engleski

Classification of internet resources and digital media used for teaching visual arts and art subjects in secondary schools

In addition to being regarded as the predominant source for non-formal and informal learning, virtual space is increasingly becoming integrated into almost all levels of formal education, thus significantly affecting the paradigm shift in teaching and learning. The massive and rapid flow of information created by all participants in the education system demands from them to stay well- informed and knowledgeable about the subjects relevant to their chosen profession and field of expertise. The same principles can be applied in the context of art history at all levels of education. On a daily basis we witness an increase in the number of websites devoted to the visual arts and art history, which often causes us to lose the overview of the volume of content available. Classification of this content imposes itself as a prerequisites for using its learning potential optimally. Examples used in this paper are particularly relevant in the context of visual arts education in grammar schools, since the new modernised visual arts curriculum aims to provide students with an introduction to the modern media and its role in the transmission of knowledge. This paper offers a critical reflection of the ways internet resources are used in the three stages of teaching process: lesson planning, lesson delivery and project work.

digital age ; the Internet ; visual arts education ; history of art ; secondary education

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