The campers in their self-portraits established individual meaning. Comparison of pre and post questionnaire indicated improvement in identifying digital art. This study demonstrated that primary students are capable of creating meaningful digital art and a virtual self with professional, 21st century technology. Campers learned to use MS Paint, Adobe Photoshop, and the Virtual World of Pet Society to create a digital self in a decentralized classroom. The researcher/instructor monitored the secure social network in order to create a safe Internet experience to protect the campers’ privacy. This study puts these theories in action by offering an opportunity to combine computers, art, learning and playing. Gee built on Vygotsky’s theory of play by showing that digital games enable children to create a ‘cycle of expertise’ and thus to develop strategies to cope and problem solve. This study offers an opportunity to combine computers, art, learning, and playing. The methodology was action research as well as a pre- and post questionnaire that evaluated the growth of knowledge in digital art, along with separate analysis of their meanings and expression in their virtual galleries that identified symbols, colors, feelings, and subject matter. This study evaluates primary students, aged 6-11, exploring their creation of a digital and virtual self, while learning they learned positive uses of blogging on Facebook for a research study at a small computer art camp. This study afforded young children the ability to make aesthetic choices in a virtual world and learn the impact of how aesthetics affect each other. By posting pictures with comments the campers extended the communication regarding their aesthetic choices even after camp had ended. Other aesthetic preferences include holiday collectibles and petlings. Daily they altered their avatars by changing their facial features and clothing accessories. Campers captured themselves in their main living room doing their favorite activities. This study showed positive use aesthetic choices in a virtual world. Using Pet Society the children created a digital society, daily captured images of their avatars, posted them on Facebook, and documented their creation, evolution, meanings and opinions by posting comments and answering an exit survey. This study used action research to illustrate the social and aesthetic potential of Pet Society, a virtual world for children. This study took place during a spring break camp that combined aesthetics, primary children (ages 6-11), and digital technology. Abstract Primary students need to learn current online technology as a part of art education to prepare for the future.
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