! Research!paper! Reset,!Hack!and!Own!! Media!Focus!in!Art!and!Design!Education!! ! ! ! Levien!Nordeman! ! Kenniscentrum!Creating!010!–!Hogeschool!Rotterdam!! ! ! ! Introduction! Over!the!past!fifteen!years,!the!professional!context!of!arts!and!design,!in!terms!of! production,!distribution!and!consumption,!has!largely!changed!as!a!result!of!technological! developments.!However,!art!and!design!education!programmes!in!the!Netherlands!have! mostly!failed!to!constructively!integrate!digital!media!technologies!in!their!curriculum!and! organisational!structures.!‘I!would!rather!design!a!poster!than!a!website’,!could!very!well!be! a!response!from!a!typical!student!of!an!art!academy!in!the!Netherlands,!based!on!recent! empirical!and!exploratory!research!conducted!by!Aldje!van!Meer!(2012)!on!the!attitudes!and! perceptions!of!art!and!design!students!in!the!Netherlands!toward!digital!media.!Van!Meer! concludes!that!students!primarily!make!use!of!‘conventional’!media!such!as!drawings,!books,! fabrics!or!posters,!and!possess!limited!knowledge!of!hardware!and!software.!Although! students!acknowledge!the!expanding!opportunities!of!digital!media!for!their!work,!they! mostly!agree!with!the!statement!that!they!would!rather!design!a!poster!than!a!website.!This! situation,!briefly!outlined!above,!calls!for!a!renewed!perspective!on!the!concept!of!media! focus!in!art!and!design!education.!Since!we!are!working!within!the!context!of!Creating)010,!a! research!centre!affiliated!with!the!Willem!de!Kooning!Academy!(WdKA),!most!of!the! examples!of!work!by!students!will!be!drawn!from!this!particular!art!school.!The!main! question!of!this!paper!will!be:!what)does)media)focus)mean)in)the)context)of)art)and)design) education,)for)students)as)well)as)educators?! In!answering!this!main!question,!the!research!paper!is!divided!into!three!chapters.!Chapter!I! will!include!a!brief!definition!of!current!developments!within!the!education,!art!and!design! professions,!as!well!as!in!labour!markets,!which!determine!the!urgency!for!developing!a! media!focus!in!art!and!design!education.!Since!the!question!of!how!to!structurally!integrate! digital!media!within!the!context!of!art!education!has!been!brought!up!by!others!before!us,! chapter!II!will!describe!and!analyse!the!perceptions!and!interpretations!of!‘new’!technology! within!the!field!of!art!and!design!education!in!the!Netherlands.!Which!lessons!can!be!drawn! from!the!rise!of!networked!technologies!and!from!their!reception!by!the!art!and!design! education!community!in!the!early!2000s?!Chapter!III!will!focus!on!current!attitudes!toward! digital!media,!by!taking!a!closer!look!at!the!popularity!of!craft!and!analog!media!among!art! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 2! and!design!students!in!higher!education!programmes.!Having!gained!a!more!comprehensive! understanding!of!current!developments!in!the!field!of!education!and!technology,!as!well!as! the!perceptions!and!attitudes!of!students!and!teachers!toward!digital!media,!chapter!4!will! focus!on!the!question!of!how!to!critically!engage!students!and!teachers!with!digital!media.!In! this!context!I!will!introduce!‘reset’,!‘hack’!and!‘own’!as!three!attitudes!for!developing!media! focus!in!the!context!of!higher!education!in!art!and!design!–!attitudes!which!will!be!helpful! for!further!development!as!well!as!curriculum!design.! ! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 3! Chapter!1:!Why!is!media!focus!important?! Before!further!examining!what!media!focus!might!entail!for!art!and!design!education,!I!will! first!sketch!a!–!rather!condensed!–!overview!of!educational,!technological!and!economical! developments!which!come!into!play!when!exploring!the!topic!of!media!focus!in!the!context! of!Dutch!art!and!design!education.! In!his!book!De)kracht)van)de)verbeelding!(2014)!(The!Power!of! Imagination),!Paul!Rutten,!research!professor!(lector)!of!Creative! Business!at!the!Rotterdam!University’s!research!centre!Creating) 010,!described!recent!developments!affecting!the!creative! industries!in!the!Netherlands.!Rutten!wrote!of!the!almost!symbiotic! relationship!between!ICT!and!the!creative!industry:!the!Internet! and!digital!technologies!are!currently!the!main!driving!force!behind! a!profound!rearrangement!of!the!media!industry!as!well!as!the! emergence!of!new!industry!sectors,!such!as!e<publishing!and!gaming!(2014:!20).!The! importance!of!this!shift!also!transcends!the!national!level:!in!Europe,!the!European!League! of!Institutes!of!the!Arts!(ELIA),!which!brings!together!more!than!300!organisations!for!higher! professional!education!in!the!arts,!published!in!2014!ArtFutures)Working)with)Contradictions) in)Higher)Arts)Education!(Corcoran!et!al.!2014),!which!addressed!the! most!urgent!issues!in!the!field!of!art!and!design!education.!In!this! publication,!digitisation!is!defined!as!such:!‘New!ways!of!creating,! producing,!disseminating!and!exploring!art!and!culture!imply!quality! issues,!as!exemplified!by!open!source!and!social!media!or!the! emergence!of!digital!communities!and!self<organised!knowledge! communities’!(2014:!1010).!Consequently,!during!the!next!decade!the! context!of!the!careers!of!art!and!design!students!will!be!profoundly! shaped!by!digitisation.!The!radical!transformation,!during!the!past!decade,!of! communication!structures!in!the!world!of!art!and!design!has!also!been!noticed,!for!example! by!the!Dutch!Council)for)Culture!(Raad!voor!Cultuur),!which!stated!that!the!working! methods,!dynamics!and!context!of!the!cultural!sector!have!radically!changed,!due!to! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 4! technological!developments!which!have!influenced!its!content,!platforms,!production,! distribution!and!business!models!(Raad!voor!Cultuur,!2011:!53).! In!the!book!Art)School:)(Propositions)for)the)21st)Century)!Steven! Henry!Madoff!presents!an!overview!of!current!debates!and! topics!in!art!education!as!an!‘ongoing!consideration!of!the! institutional!and!informal!transmission!of!art!knowledge’!(2009:! xi).!Alongside!debates!on!pedagogies,!disciplines!and! conceptualism,!Ernesto!Pujol!sets!out!the!new!conditions!of!art! and!design!education!in!the!twenty<first!century,!where!all! ‘American!middle<class!students!now!enter!art!school!with!eight! evolving!tools!including:!(1)!cable,!satellite,!and!Web<accessible!televisions;!(2)!laptop! computers;!(3)!cell!phones,!and!particularly!smart!phones;!(4)!DVDs!and!game!players,! portable!and!stationary;!(5)!MP3!de<!vices!and!iPods;!(6)!credit!cards!and!ATM!cards;!(7)! digital!cameras,!integrated!and!standalones;!and!(8)!scanners.!All!generate!instant! information,!communication,!and!currency!to!goods,!and!several!include!image!capture.!A! pivotal!historical!perceptual!change!is!taking!place!among!us,!making!the!abyss!between! past!and!present!modes!of!perception!greater!than!ever!before!in!terms!of!attention,! translation,!forms,!aesthetics,!and!production.!The!future!of!art!education!will!be!based!on! the!notion!of!universal!immediate!access’!(2009:!3).! Students!with!access!to!these!new!digital!tools!also!have!new!options!for!choosing!an! education!programme!which!offers!a!wide!range!of!studies!related!to!digital!media.!In!the! Netherlands,!a!current!rearrangement!of!the!Dutch!system!of!universities!of!applied!science1! has!led!to!a!re<ordering!of!programmes,!including!communication!and!multimedia!design,! into!a!new!domain!called!‘creative!technologies’.!This!domain!has!developed!a!shared!set!of! competences!as!well!as!a!specific!degree!(Bachelor!of!Creative!Technologies),!and!aims!to! foster!closer!connections!with!branch!and!sector!organisations!in!the!creative!industry.! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 !In!the!Netherlands,!art!academies!are!part!of!higher!professional!education!(hoger!beroepsonderwijs!or!HBO).!! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 5! Connecting!creativity,!design!and!technology!is!no!longer!the!exclusive!domain!of!higher! education!in!the!arts.!To!conclude:!the!context!for!this!research!is!an!increased!digitisation! of!the!arts!and!design!profession!as!well!as!the!labour!market,!alongside!developments!in! the!field!of!higher!education!in!the!Netherlands.!Of!course,!at!the!time!of!writing!in!2014,! this!situation!has!not!emerged!overnight.!In!order!to!engage!media!focus!in!art!and!design! education,!it!is!therefore!important!to!further!understand!how!media!focus!has!become!an! important!topic!in!the!context!of!art!and!design!education!in!the!Netherlands.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 6! Chapter!II:!The!computer!as!trick!machine! ! Introduction! The!goal!of!the!following!chapter!is!to!position!the!issue!of!media!focus!within!a!broader! historical!perspective.!To!do!so,!I!will!make!use!of!a!report!issued!in!2003!by!Overleg) Beeldende)Kunst,!titled!)Studenten,)medewerkers,)docenten)en) stafleden)van)Nederlandse)kunstacademies)over)ICT)in)het) kunstonderwijs:)een)inventariserend)verslag!(Students,) employees,)teachers)and)staff)of)Dutch)art)academies)on)ICT)in) art)education:)an)inventory)report)!(OBK!2004).!This!report!was! the!result!of!topic!discussions!and!a!conference!on!the!subject!of! ICT!in!art!education,!bringing!together!124!individuals!from!14! art!academies!in!the!Netherlands!including!teachers,!ICT! managers,!workshop!instructors!and!students!(130).!This! relatively!large!and!diverse!group!of!participants,!as!well!as!the! extensiveness!of!the!reporting,!provides!us!with!a!historical!perspective!on!the!question!of! media!focus,!which!in!turn!will!help!us!to!understand!current!challenges!regarding!digital! media!in!the!context!of!art!and!design!education.!What!are!the!perceptions!and!attitudes! toward!digital!media!and!the!Internet!in!relation!to!the!practice!of!art!and!design?!Which! topics!turned!out!to!be!discussed!heavily,!and!which!topics!generated!less!debate?!What! were!the!different!discourses!on!the!subject!of!digital!media!in!art!and!design!education! presented!in!the!report?!I!will!conclude!this!chapter!by!examining!which!metaphors!of! technology!were!used!during!these!sessions,!and!how!this!use!of!metaphors!points!to! underlying!expectations!and!assumptions!about!digital!media!for!the!profession!and! education!of!art!and!design.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 7! OBK!report! The!OBK!report!featured!a!total!of!five!topic!discussions!on!the!following!themes:!human,! school,!learning,!profession!and!the!future.!The!report!had!several!goals:!to!contribute!to!an! increased!focus!on!ICT<related!competences!in!art!and!design!education;!to!promote!insight! into!educational!developments!and!organisational!aspects!related!to!ICT;!to!strengthen!an! ICT!knowledge!network!within!the!sector!and!initiate!an!agenda!for!the!sector;!and!to! prioritise!follow<up!projects!(OBK!2003:!130).!The!report!consisted!of!written!reports!of!topic! discussions!as!well!as!contributions!by!guest!authors.!In!this!chapter!I!will!analyse!the!topic! discussions!in!particular.2!! Programming!skills!and!trick!machines! The!issue!of!using!computers!in!the!design!process!is!framed!first!of!all!as!a!dilemma:!given! the!limited!amount!of!time!in!a!four<year!study,!should!the!curriculum!focus!on!acquiring! technical!skills!(working!with!software,!programming!skills),!or!would!it!be!better!to! concentrate!on!concept!development!and!design?!(OBK!2003:!32)!The!participants!agreed! that!a!more!content<focused!and!conceptual!perspective!would!strengthen!the!students’! connection!with!the!professional!field!(25),!and!that!a!conceptual!perspective!is!a!distinctive! feature!of!art!and!design!education!(p!17).!The!discussion!on!the!necessity!for!students!to! acquire!programming!skills!was!further!elaborated!by!Petr!van!Blokland,!who!stated!that!for! designers,!designing!your!own!tools!is!part!of!the!design!process!itself!(59).!Furthermore,!the! issue!of!using!computers!within!the!design!process!was!framed!within!the!question!as!to! whether!or!not!computers!are!actually!beneficial!the!quality!of!the!work.!According!to!the! report,!the!initial!phase!of!ICT!use!in!fact!often!leads!to!impoverishment.!New!users!of!tools! make!heavy!use!of!the!‘virtual!colouring!box’.!The!writer!mentioned!the!growing!presence!of! clichés!apparent!in!designs!made!with!new!tools!such!as!computers!(30).!More!implicitly,!the! report!describes!on!several!occasions!certain!approved!and!disapproved!uses!of!computers! as!instruments.!The!consensus!is!that!technology!should!be!used!wisely!rather!than! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !Since!the!report!was!written!in!Dutch,!I!will!mainly!be!paraphrasing!its!contents.! 2 Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 8! superficially:!see!for!example!the!remark!that!PowerPoint!should!be!on!a!list!of!forbidden! applications!(p.!25),!the!observation!that!students!should!not!be!encouraged!to!use!‘simple! computer!gimmicks’,!or!the!comment!that!students!often!lack!a!clear!understanding!of!the! computer,!merely!using!it!as!a!‘kunstjesmachine’!(trick!machine)!(44).!Teachers!also! mentioned!a!sense!of!feeling!obliged!to!go!along!with!the!current!tide!(33).!I!will!expand!on! this!notion!of!‘trick!machine’!at!the!end!of!this!chapter.! Besides!the!use!of!computers!within!the!design!profession,!the!report!also!focused!on!the! implications!of!digital!media!for!teaching!and!learning!processes.!This!teaching)and)learning) discourse!included!a!discussion!on!the!changing!roles!of!teachers,!since!one!consequence!of! the!advent!of!digital!media!is!that!students!often!seem!to!have!more!knowledge!of! computer<related!topics!than!their!teachers.!Teaching!therefore!should!be!focused!on! coaching!and!supervision!rather!than!transferring!knowledge!(30).!This!didactical!change!is! also!described!as!a!shift!from!teacher<oriented!education!to!project<oriented!education!(41).! On!the!level!of!implementing!and!teaching!new!software!skills,!participants!also!described! the!perceived!lack!of!skills!and!knowledge!of!older!teachers!as!‘digital!illiteracy’!(48)!and! having!‘missed!the!connection’!(30).! Besides!changes!in!teaching!and!learning,!the!report!also!addressed!an!educational)strategic) discourse!on!the!question!of!which!directions!art!academies!should!be!taking!in!order!to! remain!connected!to!the!professional!field.!During!one!of!the!discussions,!it!was!mentioned! that!in!the!traditional!art!school!structure,!graduating!students!were!not!expected!to!be!fully! qualified!for!the!practice!of!their!profession.!On<the<job!training!as!an!assistant!was!the!next! step!after!graduation,!hence!the!focus!on!conceptual!thinking!during!the!four!years!of!study! (46).!Also!during!the!topic!discussion,!the!further!division!of!professional!fields!was! mentioned,!and!participants!debated!whether!digital!media!technologies!led!to!an!increased! demand!for!generalists!or!specialists!(51),!and!to!which!extent!these!technologies!might! encourage!interdisciplinarity!(20).!The!participants!pointed!to!the!rise!of!interaction!design! programs!within!art!and!design!education!(52)!as!well!as!the!increased!popularity!of! Communication!and!Multimedia!Design!programs!(CMD),!though!it!is!doubtful!whether!such! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 9! programs!will!be!aimed!at!specialists!or!generalists,!and!it!was!noted!that!their!impact!is! hard!to!predict!(31).! In!2002!and!2003,!when!the!theme!discussions!were!held,!one!of!the!pivotal!discussions!was! about!whether!the!integration!of!digital!media!within!art!and!design!education!was!centred! around!the!facilities)and)investments)discourse,!as!well!as!the!question!as!to!which!facilities! art!academies!should!and!could!offer!their!students:!for!instance,!high<end!computers,! software!bundles,!internet!and!intranet!infrastructure.!Another!recurring!concern!among! participants!was!which!investments!are!really!necessary!and!effective,!given!the!never< ending!succession!of!software!updates!and!rapidly!increasing!computer!capacities!on!one! hand,!and!limited!budgets!on!the!other!hand!(24,!52).!In!one!of!the!topic!discussions,!the! question!arose!as!to!whether!every!student!should!be!required!to!own!a!laptop!and!what! the!costs!might!be!(39).!At!the!time!of!the!discussion,!the!laptop!was!still!a!relatively!new! tool!and!the!question!was!raised!whether!a!laptop!could!be!used!for!design,!something! some!participants!did!not!believe!(24).!Another!topic!discussed!by!the!participants!was! whether!individual!academies!should!invest!in!developing!their!own!courses!and!offer!them! online,!or!whether!this!should!instead!be!the!subject!of!a!joint!effort!in!order!to!reduce!the! costs!involved!(50).! To!summarise:!from!the!perspective!of!2014,!what!can!we!learn!from!these!discussions!for! the!development!of!media!focus!in!art!and!design!education!today?!Some!notions!appear!to! be!more!time<bound,!such!as!the!idea!of!computers!speeding!up!the!design!process.!Due!to! increased!ownership!of!laptops!or!tablets,!the!discourse!on!facilities!and!investment!has!also! become!less!prominent.!New!learning!platforms!such!as!MOOCS!(Massive!Open!Online! Courses),!and!a!less!extensive!focus!on!intranet,!ELOs!or!other!educational!aid!systems! indicate!a!merging!of!the!aforementioned!teaching)and)learning)discourse!and!educational) strategic)discourse.!One!aspect!which!was!less!prominent!in!the!report,!but!now!seems! increasingly!crucial,!is!that!of!the!perceptions,!assumptions!and!attitudes!of!students!and! teachers!toward!digital!media.!How!do!teachers!and!students!make!sense!of!the! opportunities!of!digital!media!for!their!own!working!process!as!artists!or!designers?!And! what!determines!their!perceptions,!attitudes!and!assumptions!towards!digital!media?!These! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 10! questions!will!be!addressed!on!a!broader!societal!level!in!the!next!chapter.!Using!the!OBK! report,!I!will!briefly!explain!how!technological!frames!and!metaphors!play!an!important!role! in!structuring!perceptions,!attitudes!and!assumptions!toward!digital!media!on!an! organisational!level.! Technological!frames!and!metaphors! When!it!comes!to!framing!the!impact!of!ICT!on!art!and!design!education,!one!dominant! perception!is!particularly!noteworthy,!that!of!the!computer!as!a!tool/machine.3!The!tool< machine!metaphor!should!be!understood!in!the!context!of!2003,!just!after!the!Dotcom< bubble!of!ca.!2000:!one!can!distil!from!the!OBK!report!a!clear!tendency!to!think!and!act! ‘beyond!the!hype’!(64,!126).!Metaphors!are!important!in!understanding!media!focus!in!the! context!of!art!and!design!education.!As!Marianne!van!den!Boomen!stated!in!Transcoding)the) Digital:)How)Metaphors)Matter)in)New)Media:!‘Metaphors!are!neither!good!nor!bad,!but! least!of!all!are!they!neutral.!All!metaphors!reify,!unify,!and!homogenize,!and!at!the!same! time!they!connect,!multiply,!and!differentiate.!All!metaphors!ontologize!and!liquefy’!(Van! den!Boomen!2014).!Metaphors!thus!frame!perceptions,!which!in!turn!determine!how!the! impact!of!ICT!is!framed!within!the!context!of!art!and!design!education.!In!their!article! Technological)Frames:)making)sense)of)information)technology)in)Organizations!(1994)! Wanda!J.!Orlikowski!and!Debra!C.!Gash!argued!that!a!frame!of!reference!is!pivotal!for! implementation!in!organisations!(175).!Expectations!and!assumptions!frame!our!interaction! with!technologies.!The!authors!used!the!term!technological)frame!‘to!identity!that!subset!of! members’!organisational!frames!that!concern!the!assumptions,!expectations,!and! knowledge!they!use!to!understand!technology!in!organizations’!(1994:!178).!The!metaphor! of!the!computer!as!a!tool!thus!plays!a!role!in!defining!the!broader!assumptions,!expectations! and!knowledge!about!technology!within!art!and!design!education!organisations.!Based!on! the!OBK!report,!it!could!be!argued!that!the!‘tool’!metaphor!defines!the!perception!of!digital! media!in!two!ways.!First,!the!computer!as!a!tool!within!the!‘traditional’!working!process,!and! second,!the!computer!as!a!device!which!tempts!students!to!rely!on!preconfigured!settings! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !For!example,!on!page!45!as!‘machine’,!or!at!page!46!as!‘kopieermachine’!(photocopier),!and!variations!on!the!‘trick! machine’!on!page!43,!45!and!46.! 3 Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 11! and!options,!rather!than!their!own!conceptual!abilities.!Furthermore,!this!metaphor! conceals!the!impact!of!the!networked!capabilities!of!computers!(Internet),!thus!hindering!a! broader!discourse!on!the!cultural!impact!of!computers,!as!well!as!the!role!of!the!Internet,! search!engines,!and!other!information!systems!as!possible!disrupting!technologies!for!the! distribution!and!consumption!(communication)!of!content.!In!2003,!the!question!of!the!new! roles!of!users!in!the!creation!and!distribution!of!content!through!social!networks!and!mobile! technologies!was!a!much!less!prominent!topic!of!discussion!in!the!context!of!art!education.! Furthermore,!neither!art!education!programmes!nor!the!role!of!media!education!were! mentioned!in!the!report.!And!so!metaphors,!as!part!of!broader!technological!frames,!shape! and!select!the!challenges!and!opportunities!of!digital!media!within!art!and!design!education! organisations,!thereby!implicitly!or!explicitly!defining!and!describing!useful!and!urgent! measures!to!be!taken,!or!challenges!to!be!faced.! ! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 12! Chapter!III:!From!device!to!thing:!the!relationship!of! students!with!digital!technologies! ! Attractive!analog!media! As!outlined!in!the!introduction!to!this!paper,!recent!empirical!and!exploratory!research!by! Van!Meer!(2012)!helps!us!to!identify!a!number!of!trends!regarding!the!knowledge,!skills,!use,! perceptions!and!attitudes!of!students!in!higher!professional!art!and!design!education!in!the! Netherlands.!When!asked!which!kind!of!media!they!had!used!for!their!latest!work!or! production,!students!primarily!(more!than!50!percent)!mentioned!analog!techniques!and! publication!forms!such!as!fabrics,!drawings,!books!or!posters!(10).!Students!reported!having! skills!in!using!Microsoft!Word!and!various!Adobe!software!for!design,!while!being!less!skilled! in!working!with!3D!modelling,!or!interactive!and!web!development!software!(15).!According! to!Van!Meer’s!study,!students!use!online!digital!media!mostly!for!visiting!news!sites,!web! searching,!and!social!media!(7).!This!reported!media!usage!of!arts!and!design!students!is! similar!to!that!of!the!broad!population!of!Internet!users!in!the!Netherlands:!almost!90! percent!of!people!between!18–25!years!of!age!in!the!Netherlands!use!the!Internet!for!social! networking!(Korvorst!et!al.!2014).!Although!more!research!is!required,!the!above!findings! suggest!that!students!in!higher!professional!art!and!design!education!perceive!digital!media! primarily!as!a!means!of!communication!and!social!networking.!Digital!media!are!considered! less!suitable!for!creative!work!than!analog!media.4!Therefore!my!goal!in!the!following! chapter!will!be!to!understand!how!students!develop!their!relationships!with!digital! technologies.!First,!I!will!take!a!further!look!at!the!popularity!of!craft!and!analog!media.!Then! I!will!examine!the!perception!of!digital!media!as!a!‘black!box’.! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !Not!all!students!are!so!deeply!interested!in!so<called!analog!media.!For!example,!each!year!students!from!higher! 4 professional!art!and!design!education!are!selected!for!the!‘HOT100’,!a!selection!of!the!most!promising!designers!in!the!field! of!digital!media!in!the!Netherlands! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 13! From!device!to!thing! Since!2010,!mobile!apps!such!as!Instagram!or!Hipstamic!which!emulate!analog!aesthetics! (vintage!cameras,!cassette!tapes,!etc)!have!become!increasingly!popular!(Caoduro!2014,! Jurgenson!2012).!This!attraction!(or!flirtation)!toward!analog!media!is!part!of!a!broader! trend!which!I!would!call!‘craft!as!lifestyle’!(Nordeman!2014)!–!a! consumer!pattern!which!favours!‘handmade’,!‘original’!or! ‘authentic’!products,!services!or!cultural!artefacts!over!more!or! less!processed,!prefabricated!or!packaged!ones.!This!notion!of! craft!has!resonated!particularly!within!the!Dutch!cultural!sector,! heavily!influenced!by!Richard!Sennett’s!seminal!work!The) Craftsman!(Sennett!2008).!However,!in!the!Netherlands!the! discourse!of!craft!is!mainly!understood!as!a!reappropriation!of! analog!techniques!and!work!methods!(Nordeman!2014).!As!we! saw!in!the!previous!paragraph,!students!in!art!and!design! education!show!a!particular!interest!in!analog!techniques!and! work!methods.!I!would!argue!that!this!appreciation!of!crafted! products!and!related!work!methods!can!be!understood!as!way!of! positioning!oneself!in!relation!to!digital!technologies.!The!work!of! the!philosopher!Albert!Borgmann!(1984)!is!of!notable!interest! here.!Following!Borgmann,!I!would!argue!that!any!digital! technology,!such!as!tablets,!websites,!mobile!apps,!can!be! perceived!as!a!device:!a!system!which!conceals!its!inner!workings! and!does!not,!as!Borgmann!says,!‘disclose!the!skill!and!character! of!the!inventor!and!producer’!(Borgmann!1984:!48).!Analog!media!can!serve!to!foster!a! different!type!of!engagement,!which!Borgmann!calls!a!‘thing’!relationship!(1984:!41).!These! two!types!of!engagement!with!technology!may!help!to!explain!why!students!in!higher! professional!art!and!design!education!are!attracted!to!analog!media.!Students!who!wish!to! acquire!skills!in!silkscreen!printing,!analog!photography!or!analog!filming!can!readily!tap!into! various!traditions!of!craft!with!their!related!social!practices!(craftsmanship,!the!workplace,! apprenticeship),!whereas!students!interested!in!designing!an!app!are!relegated!to!the! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 14! designer’s!office,!programming!languages,!and!app<store!regulations,!all!of!which!seem! more!connected!to!the!values!of!corporate!culture.!Conversely,!students!from!an! engineering!or!polytechnic!university!may!tend!to!perceive!digital!technology!as!a!‘thing’! rather!than!a!‘device’.!The!distinction!between!the!two!types!of!engagement!with! technology!should!not!be!understood!as!merely!an!issue!of!preference,!a!liking!informed! mainly!by!the!latest!trends.!As!Jesse!Tatum!wrote!in!Technology)and)Values:)Getting)beyond) the)“Device)Paradigm”)Impasse!(1994)!the!distinction!between!‘thing’!and!‘device’!indicates! a!much!more!profound!difference:!‘If!enough!is!mechanized!by!means!of!devices,!and!the! elements!of!action!involved!do!not!accurately!reflect!a!person’s!values,!that!person!may! come!to!feel!both!remote!or!separate!from!the!expression!of!values!in!his!or!her!world!and! powerless!to!achieve!effective!expression!of!his!or!her!values!through!action’!(Tatum!1994).! This!experience!of!separation!and!remoteness!could!explain!why!students!in!art!education! ‘would!rather!design!a!poster!than!a!website’.!However,!if!higher!professional!art!and!design! education!programmes!instead!used!craft!practices!as!a!starting!point!for!repositioning! themselves!in!relation!to!education!programmes!for!Communication!and!Multimedia!Design,! they!may!very!well!end!up!as!flag<bearers!for!a!certain!lifestyle,!in!much!the!same!way!as!the! Dutch!supermarket!chain!‘Marqt’!has!come!to!epitomise!organic!food.!Instead,!the!notion!of! technology!as!a!‘thing’!should!function!as!a!starting!point!in!reconsidering!the!engagement! of!art!and!design!education!with!digital!technologies:!how!can!students!find!new! relationships!and!new!modes!of!engagement!with!technology?!In!order!to!answer!this! question,!it!is!important!to!note!that!students!enrol!in!art!education!programmes!with! certain!(mostly!unarticulated)!attitudes!and!assumptions!about!digital!technologies,! specifically!the!Internet!which,!as!mentioned!at!the!beginning!of!this!chapter,!is!now! primarily!used!by!students!for!communication!and!social!interaction.! Dominant!conceptualisations!of!the!Internet! Why!do!students!perceive!digital!media!as!less!adequate!means!of!expression?!What!are! their!perceptions!and!assumptions!with!respect!to!technology?!In!Imagining)the)Internet,! Robin!Mansell!(2012)!examined!different!conceptualisations!and!visions!of!the!Internet!and! ‘the!way!people!in!the!information!society!make!sense!of!the!visions!and!practices!and!how! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 15! this!is!influencing!the!communication!system’!(2012:!9).!To!understand!this!process!of! ‘making!sense’!of!technology,!Mansell!introduced!the!concept!of!‘social!imaginaries’,!based! on!the!work!of!Charles!Taylor!who!described!this!concept!as!‘(…)!the!ways!in!which!people! imagine!their!social!existence,!how!they!fit!together!with!others,! how!things!go!on!between!them!and!their!fellows,!the!expectations! that!are!normally!met,!and!the!deeper!normative!notions!and! images!that!underlie!these!expectations’!(2002:!106).!Mansell! distinguished!a!dominant!social!imaginary!and!an!alternative!social! imaginary!of!the!information!society!(2012:!87).!The!alternative! social!imaginary!stresses!aspects!such!as!the!importance!of!sharing! as!opposed!to!market!exchange,!and!of!creativity!and! experimentation!as!opposed!to!security!and!surveillance!(87).!The! dominant!social!imaginary!frames!the!Internet!as!primarily!market<driven!and!generally! perceives!technological!development!as!an!autonomous!process.!In!this!context,!people!or! organisations!that!are!reluctant!to!embrace!technological!developments!are!perceived!as! lacking!sufficient!skills!or!harbouring!anti<technology!sentiments.5!This!dominant!social! imaginary!is!what!Mansell!calls!a!‘prevailing!vision!of!the!information!society’!(14).!Hence,! students!who!enrol!for!an!education!programme!in!art!and!design!most!likely!will!recognise! or!possibly!adhere!to!the!notion!of!the!Internet!as!an!exogenous,!market<driven!force.!As! Florian!Cramer!wrote!in!‘What!is!“Post<digital”?’!(Cramer!2014):!‘The!1990s!/!early!2000s! assumption!that!“old”!mass!media!such!as!newspapers,!movies,!television!and!radio!are! corporate,!while!“new!media”!such!as!websites!are!DIY,!is!no!longer!true!now!that!user< generated!content!has!been!co<opted!into!corporate!social!media!and!mobile!apps.!The! Internet!as!a!self<run!alternative!space!–!central!to!many!online!activist!and!artist!projects,! from!The!Thing!onwards!–!is!no!longer!taken!for!granted!by!anyone!born!after!1990:!for! younger!generations,!the!Internet!is!associated!mainly!with!corporate,!registration<only! services”!(Cramer!2014).!Besides!this!aversion!toward!corporate!culture!and!the!commercial! outlook!of!the!Internet,!the!dominant!social!imaginary!of!the!information!society!contributes! to!what!Mansell!describes!as!a!‘loss!of!control’!which!is!‘a!persistent!theme!in!the!history!of! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !For!an!example!of!how!this!prevailing!vision!is!playing!out,!see!the!statement!by!Facebook’s!CEO!that!privacy!is!no!longer! a!‘social!norm’!(Johnson!2010)! 5 Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 16! technological!innovation’!(Mansell!2012:!16).!Digital!media!then!appear!as!a!black!box,!a! ‘device’!as!Borgmann!(1984)!puts!it:!fenced,!closed<off!systems!or!applications!which!cannot! be!fully!or!even!partially!understood!or!controlled!by!individuals,!in!contrast!with!the!more! tangible!qualities!of!analog!media,!such!as!film!photography,!which!at!least!offer!the! possibility!of!controlling!the!creative!process!and!outcome.!As!stated!previously,!a! withdrawal!by!higher!professional!art!and!design!education!from!further!engagement!with! technologies!would!not!be!helpful,!as!Mansell!states:!‘(…)!the!conventions!built!into!the! behind!the!screen!software!(and!hardware)!are!influencing!people’s!tastes!and!aesthetic! values,!similar!to!the!conventions!in!the!mass!media!era’!(Mansell!2012:!103).! To!summarise:!as!we!have!seen!in!the!findings!of!Van!Meer!(2012),!further!supported!by! recent!quantitative!research!(CBS,!2013),!students!primarily!use!the!Internet!for! communication!and!social!networking,!and!less!as!a!means!for!creative!expression.!The! attractiveness!of!analog!media!and!of!craft!as!a!lifestyle,!combined!with!the!changed! perception!of!the!Internet!as!a!black!box,!should!all!be!taken!into!account!by!higher! professional!art!and!design!education!establishments!as!they!rethink!the!role!of!digital! media!within!their!curricula.!The!work!of!both!Borgmann!(1984)!and!Mansell!(2012)!may!be! useful!in!this!context,!in!combination!with!a!critical!stance!towards!too!narrow! conceptualisations!of!media!(as!a!mere!tool!or!machine,!as!argued!in!chapter!II),!rather!than! only!taking!into!account!the!more!structural!(economical,!cultural,!social)!aspects!of!digital! technologies.!How!to!develop!such!a!critical!stance,!will!be!the!topic!of!chapter!IV.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 17! Chapter!IV:!New!challenges!for!art!and!design! education! ! Introduction! In!the!previous!three!chapters!I!have!tried!to!connect!three!interrelated!themes,!in!order!to! understand!what!media!focus!entails!in!the!context!of!art!and!design!education.!Chapter!I! focused!on!showing!how!digital!media!is!still!an!important!topic!for!art!and!design! education,!due!on!one!hand!to!digitisation!of!the!profession!of!arts!and!design!as!well!as!the! labour!market,!and!on!the!other!hand!to!changing!educational!structures!in!the!domain!of! higher!education,!for!example!the!new!domain!of!Creative!Technologies!in!the!Netherlands.! In!chapter!II!my!goal!was!twofold:!first,!to!take!a!closer!look!at!certain!themes!related!to! media!focus!which!were!discussed!more!than!a!decade!ago,!and!secondly!to!show!how!the! discourse!on!digital!media!in!the!context!of!art!and!design!education!is!profoundly!shaped!by! specific!perceptions!and!metaphors.!In!chapter!III,!I!attempted!to!explain!the!popularity!of! craft!and!analog!media!among!students!in!higher!professional!art!and!design!education,! citing!the!work!of!Borgmann!and!Mansell!which!stressed!the!importance!of!critically!re< engaging!and!reconceptualising!the!relationship!of!artists,!designers!and!educators!with! digital!media.!The!main!goal!of!the!present!chapter!is!to!define!a!framework!for!the! implementation!of!media!focus!in!art!and!design!education!curricula.!I!am!aware!of!the! delicate!balance!between!the!extreme!macro!level!–!providing!only!some!general!remarks! on!the!curriculum!–!and!the!extreme!micro!level!–!detailed!instructions!on!what!to!teach,! where!and!why.!I!deliberately!left!out!of!this!research!paper!a!comprehensive!list!of!skills,! knowledge!or!topics!that!should!be!taken!into!account,!first!of!all!because!this!would!go! beyond!the!scope!of!my!research,!and!secondly!because!doing!so!would!ignore!the!two!most! important!actors!within!the!curriculum:!the!students!and!teachers!who!will!develop!their! ownership!of!this!topic!by!defining!which!skills!and!knowledge!they!perceive!as!important.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 18! Therefore!my!approach!will!be!somewhat!different:!based!on!this!research,!I!will!set!out!a! framework,!consisting!of!three!attitudes!toward!digital!media!technologies,!which!takes!into! account!an!artistic,!critical!and!innovative!approach!to!digital!media,!and!could!be!used!for! the!development!of!curricula!as!well!as!policy.! Reset! In!order!to!arrive!at!a!critical!and!innovative!approach!toward!digital!media,!current! perceptions!and!attitudes!toward!the!media!–!as!stated!above!–!should!be!considered!as! both!obstacles!and!starting!points!for!a!renewed!engagement!with!digital!media,!regardless! of!age.6!The!dominant!social!imaginary!determines!to!a!great!extent!how!students!will! position!themselves,!and!thus!defines!their!opportunities!as!artists,!designers!and!educators,! as!well!as!their!uses!of!digital!media.!In!order!to!achieve!a!greater!media!focus,!there!is!a! need!for!a!‘reset’!of!existing!attitudes,!expectations!and!values!of!students!in!regard!to!their! own!understanding,!making!and!use!of!digital!media.!The!concept!of!‘reset’!may!function!as! a!guideline!for!curriculum!(re)design!and!curriculum!content!in!the!fields!of!making,! researching!and!theory.!An!important!strategy!for!introducing!students!to!structures!and! processes!of!digital!media!is!defamiliarisation.!In!my!article!Media)as)Tool!(Nordeman!2012)! I!described!different!strategies!which!can!be!used!to!develop!new!perspectives!on!digital! media,!for!instance!rescaling!or!automatisation:!‘(…)!what!happens!when!we!change!the! physical!size!of!a!laptop,!mobile!phone!or!tablet,!making!it!much!larger!or!smaller?!Or!what! would!happen!when!we!humanize!automatic!processes,!for!instance!the!Descriptive!camera! (…)!which!does!not!show!pictures,!but!only!the!description!of!the!picture!written!by!a! number!of!people!using!the!Mechanical!Turk!system!from!Amazon’!(Nordeman!2012).! Besides!this!defamiliarisation,!another!strategy!is!to!confront!students!with!less!dominant! social!imaginaries!–!for!instance!hackerspace,!free/open!software,!net!art,!creative! commons,!critical!making,!and!critical!approaches!of!digital!media!from!queer!and!gender! studies.!Preferably!this!should!be!addressed!in!the!first!year!of!study.!The!aim!is!twofold:!to! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 6 !The!myth!of!the!digital!native!is!no!longer!useful!(assuming!it!ever!was)!for!educators!in!the!field!of!art!and!design,! specifically!because!this!concept!highlights!present!skills,!mainly!focused!on!mainstream!use!of!digital!media!such!as!social! networking,!and!is!thus!not!helpful!in!indicating!new!and!emerging!uses!of!digital!media.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 19! reset!current!attitudes!and!perceptions,!and!to!connect!with!new!attitudes!and!perceptions,! thereby!opening!up!new!realms!of!possibilities.!I!will!now!give!three!examples!which!reflect! this!focus!on!‘reset’!as!described!above.! Reset!example!1:!Decomputation!study!method! ! The!London!Royal!College!of!Art’s!education!programme!‘Information! Experience!Design’!offers!a!variety!of!interesting!assignments!and!projects! which!encourage!‘resetting’!current!perceptions!and!attitudes!toward!digital! media.!For!example,!‘decomputation’,!which!is!rooted!in!the!field!of! computational!thinking!and!looks!for!other!areas!in!which!to!apply!this!way!of! thinking,!for!instance!music,!finance!and!language.!Students!are!challenged!to! understand!for!instance!a!museum!collection!as!a!dataset:!‘Taking!a!museum! collection,!a!subset!or!a!single!gallery!as!a!dataset,!we!devise!sets!of! instructions!(algorithms)!for!exploring!the!data!and!identifying!individual! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 20! objects.!A!sequence!of!objects!is!then!drawn.!Depending!on!the!instructions,! personal!interpretations!of!objects!can!give!rise!to!micro<narratives,!or!deep! investigations!of!topology!can!be!linked!to!an!object’s!history!or!context!as! visual!research!or!thinking<through<drawing’!(Algopop!2014).!Through!this! study!method,!students!are!encouraged!to!engage!with!algorithms!as!‘ways!of! seeing’,!increasingly!shaping!interaction!and!communication.!This!motivates! students!to!reset!current!perceptions!about!programming!or!rules<based! systems.! ! Example!2:!Free!Tool!Galaxy!–!a!publication!by!graphic!design!students! During!the!Willem!de!Kooning!Academy’s!Free!Culture!project!in!2013,! second<year!Graphic!Design!students!conducted!research!on!an! alternative!to!the!dominant!social!imaginaries!of!the!Internet!and! software:!free!and!open!culture,!alternative!ways!of!sharing,!copying!and! remixing!content,!and!various!issues!related!to!software!and!licenses.! Students!investigated!the!potential!and!the!various!meanings!of!free! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 21! culture,!and!defined!a!new!understanding!of!what!free!design!tools!could! mean!for!their!profession.!The!project!resulted!in!a!one<day!symposium! which!included!a!debate!and!an!exhibition,!and!students!developed!Free! Tool!Galaxy:!a!review!of!over!20!different!design!tools,!ranging!from! image!processing!to!(3D)!animation,!such!as!Hotglue,!GIMP!or!Blender.! In!this!project,!students!were!encouraged!to!critically!reflect!on!the! notion!of!‘free’,!and!to!combine!this!reflection!with!a!hands<on!mentality! by!reviewing!the!‘good’,!‘the!bad’!and!‘the!bottom<line’!of!the!software.! This!encouraged!students!to!rethink!their!attitudes!toward!free!and!open! culture!as!opposed!to!its!commercial!counterparts!such!as!Adobe! Photoshop!or!InDesign.!This!project!demonstrated!the!possibility!of! introducing!students!to!new!notions!of!culture,!copyright!and!software,! thereby!resetting!old!concepts,!all!in!a!practical!and!hands<on!way.!! http://issuu.com/luusss/docs/allspreads_issue_pr! ! ! Hack! A!second!important!principle!for!redesigning!the!curriculum!is!the!ability!to!meaningfully! relate!to!digital!media!in!the!process!of!appropriation!and!reappropriation!in!a!practical,! hands<on,!yet!critical!manner.!Hacking!is!all!about!opening!up!the!black!box!of!technology,!in! order!to!understand!the!technical,!social,!political!and!economical!processes!which!have! been!hidden!away!or!made!obsolete,!and!could!perhaps!be!used!again!in!new!contexts.! In!his!book!Bastard)Culture!:)How)User)Participation)Transforms)Cultural)Production! (Schaefer!2011),!Mirko!Tobias!Schaefer!described!various!ways!for!users!to!interact!within!a!! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 22! ‘participatory!culture’,!through!what!he!called!implicit!and!explicit!participation.!Schaefer! defined!the!former!as!being!‘channeled!by!design,!by!means!of!easy<to<use!interface!and!the! automation!of!user!activity!processes’!(2011:!51),!for!instance!by! uploading!user<created!content,!or!rating!videos!on!YouTube.!On! the!other!hand,!still!according!to!Schaefer,!‘Explicit!participation! mostly!refers!to!the!appropriation!of!technology!by!users!and!the! development!of!technical!skills’!(Schaefer!2011:!52),!for!instance! through!‘customizing!and!changing!mass<produced!serial! products’!(Schaefer!2011:!79),!such!as!the!Xbox!Linux!Project,! initiated!by!people!from!the!hacker!scene!as!well!as!other!user! communities,!and!which!allowed!users!to!run!the!Linux!operating! software!on!the!Microsoft!Xbox!console.!Hacking!therefore!can!be! equated!to!a!form!of!explicit!participation:!to!engage!with!technology!through!a!hands<on! opening!up!of!new!opportunities!of!technology,!while!developing!a!critical!attitude!and! approach!to!digital!media.!This!principle!also!applies!to!theory!and!research!focused!on! understanding!existing!(mainstream)!and!alternative!social!imaginaries!which!define!and! have!defined!existing!study!programmes!–!for!instance,!how!desktop!publishing!has! transformed!the!practice!of!graphic!design,!and!how!digital!publishing!continues!to!do!so.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 23! Example!1:!Hardware!Hacking!–!WdKA! ! The!‘Hardware!Hacking’!module!(first!and!second<year!WdKA!students)! focuses!on!learning!how!to!use!electronics!in!new!and!unexpected!ways.! Students!are!asked!to!bring!objects!such!as!toys,!gadgets,!clothes!or! devices!and!to!deconstruct,!combine,!play!and!learn!with!these!elements! in!order!to!re<create!new!artefacts!and!objects.!During!the!‘Hardware! Hacking’!module,!students!were!asked!to!connect!an!object!or!image! with!a!sound!using!a!MaKey!MaKey,!thereby!giving!it!a!new!meaning.! Students!who!completed!the!‘Hardware!Hacking’!module!became! familiar!with!concepts!such!as!hacking,!the!physical!computer,!and! wearables.! ! !! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 24! Example!2:!Just!in!Case!Smartphone!Tangible!Application!Kit! Just)in)Case)Smartphone)Tangible)Application)Kit!is!a!graduation!project! developed!by!WdKA!alumnus!Andrea!Segato:!a!toolkit!which!aims!to!solve! the!problems!of!people!who!find!themselves!addicted!to!their!smartphone.! One!tool!allows!people!to!walk!on!the!street!while!checking!their! smartphone!without!involuntarily!crashing!into!other!pedestrians.!There!is! also!a!device!called!‘iFollow’!which!automatically!spreads!seeds!on!the! street!so!that!users!can!find!their!way!back!home!even!if!the!battery!runs! out.!Segato!described!the!goal!of!the!project!as!such:!‘Each!application!is! focus!on!the!new!behaviors!technology!create!in!the!past!ten!years.!What! mostly!inspire!me!is!the!relation!people!have!with!their!devices!and!how! they!can!become!stupid!in!front!of!a!smartphone.’![sic]! ! http://justincaseguide.tumblr.com! https://www.behance.net/gallery/15392763/Just<in<Cas! ! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 25! Example!3:!Knuffeldrones!by!medialab!SETUP! ‘Knuffeldrones’!(cuddly!drones)!is!a!project!by!the!Utrecht<based!media!lab! SETUP!which!allows!children!to!explore!new!meanings!and!new!uses!of! drones.!It!consists!of!wa!series!of!lessons!for!primary!education,!from! research,!design!and!development!to!reflection.!The!project!asks!questions! such!as:!What!are!drones?!How!does!a!drone!fly?!In!the!third!lesson,!children! develop!their!own!drone.!The!final!lesson!is!a!reflection!through!a!debate.!In! early!2014,!some!100!children!designed!their!own!drone,!for!instance!a!‘disco! drone’,!or!a!‘smoothie!drone’!which!harvests!fruits!and!vegetables!and! delivers!fresh!smoothies.!Other!children!developed!drones!with!facial! recognition!technology.!The!cuddly!drone!project!integrates!(media)! education!with!the!hacking!of!preconfigured!meanings!and!uses!of!drones.!It! enables!children!to!imagine!and!visualise!potential!uses!of!drones.! http://event.setup.nl/knuffeldrones/! ! Own! The!last!principle,!‘own’,!refers!to!a!situation!in!which!students!are!able!to!understand!and! critically!engage!with!digital!media!within!their!own!professional!context.!Owning!in!this! sense!refers!to!the!concept!of!‘ownership’,!which!combines!notions!of!identification!(‘I! identify!with!what!I!make’),!authorship!(‘being!present!in!the!medium!as!artist,!designer!or! educator’)!and!mastery!(‘I!“own”!what!I!am!doing’).!The!principle!is!oriented!toward!a! professional!context,!a!form!of!what!Sennett!calls!craftsmanship:!(…)!‘an!enduring,!basic! human!impulse,!the!desire!to!do!a!job!well!for!its!own!sake’!(Sennett!2008,!9).!An!overview! of!what!these!skills,!knowledge!and!attitudes!might!be,!depends!largely!on!the!existing! media!use!considered!relevant!within!the!practices.!Owning!also!refers!to!the!idea!of! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 26! regaining!control!over!media!(Mansell)!and!creating!a!meaningful!‘thing’!relationship!instead! of!a!‘device’!relationship!(Borgmann).! Example!1:!MVapp:!Fleur!Doelman!and!Kjell!van!Ginkel!! The!M<app!was!developed!by!Fleur!Doelman!en!Kjell!van!Ginkel!as!a! graduation!project!for!the!WdKA’s!bachelor!programme!Education!in!the! Arts.!Their!goal!was!to!engage!vocational!high!school!(VMBO)!students!with! art!(‘to!fall!in!love!with!art’)!in!the!context!of!the!Schiedam!museum.! ! The!project!focuses!on!developing!a!vision!on!education!and!the!museum,! as!well!as!research!on!existing!apps!for!museums,!interviews!with!experts,! and!onsite!testing.!Students!were!allowed!to!walk!through!the!exhibition!at! their!own!pace,!and!to!select!artworks.!By!asking!questions!and!giving! assignments,!the!M<app!encouraged!the!students!to!look!(experience),!to! envision!new!or!alternative!images,!and!to!create!through!augmented! reality!(AR)!their!own!interpretation!of!the!works.! Through!in<depth!research,!the!project!integrated!knowledge!of!learning! process!as!well!as!the!context!of!museum!education,!in!addition!to!the! possibilities!and!limitations!of!tablets!and!augmented!reality!in!this! particular!context.!The!project!thereby!demonstrated!an!understanding!of! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 27! technological!capabilities!and!the!specific!context,!as!well!as!education!and! the!added!value!of!an!app.! ! Example!2:!Interactive!poster!by!Job!Taks! Using!a!hacked!Kinect,!graphic!design!student!Job!Taks!developed!an! interactive!poster!for!public!spaces!which!could!recognise!and!react!to!the! movements!of!viewers.!The!project!was!the!result!of!a!broader!research!on! interactivity!and!movement.!This!project!illustrated!the!ability!to!rethink! and!augment!the!possibilities!of!a!conventional!graphic!design!practice,! namely!designing!posters!for!the!public!space.! http://www.studiotaks.com/#follow! http://www.studiotaks.com/#zkt<interactive<poster! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 28! Conclusion! ! This!research!started!out!by!asking!the!question!what)does)media)focus)mean)in)the)context) of)art)and)design)education,)for)students)as)well)as)educators?!As!we!saw!in!chapter!II,!The) computer)as)trick)machine,!as!well!as!the!OBK!report!from!2003,!the!perceptions!and! attitudes!of!educators!and!teachers!toward!digital!media!largely!determine!the!extent!to! which!these!media!become!part!of!the!students’!curriculum.!Therefore,!if!we!are!to!further! develop!media!focus!in!higher!professional!art!and!design!education,!a!critical!stance!toward! the!discourse!(the!ways!in!which!students!as!well!as!teachers!perceive,!frame!and!describe! digital!media)!is!crucial!in!order!to!avoid!falling!into!the!trap!of!encouraging!students!either! to!engage!solely!in!craft!practices,!or!to!retreat!into!a!narrow!conceptualisation!of!digital! media!as!a!mere!tool,!thereby!failing!to!acknowledge!and!foresee!the!more!profound!and! structural!changes!taking!place!in!the!art!and!design!profession!as!well!as!the!labour!market.! Though!there!is!no!quick!solution!to!the!challenges!described!above,!the!three!attitudes!I! have!described!in!this!research!–!reset,!hack!and!own!–!should!be!helpful!to!students!as!well! as!educators.! I)would)like)to)Florian)Cramer)for)his)guidance)and)support)during)this)research)and)Aldje)van) Meer)and)Kimmy)Spreeuwenberg)for)discussing)and)reflecting)the)draft)version.)) ! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 29! List!of!works!cited! ! “#algopop.”!#algopop!N.p.,!1!Jan.!2014.!Web.!03!Sept.!2014.! <http://algopop.tumblr.com/post/73211922378/de<computation<information<experience< design>.! Boomen,!Marianne,!van!den.!Transcoding!the!Digital:!How!Metaphors!Matter!in!New!Media.! Theory!on!Demand!#14.!Institute!of!Network!Cultures,!Amsterdam!2014! Borgmann,!Albert.!Technology)and)the)character)of)contemporary)life:)A)philosophical) inquiry.!University!of!Chicago!Press,!2009.! Caoduro,!Elena.!“Photo!Filter!Apps:!Understanding!Analog!Nostalgia!in!the!New!Media! Ecology.”!Networking)Knowledge:)Journal)of)the)MeCCSA)Postgraduate)Network)7.2!(2014).! Cramer,!Florian.!“What!Is!‘Post<digital’?”!a)peer^reviewed)journal)about.!APRJA,!1!Jan.!2014.! Web.!02!Sept.!2014.!<http://www.aprja.net/?p=1318>.! Johnson,!Bobbie.!“Privacy!No!Longer!a!Social!Norm,!Says!Facebook!Founder.”! Theguardian.com.!Guardian!News!and!Media,!10!Jan.!2010.!Web.!02!Sept.!2014.! <http://www.theguardian.com/technology/2010/jan/11/facebook<privacy>.! Jurgenson,!Nathan.!“The!IRL!fetish.”!The!New!Inquiry!(2012).! http://thenewinquiry.com/essays/the<irl<fetish/! Korvorst,!Marjolein,!and!Ger!Sleijpe.!“Jongeren!Vooral!Online!Met!Smartphone.”! Http://www.cbs.nl/nl< NL/menu/themas/dossiers/jongeren/publicaties/artikelen/archief/2014/2014–4079< wm.htm.!CBS,!27!May!2014.!Web.!2!Sept.!2014.! Madoff,!Steven!Henry,!ed.!Art)School:)(propositions)for)the)21st)Century).!MIT!Press,!2009.! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 30! Mansell,!Robin.!Imagining)the)Internet:)Communication,)Innovation,)and)Governance.! Oxford:!Oxford!UP,!2012.!Print.! Nordeman,!Levien.!“Media!as!a!tool”.!Shift.!#Globalisierung!#Medienkulturen!#Aktuelle! Kunst,!Schriftenreihe!Kunst!Pädagogik!Partizipation:!Buch!01.!Christine!Heil,!Gila!Kolb,! Torsten!Meyer!(Hrsg.).!München,!Kopead,!2012.! Nordeman,!Levien.!“Craft!as!Lifestyle”.!open!!Platform!for!Art,!Culture!and!the!Public! Domain.!2014.!Web.!<http://www.onlineopen.org/essays/craft<as<lifestyle>! Overleg!Beeldende!Kunst.!Studenten,!medewerkers,!docenten!en!stafleden!van!Nederlandse! kunstacademies!over!ICT!in!het!kunstonderwijs:!een!inventariserend!verslag.!(2003).!Rens! Holslag/Overleg!Beeldende!Kunst!OBK!/HBO<raad,!Den!Haag.! Orlikowski,!Wanda!J.,!and!Debra!C.!Gash.!“Technological!frames:!making!sense!of! information!technology!in!organizations.”!ACM)Transactions)on)Information)Systems)(TOIS)! 12.2!(1994):!174–207.! Rutten,!Paul.!De)kracht)van)de)verbeelding.!Rotterdam:!Hogeschool!Rotterdam!Uitgeverij,! 2014.!Publicaties!–!Hogeschool!Rotterdam.!1!July!2014.!Web.!2!Sept.!2014.! <http://www.hogeschoolrotterdam.nl/onderzoek/publicaties>.! Schäfer,!Mirko!Tobias.!Bastard)Culture!:)How)User)Participation)Transforms)Cultural) Production.!Amsterdam:!Amsterdam!UP,!2011.!Print.! Sennett,!Richard.!The)Craftsman.!New!Haven:!Yale!UP,!2008.!Print.! Tatum,!Jesse!S.!“Technology!and!Values:!Getting!beyond!the!‘Device!Paradigm’!Impasse.”! Science,!Technology!&!Human!Values!19.1!(1994):!70–87.! Taylor,!Charles.!“Modern!social!imaginaries.”!Public!culture!14.1!(2002):!91–124.! http://publicculture.dukejournals.org/cgi/reprint/14/1/91! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 31! Van!Meer,!Aldje.!“I!would!rather!design!a!poster!than!a!website.”!Willem!de!Kooning! Academy!Rotterdam!University,!2012–2013.!Web.!December!2013! <http://www.iwouldratherdesignaposterthanawebsite.nl>! ! Reset,!Hack!and!Own!<!Media!Focus!in!Art!and!Design!Education! 32!