The aim of the research paper is to study the impact of digital tools among the visual artists. Due to the fast changes in the information and communication technology tools, the digital tools develops and changes day by day. Lack of proper training related to software and tools affects the visual artists with the age groups 35 to 45. The traditional way of doing visual works requires special skills such as eye, hand and mind coordination. Working in the digital system needs other skills such as technical, digital and software knowledge. Even though the pre-production, production and post-production process simplified, it develops a pressure among the traditional visual artist to change their perspective and view of the fine arts. Updating the software version and the new digital tools’ related knowledge makes them depend on the software and technical system rather than the free expression and creativity. Particularly, the artists between the age groups 35 to 45 favor the concept of creating visuals by using brushes and other traditional media. Working with the system develops a stress among the artists. Many of the above age groups give feedback which does not favor the concept of digital graphics. A digital tool gives more flexibility in all the stages of graphic design, drawing & painting, 2D, and 3D animation process. Furthermore, it reduces the complexity of the process of editing, retouching, storing, printing, copying and developing, etc. Working with computer the system for long hours is difficult for the visual artists of age groups 35 to 45. Many artists express their views in favor due to the medium and comfort was given by the traditional brushes and other materials. Handling keyboard and mouse requires more muscular movements than the application of brushes.

Visual artist, Digital tools, Flexibility, Stress, Traditional brushes, Physical pain, Opinion of visual artis

[1] Olafur Eliason, “The World Economic Forum” Opinion article Davos - Klosters, Switzerland, The Huffington Post Jan. 20-23, Page 44-45, 2016.
[2] Tara, “Exploring the impact of digital technologies on professional responsibilities on education”, SAGE publications Page 23 doi: doi.org/10.1177/1474904115608387. 2015.
[3] May L “The Socially Responsive Self-Social Theory and Professional Ethics”. Chicago: University of Chicago Press, 1996.
[4] Robinson S, “The nature of responsibility in a professional setting”, Journal of Business Ethics 88: 11–19. 1996
[5] Colley H, James D and Diment H (2007), “Unbecoming teachers: Towards a more dynamic notion of professional participation”, Journal of Education Policy 22(2): 173–193.
[6] Solbrekke T and Sugrue C, “Professional responsibility: Retrospect and prospect. In: Professional Responsibility”, New Horizons of Practice? London: Routledge, 11–28. 2010.
[7] Jaradat S, Whyte J and Luck R, “Professionalism in digitally mediated project work”, Building Research and Information 41(1): 51–59 2013.
[8] Cho V “A study of the roles of trust and risk in information oriented online legal services using an integrated model”, Information and Management 43(4): 503–520, 2006.
[9] Susskind R “Tomorrow’s Lawyers: An Introduction to Your Future”,. Oxford: Oxford University Press. 2013.
[10] Laurillard D, “Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology”, London: Routledge. 2012