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Arts and the Teaching of History: Historical F(r)ictions 2020 ed. [Hardback]

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  • Formāts: Hardback, 297 pages, height x width: 210x148 mm, weight: 539 g, 18 Illustrations, color; 5 Illustrations, black and white; XVI, 297 p. 23 illus., 18 illus. in color., 1 Hardback
  • Izdošanas datums: 27-Aug-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030515125
  • ISBN-13: 9783030515126
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Arts and the Teaching of History: Historical F(r)ictions 2020 ed.Palielināt
  • Formāts: Hardback, 297 pages, height x width: 210x148 mm, weight: 539 g, 18 Illustrations, color; 5 Illustrations, black and white; XVI, 297 p. 23 illus., 18 illus. in color., 1 Hardback
  • Izdošanas datums: 27-Aug-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030515125
  • ISBN-13: 9783030515126
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783030515126.html
Keywords:

This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students’ knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students’ understandings and as a mechanism for students to present their own emerging historical perspectives.

Recenzijas

The chapters detail examples of literature, visual art, and public art. They explore ways of knowing that acknowledge differences in intention, method, and imagination between period novels and historical fiction; visual art as source and public art as a vehicle for the convergence of history and heritage. Examples are drawn from a variety of contexts and eras . Clark and Sears remind history teachers-at any level-of the ongoing importance of understanding the past as permeating the present. (Karen Stanworth, Historical Studies in Education, Vol. 34 (2), 2022)

1 The Place of the Arts in Teaching History
1(28)
Historians as Artists and Artists as Historians
6(2)
The Power of Art
8(2)
The Value of History Education
10(1)
The Place of Historical Mindedness
11(2)
The Place for a Sense of Wonder
13(1)
The Value of the Arts in History Education
14(2)
Navigating This Volume
16(9)
Bibliography
25(4)
2 Five Scholarly Conversations Related to History, History Education, and the Arts
29(58)
Nature of History and Historical Truths
29(6)
History and the Arts
35(3)
Collective Memory and Historical Consciousness
38(10)
Indigenous Perspectives in History Education
48(11)
Implications for History Education
59(4)
Conclusion
63(13)
Bibliography
76(11)
3 Historical F(r)ictions: Fiction and History Education
87(40)
Period Novels and Historical Novels
88(1)
Period Novels: Fiction as Primary Source
89(19)
Relationship Between Historical Novels, History, and Historical Evidence
108(5)
Conclusion
113(9)
Bibliography
122(5)
4 Beyond Adornment: Visual Art as Source and Account in History Classrooms and Public Spaces
127(38)
The Ubiquitous Presence of Art
130(2)
Visual Art as Primary Source
132(9)
Visual Art as Account
141(6)
Beyond Adornment: Visual Art in the Classroom
147(6)
Conclusion
153(7)
Bibliography
160(5)
5 Points of Convergence: Public Commemorative Art and the Teaching of History
165(34)
Bringing Together the Past and History
170(3)
Bringing Together Multiple Historical Eras
173(4)
Bringing Together History and Heritage
177(5)
Bringing Together History and Citizenship Education
182(4)
Conclusion
186(7)
Bibliography
193(6)
6 Engaging the Fray: Preparing Teachers and Students for Critical Encounters with the Past
199(44)
The Past as Contested Terrain
201(10)
Meeting Students Where They Are in Order to Take Them Someplace New
211(8)
Engaging Artistic Works as Resources for Historical Analysis
219(6)
Time Travel: Attention to Multiple Pasts, the Present, and the Future Through the Arts
225(3)
Conclusion
228(8)
Bibliography
236(7)
7 The Humanizing and Civic Missions of History Education
243(25)
How the Past Permeates Our Present
244(5)
Engaging the Arts in History Class Fosters More Complex Understandings of History and the Nature of Truth
249(6)
Engaging the Arts in History Class Fosters Cross Curricular/Disciplinary Connections
255(3)
Engaging the Arts in History Class Fosters Consideration of the Relationship Between History, Historical Consciousness, and Collective Memory
258(3)
Engaging the Arts in History Class Fosters the Introduction of Indigenous Perspectives
261(3)
Engaging the Arts in History Class Fosters the Development of History Education
264(4)
Conclusion 268(7)
Bibliography 275(4)
Index 279
Penney Clark is Professor of Social Studies Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. She is co-editor of Historical Studies in Education.





Alan Sears is Professor Emeritus in the Faculty of Education at the University of New Brunswick, Canada. He is former editor of Citizenship Teaching and Learning.