For Better Undergraduate Teaching in Art History

Elsen, Albert

doi:10.2307/772552

Cited by 2 publications

(2 citation statements)

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“…Korean subtitles are only partially provided and even viewed with Google Translator which sometimes mistranslates art terms. Elsen (1954) argued that discussion is a useful pedagogical approach to sharing a variety of viewpoints and backgrounds when analyzing artworks. Also, in the experiment of Donahue-Wallace & Chanda (2005), when face-to-face interaction was not possible in art history online classes, learning was well achieved even when an alternative means called animated interactive activities were used, and the interaction between students was improved.…”

Section: Theoretical Considerationmentioning

confidence: 99%

Exploring Students’ Experiences of Virtual Learning Environment for Art History Classroom

Park

Sohn

2023

Harmonia

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During the Covid 19, students and instructors experienced double-way synchronization distance classes. Recently, the metaverse was drawn much attention to the online virtual world as a channel for social interaction. It has received renewed interest as a new method of surmounting the limitations of external activities after the pandemic. A few studies have focused on the usability of metaverse in a classroom, but no attention was paid to its applicability to Art History as well as to the higher level of education. In order to compensate for the limitations of two-way synchronized remote learning in university art history classes, Gather.Town was adopted as a metaverse platform in both Western modern art history classes and art history methodology classes. In this study, we surveyed and interviewed students who used both WebEx and Gather.Town. This study examines students’ experiences in accessibility, social presence, convenience of interaction, interest and immersion, and satisfaction when the students use the metaverse platform, Gather.Town. The examination of this study confirms that the virtual space of metaverse was more helpful in making students feel a sense of presence, interaction, and engagement than WebEx and demonstrates the possibility of this platform as a sustainable and valid tool in Art History Education.

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Section: Theoretical Considerationmentioning

confidence: 99%

Exploring Students’ Experiences of Virtual Learning Environment for Art History Classroom

Park

Sohn

2023

Harmonia

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“…4 Concerns over how art history is taught, both in the classroom and outside it, are far from new. Since the early 20 th -century art historians have called for pedagogical change at the undergraduate level (Chalmers 1978;DeAngelis 1987;Dietrich & Smith-Hurd 1995;Donahue-Wallace, La Follette & Pappas 2009;Elsen 1954;Gasper-Hulvat 2017;Kerin & Lepage 2016;La Follette 2017;Erickson 1983;Olds 1986;Panofsky 1954;Yokley 1999). Meanwhile, since at least the 1980s, art historians have argued for revising, dismantling and, even, "firing" the canon based upon white, male, European, heteronormative artists and their masterpieces (Barzman 1994;Chandra et al 2016;Camille et al 1996;Mast 2019;Nochlin 1971;Pinder 2013;Pollock 1999).…”

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confidence: 99%

“Opening” Art History: Exploring the Motivations and Practices of Faculty using Open Educational Resources in Lower-Level and General Education Art History Courses

Chtena

2021

Journal of Interactive Media in Education

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Although over the years the conceptual understanding of OER has improved, more insights are needed on faculty's discipline-specific practices with OER. This study explored the motivations and OER-related practices of faculty in lower-level and general education (GE) undergraduate art history courses in the United States. Using twelve in-depth interviews conducted over nineteen months, it investigated why, how and to what ends a diverse group of art historians use OER and related practices in their teaching. The study found six, discipline-specific main motivations for adopting OER, which extend well beyond cost savings for students. At the same time, only small changes were reported in faculty's teaching practices as a result of adopting OER. That is, OER didn't simply trigger pedagogical innovation by virtue of being adopted. Instead, these resources were strategically utilized by faculty to address existing teaching needs and goals, which were shaped by broader conversations and concerns within the field of art history. This suggests that it is impossible to disconnect OER from current pedagogic practices and models, as well as the social and disciplinary context in which they are employed.

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For Better Undergraduate Teaching in Art History

Cited by 2 publications

References 0 publications

Exploring Students’ Experiences of Virtual Learning Environment for Art History Classroom

Exploring Students’ Experiences of Virtual Learning Environment for Art History Classroom

“Opening” Art History: Exploring the Motivations and Practices of Faculty using Open Educational Resources in Lower-Level and General Education Art History Courses

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