Bitmojis and Beyond: Incorporating the Studio Habits of Mind into Online Art Instruction

Although art classrooms are rich with demonstrations, discussions, and artmaking, the COVID-19 pandemic brought unprecedented challenges to art educators wanting to engage students in studio-rich practices. As one solution, Bitmoji classrooms emerged in response to emergency remote teaching (ERT). B...

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Bibliographic Details
Published in:Art education (Reston) 2023, Vol.76 (4), p.24-32
Main Authors: Lindeman, Kayla, Hicks, Troy
Format: Article
Language:English
Subjects:
Art Education
Cognitive Processes
Computer Software
Distance Education
Educational Change
Elementary Secondary Education
Guidelines
Kindergarten
Learning Management Systems
Online Courses
Studio Art
Teaching Methods
Thinking Skills
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Summary:Although art classrooms are rich with demonstrations, discussions, and artmaking, the COVID-19 pandemic brought unprecedented challenges to art educators wanting to engage students in studio-rich practices. As one solution, Bitmoji classrooms emerged in response to emergency remote teaching (ERT). Bitmoji classrooms--containing an instructor's avatar (Bitmoji) and typically presented using Google Slides--are virtual spaces populated with images and objects that hyperlink to videos, web tools, games, learning management systems (LMS), texts, and other resources. Bitmoji classrooms often visually mimic a classroom, although sometimes they represent an imagined space. In the 2020-2021 academic year, many K-12 and higher education educators continued to employ Bitmoji classrooms. With this, the authors grew interested in how art educators designed these spaces and how the embedded content choices reflected the Studio Thinking framework (Hetland et al., 2013), particularly the Studio Habits of Mind (SHoM). Using this framework, this study analyzes five Bitmoji art classrooms and addresses implications for art educators.
ISSN:0004-3125
2325-5161
DOI:10.1080/00043125.2023.2208007