AHPT (Art Historians Interested in Pedagogy and Technology) has been an affiliate society since the 1990s and enjoyed a re-enlivened period from 2011-17. The aim of the Society was to provide a platform for teaching Art Historians to learn about and engage with new technologies that would enhance their pedagogy. Since the turn of the millennium, those of us who teach Art History have engaged deeply with multiple technologies. Particularly at CAA sessions, the Society has worked to have stimulating and educational presentations and workshops ranging in topics such as pedagogical philosophy and use of museum collections to hands-on opportunities to work directly with tools such as Voice-thread, Twitter, and OMEKA. As we continue to use and explore ever-evolving options for technological innovation within the field of Art History, the Society has noticed a trend toward self-training in new tech, and very little interest in the Society. Although CAA sessions have been popular and stimulating, there are many such sessions being offered by other groups and individuals, and thus the time for AHPT to dissolve is at hand. We are pleased to see the work of AHTR (Art History Teaching Resources) which continues to focus on teaching and learning, and so we point those of you also interested in these topics to spend some time on their website and look out for their sponsored sessions. Thank you so much for your support and interest in AHPT and hope to see you in New York in February! -Sarah J. Scott, AHPT President
Prove It! Publish It! Art History and the Scholarship of Teaching and Learning
As the recent creation of the e-journal Art History Pedagogy and Practice demonstrates, there is a great deal of pedagogical innovation taking place in art history classrooms. National and regional conferences increasingly offer well-attended panels brimming with inspirational examples, with speakers who assure the audience of their innovations’ efficacy in achieving learning outcomes and in inspiring student engagement.
But, how do they know that students learned? How can they prove that students were engaged?
This session introduces art historians to the practices and issues of educational research. The speakers review easy-to-use research design and methods, institutional requirements associated with publishing investigations of student learning, and strategies for reconciling the scholarship of teaching and learning with the demands of tenure and promotion.
As a round-table and workshop, this session encourages attendees to bring ideas about changes that you want to make with your teaching. We’ll work together to craft these into pedagogical research projects and discuss avenues for transforming them into publishable studies.
AHPT hosted A Signature Pedagogy for Art History in the Twenty-First Century, a look at the impact of new technologies on the training of the next generation of art historians.
Please contact presenters directly:
Neatline: Syllabus as Interactive Visualization
Caroline Bruzelius, A. M. Cogan Professor of Art, Art History, and Visual Studies
Hannah Jacobs, Multimedia Analyst, Wired! Lab
Department of Art, Art History and Visual Studies
How can student engagement with course material change when a syllabus is taken from a static page and placed in an interactive visualization? In Spring 2015, the teaching team for Duke University’s Introduction to Art History explored this question with Neatline, a visualization plugin for the Omeka content management system. Neatline combines temporal, spatial, textual, and other visual media forms, enabling users to create interactive non-linear visual narratives. The course teaching team (Professor Caroline Bruzelius, teaching assistant Joseph C. Williams, Multimedia Analyst Hannah L. Jacobs, and Resource Specialist Lee Sorensen) used Neatline to transform what might otherwise be viewed as a perfunctory list of course topics into an interactive visualization that incorporated spatial and temporal data, lecture slides, readings, images, and videos. Making the course content available in this way highlighted for students spatial and temporal relationships across art historical narratives.
“Challenging the Canon: Using a Digital Platform for a Survey of World Architectures”
Solmaz Mohammadzadeh Kive, M. Arch., Ph.D. Candidate in the College of Architecture and Planning
University of Colorado Denver
This presentation discussed an on-going digital pedagogy project aimed at harvesting two main potentials of the digital media for teaching World Architecture: resisting the Eurocentric grand narrative of ‘Architecture’ and developing students’ critical thinking skills. It introduced a pilot project built on the University of Virginia Library’s Neatline and used as a digital platform for teaching Histories of World Architectures in which students navigated the material through various paths to explore different historical, geographical, and thematic layers. While the instructor was responsible for supplying materials, his or her main effort shifted from delivering information to helping students navigate through the material, analyze it, and thus develop critical thinking skills (while at the same time understand the reductive process involved in any history making).
“The Implications of Augmented Reality in the Art History Curriculum: The Future of the Next Generation of Art Historians”
R. Dean Turner, Ed.D.
The Art Institute of Austin
Art History is constantly evolving within our current social media infatuated and digital society. Can we involve our students within the learning process while generating an interest in a subject matter often seen as a humanities requirement? As art historians we must analyze our curriculum within this changing environment. When beginning as a teacher of survey courses some fifteen years ago PowerPoint was so newer of a technological tool, as well as the Internet and their use within the classroom. I recall a recent article which I read discussing how MIT researchers had developed an algorithm to assist in the categorization of artistic styles based on characteristics of specific artists, a course objective we all emphasize daily within our classroom curriculum. A debate ensued over the necessity of art historians and what we provide as educators. This paper investigated research concerning augmented reality and its implications to the art history curriculum, its development, and the role of the educator within the process.
Related: follow this link to read How Have New Technologies Shaped the Introductory Art History Classroom? Why Does It Matter?” in CAA’s Art Journal OPEN.
AHPT thanks Marjorie Och of the University of Mary Washington for her service in growing Art Historians Interested in Pedagogy and Technology and welcomes Sarah Jarmer Scott of Wagner College as its new President. We are pleased to continue to work with Marjorie in her key role as AHPT representative to SECAC.
New to AHPT and assuming Sarah’s previous role of Secretary is Nathalie Hager from the University of British Columbia’s Okanagan campus. Stay tuned as over the summer months Nathalie will undertake a series of updates and upgrades to the existing website. Please send any ideas and requests to firstname.lastname@example.org.
The AHPT-sponsored open session at the Southeast College Art Conference was held in Pittsburgh PA October 21–24. Please contact session organizer Marjorie Och
Laura Hollengreen, Georgia Institute of Technology, “Dwelling on the Past”
Solmaz Kive, University of Colorado, Denver, “Teaching the Histories of Architecture in the Digital Age”
Marie Gaspar-Hulvat, Kent State at Stark, “Smarthistory-style Videos for a Special Topics Course in Russian Art”
Ashley Busby, Susquehanna University, “Memes and YouTube and Wikis! Oh My!: Student Learning and Writing Mediated Through Technology”
Rhonda Reymond, West Virginia University, “Portals to Learning: Threshold Concepts in Art History Pedagogy“
AHPT hosted two sessions. The first paper explored the value in applying the Scientific Method to the creation of Knowledge in Art through re-imagining connoisseurship and provenance documentation in a traditional art curriculum. The second paper investigated trends in transforming the traditional first-year art history survey into a World Art History course by re-imagining the curriculum through re-design and on-line resources.
Please contact the presenters directly.
Scientific Method and Knowledge in Art
Dr. Jeffrey Taylor, Assistant Professor of Arts Management
Purchase College, State University of New York
This practical teaching session addressed the intellectual processes of Scientific Method and the creation of Knowledge in Art. The presentation simulated the suggested curriculum, beginning with a lecture that explained the tenets of Scientific Method, and then described the foundations of connoisseurship as well the other essential underpinnings of knowledge in art: provenance documentation and scientific materials analysis.
Teaching Transculturally: Online Resources that Support a World Art History Approach
Nathalie N. Hager, Ph. D. Candidate
The University of British Columbia
This presentation reported on and evaluated the strengths and limitations of current and emerging online resources that can be used in the first-year undergraduate survey classroom to teach art history transculturally. A number of options were explored, with focus on three in particular: MIT’s Visualizing Cultures; the Metropolitan Museum of Art’s Heilbrunn Timeline of Art History; and a new project under development at the UBC Okanagan campus entitled WHAM_World History of Art Mashup.
CAA’s 103rd Annual Conference Reflection
Josh Yavelberg, University of Maryland University College
The questions of outcomes, pedagogical trends, and the future of the survey are currently in question in light of these mounting concerns. The development of communities of practice such as Art History Teacher Resources, ArtHistorySurvey.com, Computers and the History of Art, and Art Historians Interested in Pedagogy and Technology further demonstrate the growing desire for the scholarship of teaching and learning in art history for consideration as an important and necessary issue within the discipline. Finally, the latest CAA annual meeting directly discussed such issues and the desires for developing and recognizing such scholarship moving forward (CAA Education Committee, 2015).
The art history survey course currently stands at a precarious point in the face of mounting pressures from trends and policies in higher education and culture. The survey may regain its importance in helping students develop skills in history, visual literacy, research, writing, and other cross disciplinary outcomes that are required, if not essential, as a twenty-first century learner. In progressing the pedagogy of the art history survey, the survey can meet the challenges of the 21st century (Partnership for 21st Century Skills, 2002) and further the scholarship of teaching and learning beyond its discipline. The discipline calls for a common set of objectives are set before the art historical community for a more focused direction for leadership of future research and pedagogical practice.
CAA conferences demonstrate a trend toward discussions of technology and pedagogical practice in the art history survey. A review of sessions describing topics related to art history pedagogy since 2003 demonstrates a marked increase in 2006 as described by Wheeler (2006), and the trend fluctuates between three and fifteen papers delivered annually at the conference. Within the association, committees such as Art Historians Interested in Pedagogy and Technology (Formerly the Art history Technology Consortium), the CAA Education Committee, CAA Student and Emerging Professionals Committee, CAA Museum Committee, Pedagogy Issues Forum, Advanced Placement (AP) Program in Art History, the Visual Resources Association, and the Community College Professors of Art and Art History have all chaired sessions with topics covering art history pedagogy since 2003 (College Art Association, 2015). The list of sessions also often describes poster sessions regarding the topic of the study of teaching and learning delivered by such recent organizations as Art History Teaching Resources (AHTR) and a rotation by the CAA Education Committee between topics related to art and art historical instruction.
Often the CAA only holds one or two panels discussing the topics of the study of teaching and learning. This constitutes a small proportion in relation to the entire conference, but the sessions are well attended as noted in the recent panel by the CAA Education Committee, “Learning to Teach and Teaching to Learn: Developing a Scholarship of Teaching and Learning for Art History” delivered at the 2015 conference in New York (College Art Association Education Committee, 2015). The topics questioned the direction of scholarship in the study of teaching and learning and made calls for a journal to legitimize research in the field and aid professors interested in such topics with their tenure process (D’Alleva, 2015). Beyond the CAA, several communities of practice (Wenger, 1998) are continuing to deliver content in the study of teaching and learning. These include Art History Teaching Resources (AHTR) and ArtHistorySurvey.com, which are both growing communities of practice that rely on contributions and review of material by a growing body of experts in the field. These trends describe a growing population of art historians interested in the study of teaching and learning that are growing more connected through the benefits of the digital age, thus organizing toward scholarship in the area; however, all of the research currently remains disjointed, without formal direction, or established support from the leading scholarly organization, CAA.
As I attended the latest CAA conference with an eye toward my dissertation research attempting to better understand the state of SoTL within the discipline, a discipline that is in great need of progress in this area to maintain relevant with the current generation of students and trends within higher education. The Education Committee’s session was highly attended as the panel included well known figures such as Beth Harris and Steven Zucker from Khan Academy. I regret that my own research was not further along as I was also approached to speak with this panel. The main conclusion was a need for a supported venue of scholarship related directly to SoTL in Art History. I quickly rose to the challenge and found several others with interest, even installing an Open Journal System on ArtHistorySurvey.com to begin a venue that may house such scholarship.
The concern over the direction of this scholarship became more evident to me as I attended the business meeting and panel for Art Historians Interested in Pedagogy and Technology (AHPT). My concern was due to the lack of involvement by attendees with this organization that was clearly dedicated to the pursuit of SoTL specifically related to Art History, whereas the Education Committee rotates their panel across artistic disciplines. Unfortunately, when inquiring at the Education Committee about who would be attending the AHPT meeting and panel, many claimed no knowledge or interest. The result was as I had witnessed in the past in attending the business meeting for AHPT, lacking.
AHPT has a focused mission and the advantage of an annual panel at the CAA conference. Their session described transcultural approaches and the use of scientific method to guide art historical practice. As in the past, I came away from the session with a strong energy to engage my own courses and to continue to believe that there is a future for meeting the educational needs of art history, as scholars are rethinking the discipline and its place within the academy. Sadly, this session was not as strongly attended as the earlier Education Committee session which may be due to lack of publicity, a poplar scholar, or even the timing of these sessions. Despite these issues, it would behoove CAA to place more direct support in the area of education and innovation if the discipline wishes to remain relevant within higher education.
I look forward to the future CAA conference where AHPT plans a session, “A Signature Pedagogy for Art History in the Twenty First Century.” This session will undoubtedly strike at many of the issues that I currently find within art historical education and the importance of the CAA to place more emphasis on such issues while the Education Committee will most likely continue their disciplinary rotation and perhaps abandon the momentum produced by their session this past year. With better publicity, AHPT may find a resurgence within CAA, and gain the support it needs to move forward with scholarly production.
Contact Josh Yavelberg to learn more about www.ArtHistorySurvey.com, a community of practice regarding art historical pedagogy.
College Art Association Education Committee (2015). Learning to teach and teaching to learn: Developing a scholarship of teaching and learning for art history. Cempellin, L. & Sienkewicz, J. Chairs, Paper session presented at the meeting of the College Art Association, New York.
Partnership for 21st Century Skills. (2002). Learning for the 21st century. Tucson, AZ: Partnership for 21st Century Skills. Retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=925&Itemid=185
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge, U.K. ; New York, N.Y: Cambridge University Press.
Wheeler, D. L. (2006). The arts & academe. Chronicle of Higher Education, 52(27), A10-A11.
College Art Association. (2015). College Art Association annual conference: History of annual meetings and conferences. New York: College Art Association. Retrieved from http://www.collegeart.org/conference/history
Happy 2014 to all AHPT Members!
We are looking forward to a new year with new ideas and more active membership.
The CAA Annual Conference in Chicago is one week away! AHPT will be hosting an exciting session on Friday morning (2/14) from 7:30-9. Entitled Visual Histories in Virtual Spaces: Engaging Students Through Technology (chaired Judy Bullington, from Belmont University) this session will feature two mini sessions addressing new technologies and online learning environments that create an opportunity for a conceptual rethinking of the way that students learn the histories of art. First we will hear about three projects from Thomas Tucker, Dominic Marner, and Ronald Hawker highlighting their instructional work that involves the re-creation of historical sites with augmented reality. Second, Onur Öztürk and Amy Mooney will present on their work in teaching the Introduction to visual culture and how the management of collections of visual media are managed in a virtual environment. Following the presentations there will be an interactive panel discussion for audience participants.
Our business session will be held on Friday as well, at 12:30. During this session we will continue with follow-up discussion from the morning panels, and discussion business agenda items.
New items are being added to our website! Sarah will be contributing short posts entitled ‘Webmaster’s Blog.’ We are also asking members to contribute short posts regarding projects they are working on, or interesting projects they have learned about; please contact Sarah if you would like to be featured in our ‘Member’s Blog’. You should also see some new RSS feeds from websites we think might be helpful to our membership!
Membership Drive: While we have not been charging membership dues in the past year, AHPT does have annual expenses, including web hosting fees and CAA affiliate dues. In order to cover these we are asking members to donate a minimum $5.00 contribution. You can simply go the ‘AHPT Members’ dropdown and click on the Membership Options page to make a contribution via PayPal. Any and all contributions will be appreciated and will allow us to continue to have a presence at the annual meeting of the College Art Association. Thank you!
Please consider coming to the business meeting to discuss the Society’s future, share ideas, and/or offer your idea for the Members Blog! If you are interested, but will not make the session, feel free to contact Sarah or Marjorie via email. And, as always, contact us with any ideas you may have, and be sure to take a look at the website (http://ahpt.us/)!
Hope to see you in Chicago!
The AHPT-sponsored session at SECAC this year (October 31-November 2) was “Plays Well with Others: Art Historians Collaborations, Intersections, and Networks, “ co-chaired by Rhonda Reymond (West Virginia University) and Marjorie Och (University of Mary Washington). Elizabeth Baltes (Ph.D. candidate in Greek Art and Archaeology at Duke University) presented “Three Art Historians, a Computer Scientist, and a Computer Artist Walk into a Classroom.” As Elizabeth explained, “The Wired! Group at Duke University began with an experimental course in the spring of 2009: five instructors, nine students, and a series of questions. How do we teach technology in the humanities? Which technologies will be most helpful in answering the kinds of questions art historians want to ask? How do we utilize digital technologies in a meaningful way, both in the classroom, and in our own research? How do we build and sustain inter-departmental and inter-institutional collaboration? Four years and several courses later, the Wired! Group is still exploring and refining the answers to many of these questions, but collaboration remains at the core of what we do and how we do it. ” Catherine Dossin (assistant professor of art history, Purdue University) presented “The ARTL@S Project: Towards a Spatial (Digital) Art History.” Catherine describes ARTL@S as “an international, multidisciplinary project that promotes spatialization as a method of investigation and the anchor of an innovative, analytical approach. It relies on the spatial (digital) method to identify new sites of investigation, uncover unseen patterns of artistic circulation and distribution, open up different dialogues with artwork, dissolve the boundaries between art history and other disciplines, and rethink scholarship through a focus on learning by sharing. As such, it participates in the redefinition of the discipline of art history by embracing the theories and methods of the spatial, global, and digital turns that have challenged humanities over the past decades.” For more information, visit email@example.com And Marjorie Och presented “Seeing students as a community of thinkers,” and shared with the attendees her work developing online exhibits in 400-level seminars. Her experience has been that “in presenting their work online as a collaborative project, students quickly discover that their audience is as open as the internet. A seminar of individuals becomes an exhibit team and a community of thinkers where no single project stands alone. “ In 2014, SECAC is meeting in Sarasota, Florida (October 8-11), and we will again have a sponsored session. Hope to see you there!
-Marjorie and Sarah
AHPT’s ‘content’ session in New York City entitled ‘Rock the Pedagogical Boat: Open Mic + Tweet #caa2013rock,’ was very successful; many thanks to Dr. Janice Robertson (Pratt Institute), Dr. Gale Justin (Pratt Institute), and Janhavi Pakrashi (Pratt Institute)! Over 50 participants talking, tweeting, and listening in the room, were joined by participants tweeting from other parts of the conference! Everyone in the session had a chance to participate and received a ‘speaker’ ribbon. It was an engaging venue resulting in a treasure-trove of ideas about pedagogy and technology, two topics that were sometimes discussed in relation to each other and other times independently. Participants shared tools and methodologies around teaching, including innovative ways to generate class discussion, problem-based learning strategies for research papers and exhibit projects (role-playing!), interactive lecture formats, and non-traditional classroom learning environments (How can images outside the traditional realm of Art History serve as learning tools?). There was much discussion of student-centered learning strategies and ‘flipped’ classrooms – how do we get students to think?! How do we give them ownership? How do we structure the classroom with continual activity and focus that is goal-oriented? There was discussion about how which pedagogical and technological approaches are helpful for intro-level classes and upper-level courses. Complementary and critical analysis of technological tools included discussions about Powerpoint, Prezi, Omeka, and Voicethread, to name a few, and examples were offered to make these tools better and more interactive. Participants expressed their desires for more time to become comfortable using new tools, and questioned how important they were. Assessment has never been more important! A great many participants discussed concerns about the trajectory Higher Education is taking, as related to on-line learning, blended learning, and MOOCs. We were all interested in finding out more about THAT CAMP (more to come about THATCAMP and upcoming CAA conference in our next newsletter). New resources were brought to our attention, including the Journal of Interactive Technology and Pedagogy (http://jitp.commons.gc.cuny.edu/), online writing tools (http://redschoolhouse.org/drupal/welcome), and a possible new web resource arthistorysurvey.com.
Check out the new site Janice has put together with a plethora of information about the session! Tweet it! http://www.caa2013rock.info/
Report on CAA 2012, Los Angeles Art Historians Interested in Pedagogy and Technology, with a grant from Wagner College, sponsored a hands-on learning workshop in LA on Thursday, 2/23/12. Entitled ‘Constructive Use of Technology in the Art History Classroom: A Hands-on Learning Workshop,’it offered audience members more opportunity to learn Art History teaching and learning technologies.
Dr. Kelly Donahue-Wallace conducted her workshop on Teaching Art History Online. Dr. Janice Robertson conducted her workshop on Voicethread. Susan Healy conducted her workshop on Prezi. Stephanie L. Thornton-Grant conducted her workshop on OMEKA. Participants spent a solid hour working with one of the workshop facilitators to engage directly with the technology of their choice. Further information and details about each of these workshops and technologies can be found on our website at: http://ahpt.us/caa-conference-2012/. Each of these workshops was received with great enthusiasm; many participants left with ideas they want to implement at their home institutions. Through the post-session survey, other ideas were suggested for future sessions, which AHPT will be considering for the 2014 CAA Conference.