Commercial Hypermedia Product: Reference Materials
There are quite a few reference materials available to all teachers, and more specifically art teachers. Reference materials are a type of “Hypermedia.” Hypermedia according to Roblyer and Doering (2013) means it is linked or interactive media. It essentially means that student or teachers can, “quickly access items of information whose meaning were connected but that were stored in different places.” (Doering & Roblyer, 2013 pg. 173). Many of theses reference materials are accompanied by search engines, simulations, animations, videos and or internet links which provide even more references to the related subject (pg 176).
The modern Museum of Art, or The Moma, has a learning section of their website (http://www.moma.org/learn/moma_learning) which is an endless resource for art teachers and students. You can search artwork by theme or artist, and within those they have questions and activities you can do around that theme or artist. A teacher could use their database to create lesson plans, while students could use it to learn about art history or to find inspiration for an upcoming project. The website will also give you related links, topics, and catalogs from past related exhibits at the museum. To have all that information at the click of ones mouse is extremely helpful and valuable. It is like Roblyer and Doering says, “the tremendous access to hypertext and hypermedia tools opens up a multitude of creative avenues for both students and teacher,” (Doering & Roblyer, 2013 pg. 176).
Multimedia Authoring Tool: Video Portfolios
One of the Multimedia authoring tools discussed in chapter 6 by Roblyer and Doering is Audio and Video Production and Editing Systems. I would use this authoring system to create Video Portfolios of my student’s works. “Video systems have assumed a central role in portfolio development,” (Doering & Roblyer, 2013 pg. 191). Using video production software to make these portfolios would make them easy to share since they would be digital, as well easily edited. While video editing can be time consuming for novices, and people wanting to create high-quality videos there are more an more way to create these videos with the technology we have these days, cell phones, i-pads, digital camera, etc. (pg. 188). I could also use this software to create video portfolios of artists works that relate to a subject we are currently learning. There are a great deal of possibilities and uses for the Audio and Video Production and Editing Systems in my art classroom. Below is a video of an artist’s portfolio which is a great example of what I could do with my students work, The video is simple and clean but very effective in showing the artist’s work.
Roblyer, M.D., and Aaron H. Doering. Integrating Educational Technology Into Teaching. 6th ed.
Boston: Pearson. 2013. Print.
Austin Hargrave's Photography Portfolio. (n.d.). Retrieved February 12, 2015, from https://www.youtube.com/watch?v=F0a6J2aDSGo&noredirect=1
LEARN. (n.d.). Retrieved February 12, 2015, from http://www.moma.org/learn