iCurator

Abstract

Purpose The purpose of this paper is to provide secondary social studies practitioners with a research-based adaptable lesson plan aligned with the National Council for the Social Studies Thematic Strands and its C3 Framework incorporating the digitized collection of the National Gallery of Art and Visual Thinking Strategies to foster historical understanding through a student-driven process of online gallery curation. Design/methodology/approach The author describes the connections between constructivist learning and technology integration in the classroom, linking technological, visual, and social studies literacy. The internet mediates student experience. It is both text-based and image-saturated; therefore, it is important for students to develop fluency with the written word and visual literacy. To remain technologically relevant, teachers must harness the potential of the internet to aid students with the development of their analytic and evaluative skills. The paper outlines an adaptable method for incorporating technology and art into social studies classroom practice in order to build visual literacy, historical understanding, and skills in evidence-based research. Findings The National Council for the Social Studies has outlined various analytic, communicative, and evaluative skills that students should acquire for social studies literacy. This paper provides insight as to how utilizing digitized collections of artwork has the potential to engage students in active, constructivist learning in order to acquire social studies literacy. Originality/value The paper is of value to secondary practitioners who wish to incorporate visual art, technology, and constructivist learning techniques in their classrooms.

Effectiveness Of Interactive Multimedia-Based Learning in Teaching Art History as A Component of General Knowledge in Art for Senior High School Students

“…Thus, it was necessary to adopt effective instructional methods to make history lessons effective (Adom et al, 2016). According to Watson-Canning (2017), for students to have richer and fuller understanding of history, a visual source needs to be integrated with written texts to make it possible for students to examine sources that may pose challenges to their own interpretations. This means that when the student is able to make meaning out of the information, they can appreciate it better.…”