Artwork evokes different emotions and interpretation in all people. Someone from one background or culture may have a very different point of view from someone from another culture. Telecollaborative activities could provide opportunities for students to explore artwork with other cultures to broaden their points of view. Such activities would help to expand student meaning when interpreting works of art.
With art, students could use a telecollaborative activity as a means of information sharing. For example, artwork that has a political agenda will produce in people different emotions given the persons political leanings. Students can connect with others to discuss was their reaction to the artwork is and discuss why they have those feeling. This type of sharing will help students to expand their points of view and also their tolerance. Another activity could be a research activity. Students exploring a certain movement in art history could connect with museum curators or art historians to research the movement and then discuss their findings with other students.
Successful telecollaborative projects must have clear learning objectives and goals. The teacher must set benchmarks for students to keep them on track. Teachers must identify the standards of learning that are appropriate and make sure the project is easy to implement. It is important that the students have the opportunity to discuss the topic with other students and experts in the field of study.
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