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Teaching History through visuals

Teaching History through visuals. Prepared by: Lumnis Çela. Case study: Albania. The representation of Liberation War & Communist period in visual arts. Pictures Drawings Engravings Photographs Posters Monuments. Memorials Coins Films Maps Clothes Tools/Symbols.

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Teaching History through visuals

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  1. Teaching History through visuals Prepared by: Lumnis Çela

  2. Case study: Albania The representation of Liberation War & Communist period in visual arts.

  3. Pictures Drawings Engravings Photographs Posters Monuments Memorials Coins Films Maps Clothes Tools/Symbols What do we mean by visuals?

  4. Pictures Mic Sokoli

  5. Engravings Proclamation of Albanian Independence at Vlora.

  6. Photographs The house where the Albanian Communist Party was founded. Meeting of Communist Leaders.

  7. Monuments Guerrilla fighter

  8. Memorials

  9. Coins

  10. Films

  11. Maps Communist cells throughout Albania

  12. Clothes National Costumes

  13. Tools/Symbols Hammer and sickle “People’s hero” medal

  14. Why visuals? • They are more practical and concrete than words. • They can be perceived easily. • They can be easily memorised. • They are neither monotonous nor boring. • They are more attractive than plain text. • They generate more debate in the classroom. • They need interpretation so everybody can contribute. • They increase the level of student’s participation.

  15. How to make use of them? • like warm-up activities (e.g. icebreakers, brainstorming, fillers) • as clues for conversation / debate • as illustrations of certain historic events • as class or homework exercises • as a research activity / field work • during revision classes

  16. Benefits of visuals 1. They make history an interdisciplinary course. 2. They stimulate creative thinking and speaking. 3. Students switch from passive readers to active researchers. 4. Information is more easily internalised and remembered.

  17. 1.They make history an interdisciplinary course History Literature Painting

  18. 2. They stimulate creative thinking Why have people interrupted their work? Why were newspapers so important?

  19. 3. Students shift from passive readers to active researchers 28 or 29 November 1944

  20. 4. Information is more easily internalised and remembered Independence Day. 28 November, 1912

  21. Drawbacks of visuals 1. Distortion of the new generation. (Brainwashing policy) 2. Glorification of the reality. 3. The use of positive/negative stereotypes as generalizations. 4. Visuals are not always representative of the historical reality.

  22. 1a. Distortion of the new generation

  23. 1b. Preparing for war in times of peace

  24. 2a. Glorification of the reality. An industrialized nation

  25. 2b. Building the country Woman welder

  26. 2c. Providing heroes. ‘One for all’

  27. 3a. The use of positive stereotypes as generalizations.

  28. 3b. The use of negative stereotypes as generalizations.

  29. 4. Visuals are not always representative of the historical reality. Unity, harmony and happiness

  30. Note! • Visuals should represent historical events correctly. Teachers should make prior investigation and put them in the historical context. • Visuals should not be overloaded with information. They should not distract students’ attention from the lesson objectives.

  31. Thank you… Belgrade, October 2007

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