http://www.artcellarexchange.com/talk.html The Art Cellar Exchange includes interesting sections on art law and theft, and links to the National Stolen Art File, Interpol, and the International Foundation of Art Research, and the Art Loss Register which lists over 100,000 stolen works of art. The site also provides some interesting art history information and a glossary. The Art Cellar Exchange is a fine art brokerage firm designed to work with private collectors. Its work involves collection management, estate representation and exhibition consultation. http://www.rcs.k12.va.us/csjh/color/colortheory2.ppt This Color Theory powerpoint presentation was developed by Lazzelle Parker, at Cave Springs Middle School, in Roanoke, Virginia. Although developed for elementary school students, the powerpoint presentation is very well done and contains solid information for all age groups. http://www2.evansville.edu/studiochalkboard/ http://www2.evansville.edu/drawinglab/ The Studio Chalk Board is a site developed in conjunction with the University of Evansville School of Art and the Herron School of Art at Indiana University-Purdue University at Indianapolis. The Drawing and Paintings sites were developed by Ralph Larmann, art faculty member of the University of Evansville. The Figure Drawing Lab, also developed by Professor Larmann, is equally useful. The website states, “Individuals, schools and arts educational institutions are invited to use this resource.” Both of these sites offer good how-to information to supplement the theory presented in art appreciation courses. |
| Sites Linking to Art
Journals
and Magazines A final category for evaluation are sites that link to on-line art journals and magazines. These evaluations are not intended to duplicate the database sources available through the SAC Moody Learning Center, but to provide sources of additional scholarly materials available to students on-line and without password. http://www.ilpi.com/artsource/journals.html Artsource presents a list, with links, to art journals online. The links include Nexus, Art Review, Arts Journal, Ceramic Monthly and so on. This is a valuable resources for students. http://www.princetonol.com/groups/iad/links/artmags.html Princeton Online, as part of the service of its Incredible Art Department, offers an extensive listing of art journals and magazine online, similar to the list above but with some different publications listed. |
| Link to "The
Annotated Web Bibliography" (Appendix I) Link to "The Initial List" (Appendix II) |