Naslov
The Role of Reverse Chronology in the Contemporary Deconstruction of Art History Learning Approach

Autori
Skender, Lana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Art History in Educational Context / Alviž, Josipa ; Nestić, Jasmina - Lahti : Filozofski fakultet Sveučilišta u Zagrebu, 2023, 52-52

Skup
Art History in Educational Context

Mjesto i datum
Zagreb, Hrvatska, 10.02.2023. - 11.02.2023

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
art history, constructivist learning, problem teaching, reverse chronology, metanarrative, small narrative

Sažetak
The reverse chronology was explained in the paper as a method that can deconstruct art history narratives and enable independent individual constructions of knowledge. Learning art history has always been closely related to historical metanarratives and procedures, best illustrated by the very name of the discipline, which contains the word history. The historical continuity of periods and styles was considered a solid structure that determines plans and programs and organizes knowledge within time sequences explained by a specific social context. After the 1960s, in artistic practice and theory, interpretation within large metanarratives was abandoned, and preference was given to so-called small narratives. This was most influenced by J.F. Lyotard's theory of narrative and scientific knowledge and distrust of major metanarratives. A kind of skepticism about reality and the past was also reflected in the questioning of the objectivity of historiography. The reconstruction of history, including its artistic part, always involves selecting and filling gaps that allow the historian's subjective interpretation to be shown, which depends on moral values, worldview, ideology, and culture. Both education systems and subject curricula are only a reflection of scientific metanarratives and are formed according to the same rules. The recent reform of the visual arts curriculum has brought changes that have broken with the methodical modernist paradigm of learning towards the visual language and put a student’s competencies of critical reflection on artistic phenomena and processes in the center. This raised questions about developing new methods to bring learning art history closer to a problem- oriented and constructivist way of learning with a student at the center. One possible methodical alternative is reverse chronology, a procedure contrary to linear, chronological learning, which does not follow the predetermined and established historical structure of periods, styles, and famous masterpieces but allows the creation of small narratives. It is suitable for problem teaching because a contemporary visual phenomenon is posed as a research problem, and its origin deep into history is traced. It also has similarities with the constructivist approach to learning, in which the student independently creates constructions of knowledge. The paper will provide a qualitative analysis of art students’ mental maps during reverse chronological research of topics as an assignment for art history methodology.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Povijest umjetnosti, Interdisciplinarne humanističke znanosti, Likovne umjetnosti

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