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E-learning has seen incredible growth in the first decade of the 21st century. This growth is particularly noticeable in institutions of higher education. Even though distance learning has long been the method by which remote students have obtained course credit through correspondence study, e-learning is popular even among traditional on-campus students. E-learning offers many potential solutions for some disruptive situations in traditional schooling. Art educators must consider e-learning when devising curricula and pedagogy in anticipation of emergencies, such as pandemics or natural disasters, which might force students to learn from a remote location. In this article, the author describes some developing practices of artmaking using the Internet. He briefly touches on some trends in digitally mediated artmaking practices, including digital photographic manipulation, netArt, and collaboration. These artmaking methods are important in art education because they increase the possibilities of idea generation and image making for artists in the field, and provide a source of inspiration for students in art classrooms. (Contains 9 figures.)

In this paper, the author describes a partnership between the preservice elementary education students and preservice art education majors at a local university in Georgia. The goal of this partnership was to implement an interdisciplinary curriculum in the general classrooms of nearby Boulevard Elementary School. The educational objectives of the art education and general education courses were altered to reflect the importance of the interdisciplinary approach to teaching. Some major goals of the courses were to examine and implement ways to integrate art into other core subjects in general classrooms, to develop art lessons from core subject learning objectives; and to build relationships. These objectives were brought to life through the process of planning, preparing, and teaching arts-rich lessons about the power of words.