Reflection and Appreciation of Contemporary Women Artist

of Color

Cognitive Science and Educational Technology I

Dr. Reed

New York University

Steinhardt School of Education
Educational Communication and Technology
Instructional Unit
By:
Kathy Vega

OVERVIEW OF CURRICULUM
This unit is designed for first year college students and can be used as an elective for a
variety of disciplines such as art history, cultural studies, gender studies, educational
technology or simply as an intro to multi-media environments. The unit will be placed in
the 100 level category to inform students that the content will be introductory. The unit
will be presented in 8, one hour and 30 minute sessions.
Students will be exploring ways in which to document biographical information and the
contributions of contemporary women artists of color through a multi-media
environment called HyperStudio 4. HyperStudio is an interactive authoring program that
gives the learners the flexibility to create and link information.
The students will learn about the contemporary artists through reading, lectures and by
recreating works that evolve around the artists theme of interest. Most of these
assignments will be done through HyperStudio, however students are also encouraged to
use other media resources for their research and presentations.
The evaluation process will be ongoing where the instructor provides constant feedback
in the beginning and fades his or her support towards the end, allowing the students to
learn to evaluate themselves.
STUDENTS
This class will be open and accepted for credit in many disciplines and departments. As a
result, the assumption is that the first year students will come from a variety of ethnic
backgrounds and may range from ages 17-19.
It is almost inevitable that the students come equipped with some experience in
Hypermedia authoring programs. Hence, the flexibility to use other media resources will
be encouraged in the class. This way the more advanced students will not feel limited or
unchallenged by the use of the program.
The students will be required to know basic Mac experience such as saving a document,
ejecting a disk, dragging objects and files. If would be more beneficial to the learning
experience if the students have been exposed to an interactive multi-media program.
If the students need help in basic Mac features, the teacher will give them a handout on
the basic interface and functions of a Mac. She would also offer extra support and coach
them during the skill section of the class.
SOFTWARE INFORMATION
HyperStudio: Available for both Macintosh and Windows.
Information on the program can be found at:
Roger Wagner publishing: ( HYPERLINK http://www.hyperstudio.com

http://www.hyperstudio.com)
You can also call Customer Service at: 800-321-7511
LEARNING ENVIRONMENT
The classroom will contain projectors and screens for project and lecture presentations.
The large projection is especially important when teaching computer programs and art
because it aids the students in seeing the visuals and features more clearly.
The classroom should also contain over 20 computers so that the students could have
their individual workspace. Having space and privacy for self -expression through art and
experimentation seems more appropriate for this unit.
The goal is to have no more than 20 students in the classroom, this way the students will
have more space to work individually in each computer. More importantly, this number
will allow time to give feedback to each individual on their projects and discussions.
OBJECTIVES
The first objective is to have young students increase awareness of the achievements of
women artists of color as well as develop cultural sensitivity of cultural differences.
Students will read about the artists followed by a discussion and a brief lecture on the
artists.
Students will also generate artwork and discussions based on the theme that is significant
to the artists. They will be asked to analyze how the assignment affects or contributes to
their self or society as a whole.
Students will gather and research biographical information about the artist that will later
be presented.
The second objective is to introduce and then enhance the students use of the interactive
multi-media authoring program, HyperStudio4. The students should also begin to
understand the function of this program as an educational and creative device.
The students will collaboratively create final presentations on the artists of their choice
and present it in HyperStudio.
The students will utilize HyperStudio weekly for their creative assignments.
The students will be allowed the flexibility of using other media sources to integrate into
HyperStudio to further understand its function and avoid creative limitations.
The students will give feedback to other students occasionally to identify the variety of
features and functions of the program.

RESEARCH FRAMEWORK
Female artists of color have been important figures on an international level and
in the United States throughout the century, but very often go unnoticed. The influences
of Diego Rivera and Jose Clemente Orozco on the development of social realism have
been acknowledged, but others like Frida Kahlo were only praised after her death
(Goldman, 1994). In the 1970s Frida Kahlo became a cult figure, who was revered for
her images of women from a female rather than a male gaze (Goldman). She is still
admired today for her outstanding artwork. Today, artists like Amalia Mesa-Bains and
Faith Ringgold use art as a vehicle to preserve culture and address issues of race, gender
and class. Mesa-Bains and Ringgolds social impacts can inspire todays youth to look at
how they too can express their struggles through art. Looking at the work of female
artists of color will help expand creativity because it illustrates that art can be made from
a wide range of materials including multi-media. Art can also reflect many aspects of
people and society, thus helping students to see how they are connected to and fit into
the world around them (Goldman).
Taking into account the lack of representation that women artists of color have in
the United States, it is important that their contributions be studied and recognized. If we
were to place this content into an environment of college freshmen, the students would
benefit from having the opportunity to document some of these artists contributions
while appreciating the art. A brief history of the Women Art Movement can be presented
to aid students in building a foundation for the subject. Students can gradually be
introduced to the artists biographies and work so that they can begin to identify their
contributions. Using HyperStudio, students can synthesize both creativity and academia

in an exciting fashion. They can also generate informational illustrations even with
limited artistic skills (Grabe & Grabe, 2001). All of the historical analysis can drive
students to think more critically of contemporary womens artwork. It will also enable the
students to recreate and present these works in a constructive format using multi-media.
Giving the learner an opportunity to design a tangible product, like a painting or a
biography, allows them to exhibit the fruits of their labor and gain self-confidence (Grabe
& Grabe). This is important for maintaining the learners attention and participation,
especially with college freshmen that may not have the discipline to focus.
When art appreciation is involved, rote information is not always the most effective way
of teaching. A more stimulating educational approach would call for a meaningful and
active environment (Grabe & Grabe 2001). It would be ideal to have half of the class
time dedicated towards factual information and the exhibition of artwork. The other half
of the class can be utilized for practicing the media skills by inputting biographical
information into HyperStudio. This classroom situation permits students to enhance their
computer skills, while formulating the framework for their final. The final would give the
students the opportunity to see how the combination of critical analysis, art history and
multi-media can be intertwined to increase awareness of the achievements of women
artist of color.

THEORETICAL FRAMEWORK
Constructivist theory is the primary theoretical framework for this unit.
Constructivists believe that education should provide the learner with an opportunity to
construct knowledge through exploration and problem solving (Edwards & Roblyer,
1999). In this unit, college freshmen will be exploring ways in which to document the

contributions of contemporary artists of color through a multi-media environment. First,

students will be introduced to the artists and given a brief history on their contributions.
The contributions can be implemented creatively into HyperStudio, thus allowing the
students to learn the program while maintaining active participation in the learning
process. Active participation is an important necessity in constructivist learning theory
(Bruner 1973, cited in Edwards & Roblyer). Furthermore, identifying the essential
elements needed to construct the small biographies will require students to work with
various problem-solving skills as well. Learning the best way to lay out their projects in
HyperStudio is another form of problem solving involved in the unit.
Constructivists are also concerned with making the learning experience relevant
to the student (Edwards & Roblyer, 1999). Minority representation in the media, arts, and
other fields are often marginalized, making it difficult to find a role model. Because the
classroom, the community and the world are multi-ethnic, students need to be exposed to
artists from various backgrounds that can serve as role models. It is important for the
students to see the art extending from all kinds of people so that they find an inspiring
artist with similar interests. The relevance of the lesson will hopefully stimulate curiosity
and enhance the students knowledge for both art appreciation and multi-media.
The second theoretical framework for this unit is Cognitive Apprenticeship, which calls
for giving students the opportunity to observe, engage and discover
(Brown, Collins & Holum, 1991). Cognitive Apprenticeship teaching methods are
divided into three groups: modeling, coaching, and scaffolding. Modeling requires the
expert or instructor to perform a task for the students to learn. The instructor is also to
coach the students and provide feedback while they are trying to replicate or complete the

task. Instructors or experts should also practice scaffolding, which takes place during and
after the lesson. Scaffolding consists of the support given by the instructor to aid the
learner and gradually fade that support until the student achieves the task. In between
these steps the expert should be motivating the students to reflect, explore, and articulate
their knowledge (Brown, Collins & Holum).
In the beginning, the historical background of the contemporary artists will be
presented in HyperStudio by the instructor. This presentation will serve as a model to
familiarize the students with the software, the task and the content. The instructor will
then continue to coach the learners in finding important elements of the artists. When the
students progressively begin to store these elements into HyperStudio, their multi-media
skills will increase, thus allowing the instructor to fade her support. After various weeks
of creatively storing and presenting their findings, the learners will present and evaluate
their final projects.

REFERENCES

Art in context: center for communications. (1995-2002). Retrieved March 15,

2002, from HYPERLINK http://www.artincontext.com
http://www.artincontext.com
Brown, J. S., & Collins, A., & Holum, A. (1991). Cognitive apprenticeship:
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Edwards, J., & Roblyer, M. D. (1999). Integrating educational technology into
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Fusco, C. (1995). English is broken here. New York: The New Press.
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Grabe, M. & Grabe, C. (2001). Integrating technology for meaningful learning.
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HYPERLINK
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HYPERLINK

http://www.ipl.org/ref/native/ http://www.ipl.org/ref/native/
The mexican museum. (2001-2002).

HYPERLINK
http://www.mexicanmuseum.org/membership/article_news.asp?articlekey=208
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http://www.mexicanmuseum.org/membership/article_news.asp?articlekey=208
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