Let us start off by stating 4 relationships: Technology and Arts. Technology vs Arts. Technology is Arts. Technology and Arts merged. There is a struggle in the twenty first century pertaining to where exactly does Arts relate in a digital media heavy world. To further dive into this struggle, how Education must adapt in its ways of teaching Arts in a technology based environment. Gouzouasis brings up this point in his 2006 journal article Technology as Arts-Based Education where he states “In North America, experienced teachers in the system lack the foundation for teaching an integrated arts and technology curriculum” (p.7). During my reading of his journal article many questions arouse, however, there are two in particular that I will take time to discuss my thoughts and opinions on. First, the idea of technology as a tool and an artist’s use of such tool. Second, the importance of technology being introduce into education before post-education.

“Human conceptual capacity and musicianship skill, however, overcomes all of those technical demands and extensions because the artist, not the tool itself, plies art with and through the tool” (p.6). Gouzouasis (2006) also states that “… that logic is lost on technologists who sincerely believe that technology has the power to transform an individual from novice to expert through the mere use of the tool” (p.5). One would have to agree to a point that having the ability to pick up a computer would not enable you to become an expert at programming. Arts and Science based technology is not developed to be used by any given individual but instead to give the opportunity for any individual to learn with the right tools. Gouzouasis gives us his opinion from the point of view of an Arts perspective, heavily influenced by music. I would like to further support his idea from a Computer Science background. Having a developer mindset, when I think of the creation of a product, or “tool”, I take into consideration the stakeholders I am developing for. Hence, I am developing a technological tool to hopefully improve their skills on some level. Key-point: improving, not mastering. Tools are used by craftsmen to give them the ability to achieve a greater level of success. How do we define a tool?

A tool, as defined on Encyclopaedia Britannica online, is “an instrument for making material changes on other objects.”  Instrument. Before Otto von Guericke created the first modern application of electricity leading to the ability for us to create and harness electricity, music was enjoyed acoustically. When the electric guitar was invented in 1931, it was due to a development in technology. This creation of a new instrument could be perceived as the invention of a new tool. This tool did not allow a novices to become an experts, but instead allowed artists to express themselves differently and created a new genre of music. I would propose that Technology and Arts form relationship similar to what biologist term symbiosis. Advancements in Technology which allow the creation of new and improved tools permit Artists the ability to broaden the field of Arts. Arts and Technology coexist with each other, allowing for one to build off the other, creating a circle of development.

Having covered how important technology is to arts and vice versa, how can one now make sure that Arts-based Education properly makes use of technology? As Gouzouasis(2006) suggests, “Unfortunately, the training in the use of new media applications for graphics, animation, music, sound, and film production begins at postsecondary institutions, possibly too late in an individual’s life to reconsider the cohesiveness of arts and technology” (p.7). To this I further add that technology in general can be introduced too late in the education environment. Children are now being born into a technologically advanced world where YouTube, Facebook, Twitter, and iCloud have crept slowly into our lives and become a daily routine. A child no longer sits in front of a book or television, rather a computer screen or a tablet. With the introduction of user-friendly programs such as iMovie and GarageBand, youth now have the ability to expand their creativity be on the use of a piece of paper and a pencil. Now given these technology, as Gouzouasis (2006) states in his article, “… arts and technology curriculum would be best delivered by teachers beginning in primary grades” (p.8).

A child’s imagination and creativity far surpass that of the average adult. During our pre-teen years, we allow ourselves to immerse into the creative part of our brain and explore imaginary worlds and development ideas that may sound absurd.  I’ve already suggested that technology can be used a tool to improve artists’ abilities. If a change in curriculum is instated, we may be able to tap into the power of imagination that children possess with the given tools from technology. By doing so, we create the opportunity for both Arts and Technology to grow. As these children age and choose their paths in life, they will have received the experience and background of technology from education. “In truth, it is clear that industry decision makers who hire designers for Web sites or creative applications do not select persons who can push a mouse and proficiently operate a graphics design or animation application. The mechanics are simply not enough…” (Gouzouasis, 2006, p.8). Yes, mechanics are not enough, so by given children education in technology, we give them the skills to use the tools, to become a better artist. There is a movement, supported by Bill Gates and developed by Salman Khan, called the Khan Academy which takes advantage of YouTube and web based technologies to improve the learning environment. This change is largely science based but there is no one holding back Arts from following in Khan’s footsteps. Technology needs to be used as a tool to help improve the education curriculum.

The first statement of this paper showed four relationships between Technology and Arts. I believe all four of these relationships are incorrect and I would provide a different relationship. Both Arts and Technology may coexist with each other and improve one another. Technology creates the tools for artists to create and destroy, entertain and enjoy, discover and learn. Artists allow and motivate technology to make new breakthroughs, push the boundaries what can be done, and insist that improvements can be made. With this relationship, we can adept our ways of teaching. As Gouzouasis(2006) suggested in this discussion, “They are for all educators who share an interest in the exploration and development of new pedagogies and teaching materials, and in rethinking the ways we use new teaching and learning technologies, because these issues will affect future generations at all levels of education” (p.9). If we are able to use technology to affect youth through education, the “future generations” continue the circle of technology advancing arts advancing technology. Arts are influenced by Technology.

References 

Peter Gouzouasis (2006). Technology as Arts-Based Education: Does the Desktop Reflect the Arts?, Arts Education Policy Review, 107:5, 3-9

http://dx.doi.org/10.3200/AEPR.107.5.3-9

Tool. (n.d.). In Encyclopædia Britannica online. Retrieved from

http://www.britannica.com/EBchecked/topic/599411/tool