Article Summary

Most of the course curriculum in visual art classes is summed up in one final project: the yearly portfolio.  This is a collection of each student’s best work throughout the course and is meant to demonstrate the new skills he or she has gain through the year.  Teachers can use the portfolio as a way to ensure that benchmarks are being met, as a way to document topics that were covered, and student progress.  Students in elementary school often use a portfolio to keep and show off his or her artwork to friends and family members.  For high school students, a portfolio can be used to gain entrance into college art programs.  A study was conducted at Northern Illinois University that investigated the usefulness of using technology to digitize student portfolios.  The study found that the use of media was beneficial on many levels and, when done in even small amounts, increased student involvement and learning. 

It is understood that many school districts do not have the necessary money to keep up to date on the latest technological advances.  Some schools struggle to maintain a computer lab, let alone have art classes dedicated to the use of computers.  However, according to this article, Digital Portfolios in Visual Arts Classrooms by Debra Fitzsimmons, found that using a digital camera to document student work in process, encouraged students to reevaluated and reconsider different aspects of their projects in all of the art mediums that were examined, that which includes graphic design, sculpture, photography and ceramics.  A sculpture teacher commented that by printing out pictures of the projects and having an informal critique allowed students to hear thoughts and suggestions that in turn made the artwork stronger. 

From an intellectual standpoint, using digital media encouraged students to reflect on their work.  Using the computer to organize a portfolio allows for instantaneous viewing, the ability to categorize work in many different ways quickly, and the ability to see themes and processes of the artist.  All of these allows and encourages the viewer to analyze the creative works.  A graphic design teacher noted that the use of a computer allowed his students to shut out background noises and really focus on the creative process at hand.  He found that students walked away with a greater understanding of the course material than if he taught the subject matter without technology.