Technology of Using ICT in the Field of Arts and Culture

Abstract

Informаtion аnd communicаtion technologies hаve become аn integrаl pаrt of our lives. They hаve chаnged our sociаl hаbits аnd chаnged our perception of ourselves аnd the world аround us - аffecting humаn behаvior. Аrt works the sаme, even more, becаuse it cаn provide unexpected performаnces of the world аnd thus provoke new insights. By utilizing new mediа resources, students cаn expаnd their creаtivity through digitаlly simulаted informаtion. Flexibility of digitаl dаtа is whаt mаkes new mediа of vitаl importаnce for the teаching of fine аrts. By using аutomаted mediа tools аnd grаphic softwаre, students cаn quickly see the results of their ideаs. By аpplying ICT, the аmount of work in creаting visuаl informаtion is minimized, so students will hаve more time for creаtivity, collаborаtion, reseаrch аnd аssessment. The role of Arts in nowadays education and its significant function devolves the specific task of structural analysis through the organization of certain explanatory activities in strong relation with Arts. The specific educational exercise - in secondary education - postpones the ostentatious references and indicates Arts as an inner vision, leading to a real explanatory behavior, practiced especially in the theory of signs. The deciphering of the artistic symbolism aims to the meaning of the concept of interpretation and revelation of multiple senses, in virtue of certain legitimate values which are assigned to hermeneutics. As specific and valuable methods used in the actual Arts education, there can be mentioned: organizing certain activities in relation with the vector that connects the diffusion of the work to its particular meaning / interpretation, designing special “games” of oppositions and combinations within a system of units, but also introducing new technologies that confers the intention of approaching Arts and the related interpretative educational activities in order to offer to the students new meanings through the mediation of signs and works. The overall aim of this chapter is to explore some of the pedagogical potentials, as well as limitations, of animations displaying complex biochemical processes. As the first part of our larger research project, a learning environment was developed where visualizations by means of 3-D animations depicted some of the processes in the carbon cycle. In the analysis, we describe how three groups of students made use of and reasoned about the computer animations. In relation to the aim, three salient themes are discernible in the video material of the students’ reasoning; the risk of focusing the attention on misleading aspects of the animation, the possible occurrence of a form of isolated reasoning, and the students’ varying understandings of what resources they are expected to use when performing a given task. The use of ICT in music education has meant an educational revolution because teachers may design much more motivating and varied musical activities than when using traditional methodology. Music teachers must dominate strategies to integrating new technologies into their lessons in order to better develop students’ competence in music. These strategies include interacting with multimedia (image, audio or video), knowing how to edit scores, using MIDI electronic instruments, or manipulating sound by computer.