Mark Anderson not only uses technology himself in his classroom, but he also introduces his students to technology by teaching them to design several Web pages:

• A personal homepage/self portrait which includes a scanned photograph of the student and biographical information about extracurricular interests.
• Four pages with the student's written responses to Anderson's Web assignments. The Web assignments, given the first day of class, require students to research artworks, compare or contrast artworks, and respond to questions posed on his Web site.
• A page with an in-depth report on a single artist or movement in art. The research for this page may be done on the Web or with books. Anderson does encourage the use of books.
• A museum/gallery page reporting the student's visit to a nearby gallery. The students must individually visit a museum of their choice on their own time and critique what they see.
• All the pages must be linked together with all sources clearly cited either directly following the work or picture or on a separate bibliography page.

While the Web pages must contain these elements, the design and layout of the individual pages are left to the student's creativity.

This Student's Perspective
Having students design Web pages brings difficulties. Despite the popular belief that anyone in my generation can build a computer from parts up, program it completely, and then spend countless hours chatting with World-Wide Web friends, there remain students like me who do not do the computer thing. I like the card catalog, I write my letters by hand and send them with a stamp, and when I entered Mr. Anderson's art appreciation class, I certainly had no idea how to begin designing a Web page with multiple links and graphic images.

Therefore, the challenge before the teacher was nearly as monumental as the challenge before the student. To help me and other computer illiterate students, Anderson devoted two days of class time to teach the workings of the Internet, Page Mill, and Photoshop. Nonetheless, despite my detailed notes, I needed extra help. Knowing many students had the same need, Anderson set up three afternoons for individual or group instruction. These afternoons proved crucial to my being able to complete this assignment.

The product of the Web assignment is as individual as each student. My final Web site had a homepage lamenting my lack of computer ability with a crazy photograph of myself and a list of my hobbies and sports. My favorite Web assignment analyzed the moral issue of prostitution in two paintings: Into the World There Came a Soul Named Ida by Ivan Albright and Marilyn by Audry Flack. My research page was on the avant-garde movement in art, and my gallery visit to the High Museum was particularly interesting because three of Van Gogh's masterpieces--Olive Trees, A Portrait of Joseph Roulin, and Starry Night--were on display.

Other Student Response
Anderson says he has received negative responses from students, the biggest complaint being the amount of time it takes to complete such an extensive assignment. Some students, however, appreciate what they have learned. Sarah Wells says, "I gained a greater confidence not only in my art knowledge but also in my computer skills."

Art Appreciation and Technology

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