In an increasingly virtual work environment, digital technology is becoming a standard tool for creative industries. Cultural heritage work is no different. A broad variety of tools are being used to safeguard cultural heritage sites and objects, from partnering 3D modeling, drones and artificial intelligence for a preservation project on the Great Wall of China, to virtual reality being used to replicate and recreate the Dunhuang Caves. With the growing attention for intangible cultural heritage (ICH), it is important to explore what digital tools are being used for fulfilling intangible cultural heritage safeguarding responsibilities and what opportunities exist for other projects and their practitioners.
How Art and Technology Can Work Together to Facilitate Healing
When it comes to the widely discussed topic of mental health, the arts have proven to play a significant role in healing. In fact, artists and scientists have been researching impacts of art on the brain and body for nearly 75 years. The founding hypothesis in art therapy research emerged from the projects of two women curious about how art could help the severely ill, but extensions of their work continue to grow. Like much in our lives, art therapy research is now increasingly embracing immersive technology.
Intangible Cultural Heritage: Context and Digital Approaches for Safeguarding Efforts
Digitization efforts for cultural heritage are standard practice for institutions of all sizes, ranging from simple metadata records to elaborate 3D renderings of ancient sites. While the discussion of digitally preserving cultural heritage at large is prominent, the intersection of intangible cultural heritage and digitization practices requires specific recognition. This includes understanding intangible cultural heritage and its value for society. This article examines the emerging and evolving landscape of intangible cultural heritage, its global impact, and current efforts for safeguarding these intangible items in order to address how this field is being organized and used.
Examining Digital Collaboration in Theatre Production Processes
Theatre is known for being a highly collaborative art form. At least pre-pandemic, it was also an art form customarily shaped by in-person ideation and collaboration. Now that theatremakers across the globe have spent 19 months rethinking their relationship to in-person production and experimenting with virtual alternatives, the question emerges - how is collaboration in theatre production process evolving from its ancient and analog roots?
VR and Cultural Heritage Recreation
As museums and heritage attractions are restricted by distancing and capacity rule during the COVID-19 pandemic, digital strategies undoubtedly gather more interest than ever before. Virtual Reality (VR) has been put to use in the cultural sector a way to deliver exciting and immersive exhibitions. The communication between archaeologists and technicians is critical for the accuracy of the VR reconstruction and museums should work closely with their technology team and emphasize their obligation to public education in these creations. This insures that museums can keep the integrity of cultural heritage exhibits while providing an exciting and immersive educational experience of the past with technology that looks toward the future.
Virtual Reality in Arts Education
Technology in the K-12 Art Room; Why, Where, and How to Make It Happen
So Why is there an “A” in STEAM?
In the early 2000s, the state of science, technology, engineering, and math education troubled policy makers in the United States. Together, these four subjects became known as STEM. In more recent years there has been a shift to add arts into this focus, making the acronym now STEAM (science, technology, engineering, arts, math). However, there isn’t a clear outline or framework of what exactly a STEAM education is, or how schools and classrooms are supposed to be implementing this learning. Even among the academic articles about STEAM, there is disagreement about STEAM, its definition and implementation.
Considerations for Gamifying Education
Educators who are interested in implementing gamification into their lessons should consider their goal and learning style of their students. This article details three important factors to consider when planning a gamified learning experience: motivation, generational differences, and design. The article also includes examples of applications that use gamification in music learning that can be applied by arts managers.
STEAM Education and the Lego Model
In recent years, there has been a shift to an argument for STEAM (Science, Technology, Engineering, Arts, and Math), for the inclusion of the arts as one of the subjects that need to be focused on. In fact, the Every Student Succeeds Act (ESSA) includes the arts and music as part of a “well-rounded education,” which are eligible for receiving funding from the government. Changes in legislation have led to a push for wider adoption of this framework for education, but some educators feel that they do not have the training necessary to implement these new practices. Companies like LEGO Education are creating models and projects that make integrating arts and creativity with STEM practices easy in the classroom.