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K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer

K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer

Megan J. McPherson
Copyright: © 2015 |Pages: 21
ISBN13: 9781466682719|ISBN10: 146668271X|EISBN13: 9781466682726
DOI: 10.4018/978-1-4666-8271-9.ch014
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MLA

McPherson, Megan J. "K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer." Revolutionizing Arts Education in K-12 Classrooms through Technological Integration, edited by Narelle Lemon, IGI Global, 2015, pp. 310-330. https://doi.org/10.4018/978-1-4666-8271-9.ch014

APA

McPherson, M. J. (2015). K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer. In N. Lemon (Ed.), Revolutionizing Arts Education in K-12 Classrooms through Technological Integration (pp. 310-330). IGI Global. https://doi.org/10.4018/978-1-4666-8271-9.ch014

Chicago

McPherson, Megan J. "K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer." In Revolutionizing Arts Education in K-12 Classrooms through Technological Integration, edited by Narelle Lemon, 310-330. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8271-9.ch014

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Abstract

Art and design students' transitions in the university studio and their careers are now a significant issue in higher education. There is a more explicit articulation of the graduate capabilities that students now need to cultivate to become artist and designers. The author focuses on the transition into the university setting and the pedagogic relationship with the graduate capabilities of artists and designers and their portfolio careers as a way to contextualize art pedagogies and technology use in K-12 education. The author argues that supporting students' expectations and aspirations in their desires to become artists and designers is relational to graduate capabilities and the notion of a portfolio career. The author concludes by suggesting that the use of arts education and technology have a pivotal role in helping students develop transitioning skills, graduate capabilities and portfolio careers.

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