InAEA 2010 October Meeting Minutes


SageStage Minotaur, Marylou Goldrosen, Margie Scrabblebat, Junie Mirabella, Sunny Kolda, Liliann Ling, and Kristy Handrick


  1. Call for paper – InSEA World Congress, Budapest 26-30 June 2011 Submissions due: 15 November 2010; Notification of authors: 15 December 2010; Full papers due: 30 January 2011, for more information: 
  2. Call for Papers — The Journal of Art for Life; detail can be found at
  3. The second International Conference of Plastic Arts; For more information, please visit:
  4. Call for Papers for the fifth annual ART&DESIGN for Social Justice Symposium; Submissions must be received by October 4, 2010 at midnight. The ART&DESIGN for Social Justice Symposium will be held Monday, January 17, 2011 (Martin Luther King, Jr. Holiday) on the campus of Florida State University. For more information:
  5. Call for papers, IMAGE=GESTURE The 2011 Nomadikon Conference Bergen, November 9-11, 2011; Deadline for submitting abstracts: November 10, 2010. For more information:
  6. Second Life Art Exhibit: “Place of the Heart,” A Multiple Meanings of Place Art Project; Reception: October 10, 2010; 6 PM SL & PDT, 7 PM MDT, 8 PM CDT, 9 PM EDT; at Cerulean Gallery at Emerald Caye (Second Life)


How does digital divide influence art education teaching content and pedagogy?

  • Do you think digital divide influences what we teach in art class?
  • Will the pedagogy be different/better if we have better technological tools?
  • How will it be different?
  • Can we overcome the limitation caused by digital divide?
  • What can we do about it?

Marylou Goldrosen: We will have to mentor others , like Karen even traveling to other countries

SageStage Minotaur: The discussion about time for all to get together from Taiwan to Uganda is one type of divide. Also, in Uganda they need to use SL lite to participate because of the weak broadband. When teaching integration or potentials of technology in art education, one potential is working with those at a distance. Time coordination and broadband infrastructure are two hurdles.

Margie Scrabblebat: The broadband issue and the reluctance of teachers to do anything new is a big problem.

Kristy Handrick: digital divid can be hardware, software, and self willingness

Margie Scrabblebat: What percentage of teachers are using – or willing to use these technologies in their classrooms? And if they do use them – how do they use them?

Sunny Kolda: SL also is an example of the divide. People are not comfortable with this. Hesitant to start a new thing.

Margie Scrabblebat: So youre saying there are whole sections of the world where this technology won’t work not – for technical reasons

Margie Scrabblebat: then there’s the issue of hesitance and lack of imagination of how to use this in a creative way.

SageStage Minotaur: Digital divide: time, broadband infrastructure, art and art education traditions of "hands-on" (although my hands are on with artmaking with the Net as medium), unfamiliarity, old or no access to computers in art class, …

Margie Scrabblebat: I think it goes deeper than fear of virtual life. I think there is a sense among many art teachers that they will lose CONTROL of the curriculum. I think many – most- are still applying 20th century pedagoguies to 21st century

SageStage Minotaur: Lilly Lu’s research in VAR about 5 years ago brought other reasons revolving around seeing technology as imitative (Plato’s cave/shadow allegory) — a cheap imitation of the real thing

Margie Scrabblebat: So they may need the comfort of information about HOW this can be integrated into the classroom and be convinced of its value

Kristy Handrick: I think going to the digital time, pedagoguies will change, and need to be changed; teachers will not only teach, teacher will need to learn from students as well

Liliann Ling: I just read some of the students’ response about technology in Sage’s class. Some of them think that technology will only take away important real life skills

SageStage Minotaur: Yes, different ontological paradigms on what is real.

Margie Scrabblebat: Rather than telling people they should use it – we need to give (1) sound reasons for using it, (2) simply instructions for how to use it, (3) and models that show it to be exciting, flexible, non-threatening and, (4) assurance it adds to skills

Marylou Goldrosen: So, simple steps and quests help in the beginning, or at least adds to maketability in the real world

SageStage Minotaur: Some students fear that their lives are being controlled by the technology they use in daily life–their cell phones, ipod, email. The student blogs in response to my prompts are at (click on the blog link). There is excitement, enthusiasm, and healthy skepticism.

Margie Scrabblebat: I think there is an enormous divide between the notion of art that is taught in many many art ed classes and what kids are really doing.

Margie Scrabblebat: young people are the impressionists and SL (and other online environments) are the great outdoors for them

SageStage Minotaur: The blogs and the activities in my class is my approach so that it is not didactic in telling, but rather students’ come to see purpose and how to use and models from being the experiences I facilitate.

SageStage Minotaur: lots of kids are doing cutting edge work, leadership initiatives, and are far more experienced in integrating technology in their artmaking on a daily basis than most art teachers. It is the digital divide among youth–those who do not have access, broadband, etc.–and evey they find ways to play with technology.

SageStage Minotaur: NET Standards are part of school curricular expectations now. How have they impacted art classes that you are familiar?

Margie Scrabblebat: guidebooks; sl in the classroom for dummies

Sunny Kolda: Good case studies

SageStage Minotaur: On the NAEA research steering committee I have been asked to develop research questions for action research for k-12, community, and pre-service.

Kristy Handrick: what was your experience about useing Open Sim to teenager, Liliann?

Liliann Ling: OpenSim is good for some project, but not as good as SL in terms of technology. Student’s love the fun of virtual world, but the technology didn’t keep up with the need.

SageStage Minotaur: For k-12, considering the "Blueprint" with literacy and STEM, I think what art has to do with literacy in 21st c is important to develop. Similarly with STEM.

Margie Scrabblebat: May I suggest, we get together some questions . . . whos doing that . . . get a SurveyMonkey on the listservs. Margie Also do a survey of kids in art classes and outside of art classes (we can use undergrads as they are accessible to us)

SageStage Minotaur: I have not read the MacArthur. Ryan Patton’s dissertation on gaming Katie Salen’s "Quest to Learn, the nation’s first public school based on the principles of game design. Based in New York City, it is testing a new approach to teaching and learning that could become a model for school innovation." I have read many of the papers published by MacArthur, which have been very helpful to me. Students in my ug class read the Origin Synners one this semester. Synners refers to synthesizing. It is good to look toward the future.

Marylou Goldrosen: Here is one resource for teachers:– Guzzetti, B., Elliott, K., & Welsch, D. (2010). DIY media in the classroom. New York: Teachers College Press. [Practitioner’s Bookshelf — Middle through High School.]



Bamboo, Ink, Rice Paper. a quite place for hanging out, afking and/or do random thoughts…. to be closer to yours self. Chinese website

Fieldtrip discussion topic: Virtual worlds: imagination, reconstruction, or expression?


Next meeting time: November 6 (Sat),

6 AM SL time= 6AM PST, 7AM MST, 8 AM CST, 9 AM EST;

Sydney=0:00; Frankfurt=14:00; Taipei=21:00

You are very welcome to join us!

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