Since Artsonia started allowing students to photograph upload their own artwork this year, I wanted to make sure that the quality of the photographs wasn’t sacrificed. The number one mistake kids make (especially the younger ones) is to photograph their artwork at an angle instead of squared away for accurate cropping.
This iPad photo stand was created by my awesome custodian using repurposed materials. The only thing that he bought was the plexiglass.
As it turns out, Artsonia is also working on a way help kids take good photographs of their artwork. Tiffany from Artsonia sent me some pictures of the iPad photo stand they created using only a cardboard box and two under cabinet lights.
Here are the details so you can make your own for about $20!
- Find a strong cardboard box. (The box dimension in the photo is 18″x16″x12″).
- Three of the four flaps are extended as “legs” reinforced with duct tape in the corners and the 4th flap is taped up inside the box to allow room to slide artwork in/out.
- The two under-cabinet portable lights shown in the picture are made by Lights of America, Model 7108 (13″, 8 watts). I found them online for about $10 each.
Artsonia Classroom Mode (is awesome)
Getting kids to take their own photos and add artist statements has been fantastic experience this year. Not only do I get a ton of time back by the kids photographing and uploading their own artwork, but they also learn some basic photography skills. Since artwork is uploaded immediately, the students can also write their artist statement at the same time instead of waiting until the following class for their artwork to be published. The video below shows a student going through basic upload process.
Important QR scanning tip – use a QR reader that will redirect you to Safari automatically. Staying within the QR reader can cause issues with upload. I prefer the QR reader NeoReader that allows you to go automatically to Safari in the settings.
But, I only have access to one iPad
If you’re in a one iPad classroom (or using your own), have the students take the picture and skip the editing and artist statement. The key to saving huge time is to get the artwork photographed and assigned to the right student. Once the photo is submitted by the student, as the teacher you can access the submitted work to crop the image after class. And if you have access to computers, the students can photograph with the iPad and then go to a computer to finish the artist statement using the class code provided.
Do you use Artsonia Classroom Mode? What are your tips?
One of my favorite apps to use for digital painting on the iPad is Sketchbook Pro (The free version is Sketchbook Express). I thought it would be a good use of time for my students to learn the basics of the app on a day I couldn’t be in school. Using a DVD version of my screencast featured below, the kids still get me as the teacher while my sub acts as the facilitator. I’m not even relying on my sub to know how to do anything with the app, but instead empowering the kids to help each other as they progress as a group through the tutorial.
I definitely think like a kid when it comes to technology- it has to be fun or I don’t really want anything to do with it. Maybe that’s why I LOOOVE Augmented Reality (AR) and the Aurasma app. Similar to the way a mobile device scans a QR code and links to a website, AR lets you see something not there in reality except when viewed through the mobile device. The best way to show you how it works is through the video of my students using it in class:
(Trouble viewing this video? Click here.)
What you saw in the video above was a still image (called the trigger) and video overlay creating an “aura”.
Excited to try this out right now?
1. Download Aurasma (Free)
2. Using your mobile device connect to my school channel here: http://auras.ma/s/CimAb (case sensitive)
Or scan code:
3. Hold mobile device over any of the images below!!!! (You might want to click images to enlarge)
So cool right? Want to create these for your classroom?
Ok- here are the first things you need to know. There are two kinds of Aurasma “Auras”. One is location specific and the other can be viewed anywhere on earth by subscribing to the appropriate channel. If you are into this, I would highly recommend creating a channel. Best way to do this is by using Aurasma Studio online (sign up here for free). For your first AR “aura” you need one digital still image (trigger) and one overlay such as a video. You don’t need to make your own video – just use keepvid.com to download one from YouTube connect it to an image. Or even better, have the kids create an artist statement video and attach it to photo of their artwork (this is on my to-do-list for this school year). Once you have your “auras” ready then connect all of the mobile devices you want to use to your channel (a little work up front, but you only have to do it once). To help you get started in Aurasma Studio, I created this video walkthrough:
At this point you can continue to create “auras” in the Aurasma Studio as you go throughout the school year. However, before you go to all this work, test one out to make sure your school wifi filters haven’t blocked Aurasma from working (something your tech can hopefully fix).
I can’t wait to find more ways to use Aurasma this next school year. How will you use Aurasma in your room?
Many schools are beginning to redirect money once set aside for textbooks toward technology and purchase iPads. Although some app prices may seem out of reach, they often can purchased in bulk for a fraction of the listed cost.
So what are the best apps to actively engage your students in meaningful art content and help you organize curricular resources? We included our favorites but want YOU to be the judge where they belong on the list!
Please feel free to interact and rank up or down what apps you set as a priority. View as a list or filter by tags such as painting, organization, collage, etc.
Please leave a comment on how you use it in your art curriculum! Great way to send and retrieve documents and images. Teach your students all sorts of symmetry applications including tessellations. Learn more and see student samples here: http://baart.weebly.com/1/post/2013/01/the-amaziograph-app-is-amazio-ing.html Is a good drawing app with layers for more advanced interactions. Here is a nice review of the uses in the art curriculum: http://www.theartofed.com/2012/06/26/the-app-every-art-teacher-must-have/ Lots of great textures and layers for making beautiful artwork. Student example here: http://www.flickr.com/photos/69435082@N06/6779684628/in/set-72157629802735527/ Create and share presentations using images and embedded video. See how art students used them at the Art Institute of Chicago: http://theteachingpalette.com/2013/02/01/artist-experts-on-ipads/ Pricey but it is a fantastic app if you want to do any video production with your students. Create virtual sketchbooks for each of your students. Percolator app is useful to create abstracted effects. Nice introduction to using the iPad for younger students. See student sample here: https://itunes.apple.com/ie/app/percolator/id385454903?mt=8 Motion HD is an intuitive and powerful time-lapse and stop-motion app for iOS. Great for primary level students and integrates literature and symbolism too. Student examples: http://www.artsonia.com/museum/gallery.asp?exhibit=610488 Check out our interview with the children's book author that inspired this app: http://theteachingpalette.com/2010/04/02/conversation-with-hanoch-piven-about-his-new-iphone-app-“faces-imake”-3/
Here is a video overview of the featueres: http://www.youtube.com/watch?v=Tn2id0MjD18
SketchBook Pro offers more layers and additional features including the Photoshop format. Check out this video geared toward kids learning the basics of Sketchbook Pro. https://www.youtube.com/watch?v=OnxQRJUwPi0
Take pictures, edit your movie and export HD 720p videos to your device or directly to Youtube. See how this was used for claymation: http://splatsscrapsandglueblobs.blogspot.com/2012/11/claymation-with-5th-grade-students.html
Great way to send and retrieve documents and images.
Teach your students all sorts of symmetry applications including tessellations. Learn more and see student samples here: http://baart.weebly.com/1/post/2013/01/the-amaziograph-app-is-amazio-ing.html
Is a good drawing app with layers for more advanced interactions. Here is a nice review of the uses in the art curriculum: http://www.theartofed.com/2012/06/26/the-app-every-art-teacher-must-have/
Lots of great textures and layers for making beautiful artwork. Student example here: http://www.flickr.com/photos/69435082@N06/6779684628/in/set-72157629802735527/
Create and share presentations using images and embedded video. See how art students used them at the Art Institute of Chicago: http://theteachingpalette.com/2013/02/01/artist-experts-on-ipads/
Pricey but it is a fantastic app if you want to do any video production with your students.
Create virtual sketchbooks for each of your students.
Percolator app is useful to create abstracted effects. Nice introduction to using the iPad for younger students. See student sample here: https://itunes.apple.com/ie/app/percolator/id385454903?mt=8
Motion HD is an intuitive and powerful time-lapse and stop-motion app for iOS.
Great for primary level students and integrates literature and symbolism too. Student examples: http://www.artsonia.com/museum/gallery.asp?exhibit=610488 Check out our interview with the children's book author that inspired this app: http://theteachingpalette.com/2010/04/02/conversation-with-hanoch-piven-about-his-new-iphone-app-“faces-imake”-3/
One of the highlights of the 5th grade art curriculum is our trip to the Art Institute of Chicago. While at the museum the students become art docents, presenting researched information to their peers while standing next to the original work of art. Prior to our trip, the students spend six class periods working in collaborative groups researching one of eight artists and prepare their information for presentation at the Art Institute of Chicago. This past year was especially exciting since we had access to iPads as our presentation tool instead of just reading from a typewritten report as we have in the past. Keynote was used on the iPads to display images of the artist, other artist works on display in other museums, and even show video footage such as Monet in his garden or reference Ferris Bueller’s Day Off.
The success of this learning experience is dependent on careful attention to detail. But believe me, it is well worth all the effort! Here’s a look into how I organize this great learning experience:
1. Painting assignment: I start by showing my students eight different paintings from the Art Institute of Chicago and briefly share a couple of details about each. (*Note: paintings chosen based on availability of research material appropriate for 5th grade.) Students then rank their favorite painting based on the one they are most interested in learning about. (Tip: use a different color paper for each class to stay organized.) Next, I go through and sort the completed rankings by preference and create research groups of 2, 3 or 4 students. After lots of shuffling, I have close to equal numbers of students researching each of the eight paintings. For example, of the eighty students in 5th grade, I had ten students researching eight different artists.
2. Begin research: Although I have a variety of books on each artist for student reference, most of the research is done online. Instead of setting the students free to roam the Internet, I have gathered quality and age appropriate multimedia resources into Livebinder for students to access.
The students are asked to work together gathering basic artist information. Research roles are assigned to engage all the students in the collaborative learning process: information recorder, word definition researcher, fact checker, and group progress monitor. Students are encouraged to find and record only useful information – content important for understanding or something others would find interesting to learn.
3. Presentation Creation: Since the iPads at my school are shared across grade levels, I have my students use Keynote on a Mac to create their presentation before loading onto an iPad. (This can also be done using PowerPoint that is easily converted to a Keynote on the iPad).
Essential Keynote requirements:
Each Keynote must include full screen images of the artist and/or artwork not found at the Art Institute of Chicago. (A great resource for finding images is Wikipaintings.) The presentations must also include accurate information about the artist, the painting featured, and concluding open-ended questions for the audience. (See student checklist here) Here are a few finished student examples in Keynote:
4. Museum Preparation: You will need to separate students into new groups for the museum. For example, a research group of three students learning about Picasso at school will all be split up into three different museum groups. In the end, each museum chaperoned group will have all researched artists represented . . . one student representing Picasso, one student Monet, O’Keeffe, Cassatt, etc . . .
Next, find out exact room location of paintings and prepare a rotation map for each group.
5. iPad Preparation: Upload all student Keynotes to a wiki or Dropbox. You will need one iPad per museum chaperoned group. In my case, I had 10 iPads (10 groups of 8 students). Just use iPad to link to your Dropbox or Wiki, then click on each Keynote to load onto iPads. (Tip: Students should save Keynote with all group member names to make it easy to find correct Keynote to upload)
6. On location! Students rotate throughout museum taking turns presenting at each painting along the map route. For example, group #3 starts at location #3 and then moves in rotation order. I usually add in a few fun stops along the way if there are fewer artists studied than museum chaperoned groups (such as the Thorne Miniature Rooms or a St. George and the Dragon activity)
Check out the video overview to see what our experience looked like:
Since the Keynotes were uploaded online, I just had to share the link so the students could download it at home and share with family. I have even had former students return and tell me that they visited “their painting” over the summer loved feeling so smart as they discussed it. I can’t wait to do this project again!
The Art Institute of Chicago’s guest blogger Carolina Kauffman was kind enough to let us republish her excellent article about the use of technology to enhance and extend the museum experience. Read the article below and the original can be found here.
Is There an App for that Brushstroke?
In deference to the safety of the museum’s collection, painting in the Art Institute has traditionally been restricted to a limited number of students and professionals. But thanks to creative uses of mobile devices, the museum has been able to extend that artistic experience to a wider audience without spilling a drop of paint. In a recent Teen Studio Workshop on Experimental Painting, museum education staff—using an iPad app that simulates painting techniques—provided teens with a digital canvas and virtual brushes and paints. Inspired by artworks like Gerhard Richter’s Ice (1-4) shown below, participants “squeezed” virtual paint onto their simulated canvases, blended and smudged colors with a palette knife, and built up layers and textures, all through touching or dragging their fingers over iPad screens.
Museum lecturers also use iPads as virtual portfolios to show images that supplement understanding of artworks discussed on public gallery talks. Digital images on the iPads permit the audience to view sculpture from different angles, and to explore related works from the collection not on display, or comparative artworks from other museums or collections. The speaker below, for instance, shows the image of an ancient coffin to help convey the original purpose of the Egyptian funerary objects in the cases behind him. Lecturers use them to zoom in on minute details, some not detectable to the naked eye, and the highly visible backlit screen gives iPads an advantage over their paper analogues.
Lecturers have even begun to incorporate audio and video into their tours. During a gallery talk, for example, visitors might listen to the atonal music of Arnold Schoenberg and compare it to the abstract compositions of Vasily Kandinsky; or they might compare movement, rhythm, mood, or repetition in an artwork to that found in an example of jazz or classical music. A lecturer might invite visitors to explore Richmond Barthé’s bronze sculpture The Boxer and watch an archival video showing the artists process and sculptural techniques in his studio. Most recently, children were introduced to the illustration exhibition Animals around the World: Picture Books by Steve Jenkins in the Ryan Education Center both literally and virtually. First, students looked closely at the dynamic paper collages combined with amazing facts about inhabitants of the animal kingdom. Then an educator showed videos on an iPad of the animals in their habitats, enabling some of our youngest audiences to see examples of where an artist drew inspiration for his work.
Mobile technology is increasingly demonstrating its potential to connect museum audiences of all ages with the artists and their works and to provide opportunities for creative experiences through dynamic interaction with the collection. Stay tuned for more ways in which the Art Institute of Chicago will engage 21st century visitors with mobile and touch-screen technology, bringing them closer to the collection in new and exciting ways.
—Carolina K., Education Technology Manager, Digital Information and Access
The following is a guest post from Suzanne Tiedemann who teaches art at Brunswick Acres School in South Brunswick, New Jersey and Tricia Fuglestad who teaches at Dryden Elementary in Arlington Heights, Illinois.
Tricia: In late 2010, I wrote a grant to receive an iPad for the art room. I hadn’t any experience with one at the time, but thought that they may have a use in the art room some how and I was curious to explore the possibilities. I imagined that students would publish a collaborative book, record their voice for video, or access the Internet. The iPad 2 hadn’t been announced yet with camera/video so my thoughts were mostly on apps for exploring art and making art.
I asked my building tech assistant to allow me to play with an iPad over winter break.
That’s when it happened. That winter I was completely smitten with the touch- swipe-pinch-zoom-undo-ease of the iPad. I loved the “tweet this”, “email that” simplicity of use.
I started to play with the Brushes app with layers, transparencies, textures, and playback mode and thought…this is transformational!
For years I’ve been trying to do technology based lessons with my elementary art students and found that they needed a great deal of instruction in how to use the tools, where to click, and how to troubleshoot issues. This meant that I was more of a tech teacher than an art teacher during class time.
Since those days my school purchased 100 iPads that travel throughout the school one grade level at a time each month. This means that I have the opportunity to create a digital art lesson with every grade level on the iPads in my K-5 elementary school. I jumped right in with uncertain expectations. I didn’t know how much my students could accomplish, how many issues we might have with network connectivity, and how I would deal with image management.
Some of the things I’ve learned:
- Find a way to project the ipad as you teach (I use Apple TV to wirelessly mirror the iPad through my projector. View my blog post to learn more)
- Learn the vocabulary for the ipads (home button, settings, wifi, share button, swipe, pinch, zoom, undo, double click, tap, shut down, mute, etc.) Manual
- Teach students to respect the iPads as learning devices (not for playing Angry Birds and filling the camera roll with silly pictures)
- Teach what you would have normally, but digitally if you can. Don’t let the ipads disrupt learning, but rather transform. Here are some examples.
Suzanne: Over the past four years, I have been taking steps to acquire touch screen devices for my students to use as art making tools. In 2009, I took photos of my family and friends with my iPhone and created silly portraits of them with bulging eyes and very lopsided features using the app, “FaceMelter”. Salvador Dali’s “The Persistence of Memory” popped into my mind, and I thought that if I was having this much fun creating images in this style, my students might like it too. I found myself lending my iPhone and iPod Touch to my students. It was both hysterical and inspiring for them to learn about surrealism by creating “Melting Self Portraits” . Their excitement about using the touch screen to create made me look past the possibility that my devices could suffer any casualties. Fortunately, students took great care of my technology. The administration in my district believes in demonstrated practice; therefore, I was determined to prove that my students needed touch screen devices in the art room. At that time, I began uploading student work to their online Artsonia galleries and printed others to display in my school.
In 2010, I invited my supervisor to observe a lesson where my students were using my iPod Touch to create digital collages using the app Faces iMake. To this day she recalls how amazed she was that first graders were all completely engaged and in awe when trying to watch a demonstration on one tiny iPod Touch. She was equally impressed with how intuitive they were when it was their turn to create digital collages on such a small screen.
At the end of the 2011 school year, my district acquired iPads through a grant. Select classroom teachers and a couple of specialists, including myself, were invited to be a member of the iPad Pilot Program. I was given one first generation iPad to use with my students. We explored digital storytelling, augmented reality, graphic design, photo and drawing apps and more. Each week, I was required to submit a form to my technology leaders that described how I was infusing the iPad in the art room. It was a super exciting time, but only for a select few. Students wanted to use the iPad, but only having one iPad for 550 students meant that the odds of using the iPad were pretty slim for most.
Some of the things I have learned along the way:
- Publish your students’ digital work online if possible and share the work they are creating with your administrators and technology leaders. Demonstrated practice could possibly go a long way. Read about how the iPad has been infused in the art room B.A. Art/iPads and see my students in action by viewing our B.A. Vimeo iPad Library.
- Download and install Dropbox on your computer, iPads and iPhone. I cannot imagine managing and uploading my students’ digital files without it.
- Talk to your students about your efforts to acquire technology for them. My students seem to appreciate that I include them in on the process. This could possibly be part of the reason why they take proper care of the technology when it arrives for them to use.
- If you do not have a class set, create an iPad station where students can cycle through and take turns using the iPads while others are using traditional tools at their tables.
- If you do not have a class set, provide time for students to work in groups. They enjoy solving problems together and are less frustrated when navigating tools for the first time in apps like “Brushes”.
- Apply for grants when possible and look for opportunities that may help you acquire more iPads and perhaps a class set. Having an iPad station makes it possible to offer basic digital lesson extensions. A class set will allow you to teach digital lessons to an entire class on some days while using traditional tools on other days.
Suzanne Tiedemann and Tricia Fuglestad spent the last year exploring uses for the iPads in the Art room. They presented on their findings at the National Art Education Association on Saturday, March 3, 2012 in NYC. Fnd their resources on their iPads in Art resource site.
Art teachers are always on the lookout for creative ways to reach their students. From museum field trips to outdoor hikes to search for still life subjects, art teachers have learned over the years that the more interactive the lesson, the better student engagement. However, with the invasion of smartphones, it’s become increasingly difficult to engage students. While this is generally not an issue those who teach at an online school, teachers at brick-and-mortar campuses are trying to figure out how to engage students who would rather spend their time texting and updating Facebook. The answer, if you have access to smartphones for your classroom, is surprisingly simple: there’s an app for that. Teachers can take advantage of a wide range of applications that can be used in the classroom, integrate them into lesson plans, and lasso reluctant students into engaging in rich learning experiences.
How to Introduce Smartphones to Your Lessons
The problems with smartphones in school are generally thought to outweigh the benefits, leaving many teachers leery of allowing them in class. However, it’s important to remember that while cell phones might be the bane of a teacher’s existence when student phone use in class is a distraction, the devices are only tools can just as easily be used to help rather than hinder classroom activities.
One option for incorporating smartphones into the classroom, is introducing school-purchased smartphones that can be properly monitored rather than regulating students’ use of their own smartphones. For instance, in 2007 Qualcomm issued smartphones to 3,000 students in four North Carolina school districts as part of Project K-Nect. The study, detailed in Education Week, shed light on how smartphones can be used in school. In addition to continuing training to develop smartphone-based science and math lessons, the teachers were given considerable power over students’ devices. Teachers could see what students were doing on the phone at any time, monitor instant messages, report misuse, and even shut the phone down if necessary.
However, school-issued devices aren’t the only way to use smartphones in class. With good direction and supervision, students can usually be trusted to use their own devices productively if given the opportunity.
Teaching Strategies for the Smartphone Classroom
For art teachers, there are tons of ideas worth considering, from straightforward museum tours and art history lessons to modified lesson plans developed by teachers in other fields.
Liz Kolb is the author of the book “Toys to Tools: Connecting Student Cell Phones to Education” and an associate researcher at the University of Michigan. She provides a database of ideas for teachers looking to meaningfully incorporate smartphones into lessons. While the suggestions aren’t specific to art classes, a quick perusal of her ideas and the ideas of other teachers who post to the site will yield plenty of lessons that can be adjusted for the art classroom. Among them:
• Use wiffiti.com, which will display text messages sent to the teacher’s account, to have students write short opinions of a famous work of art. The teacher can display these for students to discuss.
• Use phones to take photos of art in the community and send them to flickr.com. Students can use the compiled photos to create a classroom definition of art.
• Have students utilize a teacher-established account on a site like polleverywhere.com to gather real-time feedback when asking multiple choice or true/false questions. Instead of just one student’s response, teachers get feedback from every student.
• Have students create podcasts in which they describe a painting in detail. Each student will then listen to another student’s podcast and attempt to draw the painting based upon the description.
Of course, Kolb doesn’t have the market cornered when it comes to smartphone integration in the classroom, and a number of websites discuss how art teachers can integrate different apps into lessons. Teachers can find such a list in one of this blog’s previous posts, which is a great resource for those with access to iPhones in the classroom and also provides plenty of search ideas for those without.
The study in North Carolina cited above found students taking an active role in creating new course content and assisting one another improved their test scores and understanding of course material. Granted, Project K-Nect studied how students engaged in math classes using smartphones, but you can bet that art classes will show equal enthusiasm given the opportunity to use familiar technology meaningfully. Educators need to revise their thinking about the presence of phones in the classroom and develop ways students can engage in lessons that go beyond classroom walls. Why not let art teachers, with their enthusiasm for creativity and willingness to think outside the box, lead the smartphone charge?
Since publishing our 30 Best iPhone Apps for Art Teachers last year (August 2009), we have discovered many new apps that are worthy of being added to our best list. Covering a wide range of interests and uses, below are the Teaching Palette’s 10 Best iPhone, iPad and iPod Apps for Art Teachers 2010 – the latest and greatest apps for art teachers and their students. Consider this an amendment to last year’s list.
Apps for Student and Teacher Use
Animalia Based on the beautiful illustrations from the classic book by the same name, this app brings “eye spy” to a whole new level. Explore various artwork by hunting for hidden items.
Accudraw Update your traditional grid drawing system with technology. Photograph an object or use one from your library and overlay with a grid to create precision drawings.
Faces iMake Appropriate for younger students, this app uses a creative mix of collage materials inspired by author and artist Hanoch Pivin. Upgrade to the premium version for additional features. See our full review of Faces iMake here.
KidsOrigami Beautiful images illustrate simple origami folding techniques for kids. Just click on a paper crane, frog, etc. and follow the step by step instructions. Great for the analytical thinkers in your classroom. Recommended for late elementary and up.
Sketchn’ Guess Lite Available only on the iPad this app capitalizes on the larger screen size for game play. Players divide into two teams and try to gain the most points by guessing their team’s themes the fastest. Features include a timer, score sheet, “Sketchn’ Guess” cards and several colored pencil choices for sketching in an easy to navigate format that allows for self directed play. Recommended for late elementary students and up.
fotobabble Great for an art critique or personal reflection, this simple app allows you to record and attach audio to a photo. Saved content can be posted publicly or privately accessible on the fotobabble website.
Art & Music If you enjoy integrating music into your curriculum, this is the app for you. This app matches up music and art from corresponding time periods, ranging from Russian to the Classical West. (not iPad compatible)
Apps for Art History
MoMA AB EX NY Experience 200 Abstract Expressionist paintings all housed by the MOMA. Beautiful images of art that can be enlarged and displayed with additional information. The iPad app includes a selection of videos featuring comments by the curators, artist painting techniques and art terms in action. My favorite video is The Painting Techniques of Jackson Pollack: One: November 31, 1950. There is also an interactive map and Art Terms glossary.
SmartHistory The closest you can get to Italy from home, this app gives an amazing virtual art history tour through Rome using various multimedia including video and google map locations.
French Impressionism Showcasing artwork from the collection of the Art Institute of Chicago, this app is perfect for Impressionism lovers. View detailed video descriptions, gallery views, and biographies including Monet, Seurat, Ceznne, along with many others.
ArtPuzzle HD (iPad) / ArtPuzzle Lite ArtPuzzle HD is set in an art gallery that you virtually walk through and unscramble over 70 famous art masterpieces. The iPad app features classical music, four levels of difficulty, information about each painting and the ability to save the image to your photo gallery. ArtPuzzle Lite is compatible with iPad, iPhone and iPod Touch and offers many of the same features but, also has a quiz feature.
Art Start Created by an art teacher from Seattle, this idea generator can spark creativity in your students. Simply pressing the start button produces ideas for media, prompt, and color.
Learn about many other great apps reviewed for education though IEAR.
Major contemporary artist John Baldessari launches new iPhone/iPad app John Baldessari: In Still Life 2001-2010 in conjunction with For Your Art and support from Ovation. According to the the official website, “John Baldessari created the first In Still Life in 2001 for an exhibition at LACMA. He hung Abraham van Beyeren’s Banquet Still Life on the wall next to an empty frame and invited exhibition visitors to digitally rearrange or remove the 38 objects in the original 17th-century Dutch painting, thus creating a new still life of their own. Visitors were encouraged to print out their still lifes and hang them in the room or take them home. When someone completed a still life using In Still Life, it became his or her own artwork, not John Baldessari’s or Abraham van Beyeren’s artwork.”
Although, the app is free through iTunes you might not have access to a classroom set of iPod Touches. That’s why we really love the online preview that allows anyone with a computer to create his or her own still life (click here to preview app online). This is a wonderful alternative for giving a whole class access to creating their own Dutch influenced masterpiece. The website would also work well with an Interactive White Board to introduce a lesson on Dutch still life painting, show connections between modern artists and past art or to talk about symbolism. While visiting the site make sure to check out the “Learn” tab in the menu. It lists each of the 38 objects in Abraham van Beyeren’s original artwork and describes the and meaning behind each object.