Art is for the most part already a largely interactive topic to learn. It frequently requires being shown and then demonstrating what is being taught in real time. One of the most common kinds of video-platform art resources is “speed paintings” or quick tutorials of how to apply a technique to achieve a desired effect.

The following video: “Easy Cloud Acrylic Painting Tutorial for Beginners” in JK Paint’s series: “Learn How to Paint” is a prime example of a concise speed-painting tutorial that introduces important techniques and effects that most new painters may not assume is possible just by picking up a brush. It uses techniques such as sectioning out colors by applying paint directly to the canvas for mixing, sponge texturing, and finally paint flicking. The tutorial is short and simple enough that the target age group (Grades 6-8) can easily follow along, even in real-time with some well placed pauses. Mimicking a simple tutorial like this can help build confidence and the techniques learned can help broaden their ability to create their own original works.

As described above, the video is or has the potential to be a type of inherent interactivity, where students must respond in order to continue. This doesn’t have to be the case if you ask students to watch the video just for the techniques, however I believe the best course of action for a tutorial such as this is to make the students follow along. This could be done as homework or during class time as a short exercise graded on participation and completion of the activity, with no penalty for deviation from the end result or gaps in skill level. The medium would be acrylic and the activity could take place on a small canvas or mixed media paper. When the assignment is finished, we can hang the finished products on the classroom wall and have a session of reflection where students can express what they think they did well/liked, and what they wish they could have improved on or learned more about. The activity has the ability to be scaled across as small or large a group of students as needed. If we cut out the reflection, and made students bring their own supplies, the assignment could even work for classrooms of up to 100+ people. Of course, the workload for the teacher is dependent on the class size, but overall the amount of labor for an assignment like this would be minimal, as all that would be required is general supervision, a check for completion/participation, and a short review. If the video creates barriers for a person, there are plenty of other online quick tutorials that could be used in this one’s place. Potentially a professor could offer a small assortment of videos and let students pick which one they wanted to do.

I think this video is pretty good, its short and concise which means a lot to younger age groups, however I wish there was described audio to help people who may have issues reading the font.