teaching history through visuals prepared by: lumnis Çela
TRANSCRIPT
Teaching History through visuals
Prepared by: Lumnis Çela
Case study: Albania
The representation of
Liberation War & Communist period
in visual arts.
What do we mean by visuals?
Pictures Drawings Engravings Photographs Posters Monuments
Memorials Coins Films Maps Clothes Tools/Symbols
Pictures
Mic Sokoli
Engravings
Proclamation of Albanian Independence at Vlora.
Photographs
The house where the Albanian Communist Party was founded.
Meeting of Communist Leaders.
Monuments
Guerrilla fighter
Memorials
Coins
Films
Maps
Communist cells
throughout Albania
Clothes
National Costumes
Tools/Symbols
Hammer and sickle “People’s hero” medal
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.
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
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.
1.They make history an interdisciplinary course
History
Literature
Painting
2. They stimulate creative thinking
Why have people interrupted their work?
Why were newspapers so important?
3. Students shift from passive readers to active researchers
28 or 29 November 1944
4. Information is more easily internalised and remembered
Independence Day. 28 November, 1912
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.
1a. Distortion of the new generation
1b. Preparing for war in times of peace
2a. Glorification of the reality.
An industrialized nation
2b. Building the country
Woman welder
2c. Providing heroes.
‘One for all’
3a. The use of positive stereotypes as generalizations.
3b. The use of negative stereotypes as generalizations.
4. Visuals are not always representative of the historical reality.
Unity, harmony and happiness
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.
Thank you…
Belgrade, October 2007