Adapting Art Critiques to Address Digital Harm
Abstract

Abstract:

Supplementary material for this article can be found online at http://www.press.uillinois.edu/journals/var/media/43.1/jesup/index.html.

How can we use the skills our students have already developed in the art classroom to address digital harm issues? Pre-service art teachers and students who are comfortable with the critiquing process and understand it as a way to systematically explore and discuss the technical, contextual, and interpretive aspects of artwork may be able to apply the same skills to analyze digital harm incidents so they can be better prepared for digital life.