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