Presentation on theme: "Using Art as historical evidence: an example from the Council of Europe e-book Shared histories for a Europe without dividing lines Brian Carvell Nicosia."— Presentation transcript:
Using Art as historical evidence: an example from the Council of Europe e-book Shared histories for a Europe without dividing lines Brian Carvell Nicosia March 2015
Question typologies Focusing questions: help students to concentrate on particular points in the image and help them observe and detect crucial details Analysis and interpretation questions: could be used in combination with other historical sources (even older textbooks of the same country or textbooks of other countries in order to find out how they present or interpret the same historical event or phenomenon) Questions or activities encouraging and motivating personal expression, imagination and creativity
Focusing questions What do you think the people are doing? When do you think this event happened? Some ships have flags. Identify the flags. What can you say about the various discrete groups which are taking part in the event?
The battle of Trafalgar as seen from the mizzen shrouds of the Victory. 1806-8. By Turner
Analysis and interpretation questions What can you say about the position of the various flags? Find images, or accounts of the same event and compare them with what is depicted here. What do you think about the artist? Do you think the artist was an eyewitness to the event? Find more information about the artist.
Questions involving imagination and creativity Chose a person in the picture and try to imagine what he feels. What would you be saying to others? Find other sources that describe the event and try to create a story board for a short video. If you were a journalist, how would you describe what is happening in the picture?
The battle of Trafalgar as seen from the mizzen shrouds of the Victory 1806-8 Is the painting useful as historical evidence? How can we establish this? What other sources would we need? Why would we want to use the picture in a classroom lesson?
Art as an educational resource Subjects, including portraits, are presented in chosen situations and appearances. Feelings and emotions are portrayed visually, often in an expressive manner, attracting spontaneous empathy to the occasion. Usually the attitude of the painter to the situation can be seen
Artwork artistindividual viewer commentators events Viewers en masse Other evidence, – sources etc
Looking at an artwork What was your initial reaction to the painting? Is there anything in the painting or about the painting which is difficult to understand? Are there any symbols used by the artist in the painting? Is the painting intended to show an historical event? If so how accurate do you think it is? When do you think the painting was produced? And why have you arrived at your decision?
Intersection of art and history Art as historical evidence Art as historical myth Art as protagonist in history Political uses of Art