Teaching Art History to Design Students

Art History is often seen as a mandatory core course in the curricula of design programs but it is rarely tailored to the needs and goals of such programs. Instead, the traditional chronological organization of lecture topics, invariably beginning with the “Venus of Willendorf” (c. 25,000 BC) is presented in order to impart to the students a supposed holistic “big picture.” This essay outlines the re-structuring of a two-semester first-year faculty-wide introductory art history course, entitled “History of Art and Design,” in the Faculty of Fine Arts and Design at Izmir University of Economics, Izmir, Turkey. The course was re-configured from a conventional chronologically-presented (time-oriented) lecture series to a thematically presented (topic-oriented) lecture series more relevant to the students of the faculty – architecture, interior architecture, graphic design, industrial design, and fashion design students.

Reflective teaching of History 11-18.

Es una guía práctica para todos aquellos que son nuevos en la profesión de la enseñanza de la historia, pues abarca todos los aspectos de su trabajo, desde la planificación hasta la enseñanza y la evaluación. El texto muestra dos preocupaciones principales: la práctica docente y cómo utilizar la teoría y los resultados de la investigación para mejorar esa práctica.

Teaching the History of Civil Rights at A Predominantly White Institution

Building on a 2003 pilgrimage to a dozen sites important in the Civil Rights Movement of the 1950's and 1960's, and conversations with movement leaders of then and now, the authors created an initiative at their 93% white campus to educate today's students about the heritage the civil rights struggle

E-learning - an approach to teaching art history in the Internet age

Der erste Universitätskurs in Norwegen, der komplett via Internet unterrichtet wird, wird in Kunstgeschichte angeboten. Dieses Projekt wurde im März 2000 mit einem Einführungskurs in die Kunstgeschichte gestartet. Aufgrund seiner modularen Struktur, visuell ansprechender Präsentationen, fachbezogener Ansätze sowie Möglichkeiten eines zweiseitigen Kommunikationsaustausches, kann das Interesse und der Einbezug der Studenten während der zweijährigen Dauer des Kurses aufrecht erhalten werden.

Some principles in the teaching of history.

Mode of access: Internet.

They were there; a guide to firsthand literature for use in teaching American history.

Mode of access: Internet.

The teaching of history and civics in the elementary and the secondary school,

Bibliography at head of chapters.

Possibilities and problems of teaching the history of the present time through media and information literacy.

Le système éducatif encourage une histoire positiviste, ordonnée, unilatérale et universelle; par l´incorporation de le découpage chronologique de l´histoire en quatre étapes. Mais, est-ce qu´il serait posible que les élèves puissent étudier leur propre présent? Mon commuication poursuit d´exposer, comme Saab affirmait, le présent est “le point de départ et d´arrivée de l´enseignement de l´histoire détermine les allers et les retours au passé”. La façon d´approcher l´enseignement de l´histoire est confortable. Il n´y a pas de questions, il n´y a pas de discussions. Cette vision de l´histoire interprétée par l´homme blancoccidental-hétérosexuel s´inscrit dans le projet de la modernité du Siècle des Lumières. Par conséquent, cette histoire obvie que nous vivons dans una société postmoderne de la suspicion, de la pensée débile. En ce qui concerne la problématique autour de la pollution audiovisuelle et la façon dont les enseignants et les élèves sont quotidiennement confrontés à ce problème. Par conséquent, il est nécessaire de réfléchir à la question de l´enseignement de l´histoire quadripartite. Actuellement, les médias et les nouvelles technologies sont en train de changer la vie de l´humanité. Il est indispensable que l´élève connaisse son histoire presente et les scénarioshistoriques dans l´avenir. Je pense en la nécessité d´adopter une didactique de l’histoire presente et par conséquent, nous devons utiliser la maîtrise des médias et de l´information. Il faut une formation des enseignants que pose, comme Gadamer a dit: “le passé y le présent se trouvent par une négociation permanente”. Una formation des enseignants qui permette de comprendre et penser l´histoire future / les histoires futures. À mon avis, si les élèves comprennent la complexité de leur monde et leurs multiples visions, les élèves seront plus tolérantes et empathiques.

A representação do ato de ensinar: continuidades e rupturas da concepção de ensino na pedagogia tradicional, na psicologia histórico-cultural e na pedagogia histórico-crítica : uma análise a partir das teses e dissertações no Portal da CAPES

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

What does the review of the Australian Curriculum mean for History in the Primary Years?

The recent introduction of the Australian Curriculum: History as a timetabled school subject has enhanced the teaching of history in the primary years. Previously, history was integrated with geography, economics and civics and citizenship; however, in the new curriculum students are introduced to history from their first year at school. The review addresses significant concerns about the scope and content in history in an over-crowded primary curriculum (Donnelly & Wiltshire, 2014; APPA, 2014). However, the history curriculum provides a rare opportunity to explore distinctive content and develop agency by investigating personal, local, national and international contexts. This paper examines the recommendations of the review and the implications for history in the primary years.

TEACHING AMERICAN CIVIL WAR MUSIC IDSTORY WITH MODERN EDITIONS OF PERIOD MUSIC FOR FULL CONCERT BAND

This dissertation explores a method of teaching the history of Civil War music and musicians through modern full-band editions of original brass band music. In the study of music history the period of the Civil War is rarely discussed, or at best, mentioned only if a student takes a specific course on the history of bands and happens to look deeply into the background of some of the early band pioneers such as Patrick Gilmore, who served in the Union Army as a bandmaster. The history of the musicians, bands, and music performed during the Civil War deserves study to provide a way for students and audiences to learn this history. This project includes lesson plans that can be used with the arrangements of the period music as well as select published music that is also representative of the period. Included with the historical information are four arrangements of original brass band music now scored for full concert band. Each arrangement includes a section scored for brass only with optional brass band parts. Historical information is provided on the Civil War period bands and how each side used them, on the composers of the music, and also on the individual compositions. The historical information can be used to supplement the lesson plans to teach the history, as well as for program notes for audiences. The research involved locating information on both Union and Confederate bands available in books, other dissertations, articles, and interviews with Civil War music historians. The original brass band music is scored for full band. This method will allow teachers and conductors to highlight this period of wind band history and to share it with both students and audiences. Included with this project are photos and video footage taken during a visit with the 1st Brigade Band of Watertown, Wisconsin, an historical organization dedicated to recreating the music and performances of an actual Civil War era band.

Pelos caminhos das idéias e da existência: a propósito das cartografias de J. T. de Moura Filho

The present study aimed to investigate the intellectual, personal and professional tracjetory of José Tavares de Moura Filho. Civil engineer who devoted him self to cartographic cience, though not a cartographer, and to literature. At 65 years old, already with retirement, he devoted his attention to writing his books and see the world, as he said. There were nine books, five of poetry, prose and short stories, and four of cartographic nature. The published his books independently. He wrote and his wife Elza typed. Once ready, he would seek the graphics, later a publisher, to reproduce his writing. He liked to say he would rather to pay for your books than bay a new car, and did so. Died at age of 82 years, leaving a rich material for the young students, those who read, as he always did by dedicating his books. In order to achieve the objectives of this study, we used as a theoretical some authors dealing with historiography, oral history, intellectual intineraries and history of ideas, as Garnica, Nóvoa, Barros, Bosi, Le Goff among others. From this perspective, we constructed an archeology of ideas and the existence of Moura Filho, to point contributions of the teaching of mathematics from his work