c. Selecting ICT Resources

The teacher in the case study is completely at home with the skills behind most of the options we have looked at above, though she does not know an expert she would e-mail in the final option. She has used the videos, she already has some word-processed materials, she has seen some good Art sites on the World Wide Web, and she knows how to use a CD-ROM.

You may not be in the same position as she is, so we shall look at the options in the context of your school and your experience. Think about the following points as they apply to you:

Using images only, and not using any ICT (or other technology) at all.
I have a bit of a problem with this (I would say that, wouldn't I?) in as much as my own experience of working with images is that it is both hugely enjoyable - on its own, without technology - and very challenging for young people. In terms of the objectives set for this case study, there is such a wealth of material available from the World Wide Web and CD-ROM. There is so much you can do with a couple of good imported images, that I really would want to get the most out of the book, the technology and the pupils, by combining some of those options.

Using a word processor package to create worksheets on the text, placing some images into the worksheets.
Here the question is one of how much the pupils will learn, retain and organise if the teacher spends her time on creating learning and testing resources using a word processor, and how much they would have done so anyway. My own view is that a picture can paint a thousand words; that a picture can provide the main stimulus for learning and discussion. It also seems likely that the time spent on creating high quality resources of the sort the teacher wants is likely to be returned in the adaptability and re-usability of the resources.

Using video of different aspects of Art History such as The National Gallery Collection.
This isn't strictly an ICT option, but it would be if it were done in conjunction with the word-processed worksheets or some work on the World Wide Web looking at alternative views of Art movements. The best thing about it is that looking at video provides a range of stimuli to the learner - especially our younger learners with high levels of 'tele-literacy' - and that the videos are themselves re-presentations of unfamiliar images with opportunities to re-contextualise them.

Using the World Wide Web to gather visual resources, especially on the main Art movements.
The following web addresses provide interesting visual resource material for all major art movements and artists:

http://witcombe.sbc.edu/ARTHLinks.html
This is an exceptional educational resource for the enquiring art student. The home page categorises the different eras in history from prehistoric to modern, creating a really comprehensive timeline. Each link from here will take you to a vast collection of the best sites on the Web. A definite bookmark for anyone interested in the history of art.

http://www.artguide.org
A comprehensive and no-fuss guide to the public art collections of Great Britain and Ireland. There are 1900 named artists and 650 museums, all listed alphabetically, so there's no problem finding what you want. This is a really valuable resource, which updates regularly to keep up with exhibitions and new acquisitions to existing collections. An essential companion to the student and enthusiast.

http://www.metalab.unc.edu/wm
A good site for top quality images.

http://www.art.com
A collection of images and a searchable date base for artists and movements.

When you come to use the World Wide Web to deal with Art, you should try to restrict yourself and the pupils to these sites. Wandering off into hyperspace can be a waste of time without the right focus and the right discipline.

Using the World Wide Web for the resources, and locate an expert on the subject for e-mail communication.
The obvious problem here is the location of an expert. Some web sites invite exchange of observations by e-mail, and these are included in your list above. You still have the problem of managing this type of communication, though, and especially of ensuring that the respondents in cyberspace really are the experts they claim to be.

Now that you've looked at my ideas about the options available, you need to make your own choices. The teacher in the case study has decided to use all options but the expert, and to combine two or more in particular sessions over a five-lesson period. You need to plan to do something of this sort. On the next page, make a copy and fill out the summary to help you get focus on what you will do. Think of some uses of your own, and make a short note on what you will have to do to make it work, what you expect the benefit to be to your pupils, and what difficulties you expect to encounter when you do it in the classroom.

Resources Selected for Work on Art