Thursday, February 13
Hilton Hotel, Madison Suite, 2nd Floor
Business Session 12:30-2
Come hear what AHPT has been up to, and place your nomination for our elections! We need a new Secretary/webmaster and Treasurer! These are great positions for building your CV!
Presentation/Workshop Session 5:30-7:00
Using the Scientific Method and On-line Resources: a Hands-on Technology and Pedagogy Session
Art Historians Interested in Pedagogy and Technology, a CAA Affiliate Society, is pleased to offer yet again a hands-on session. In this session, two theoretical papers will be presented that explore new trends in Art Historical teaching and technology. Following the presentations audience members will become participatory learners in workshop sessions. The first paper will explore the value in applying the Scientific Method to the creation of Knowledge in Art through re-imagining connoisseurship and provenance documentation in a tradition art curriculum. The second paper will investigate new trends in the Art History Global Survey, re-imagining the tradition curriculum through curriculum re-design and new on-line resources. Audience members will be able to work with both presenters following the presentation to learn more about technique and process.
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 will address the intellectual processes of Scientific Method and the creation of Knowledge in Art. The presentation will simulate the suggested curriculum, beginning with a lecture that explains the tenets of Scientific Method, and then describes the foundations of connoisseurship as well the other essential underpinnings of knowledge in art: provenance documentation and scientific materials analysis. After a presentation overviewing the concepts of Scientific Method and the origins of connoisseurship and its epistemological underpinnings audience members will be asked to participate in a group activity where they will play the roles of students in a mock classroom session about the Jackson Pollock forgery case.
Teaching Transculturally: Online Resources that Support a World Art History Approach
Nathalie N. Hager, Ph. D. Candidate
The University of British Columbia
As the discipline of art history considers transforming itself into World Art History, a new theoretical direction both interdisciplinary and global in approach – one that foregrounds visual works that illuminate transcultural interactions over ones that characterize a culture – a similar but much slower transformation is taking place in the discipline’s pedagogy. While many instructors who teach the first-year art history survey are experimenting with transcultural teaching strategies that challenge the canon’s linear chronology and cultural privilege, they face a critical dearth of suitable and robust resources that support such nontraditional approaches. This presentation reports on and evaluates 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 will be explored in the presentation, 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. In what ways does the potential of such resources offer pedagogical models supportive of the fundamentals of a World Art History approach? What forms of disciplinary thinking do they promote, and what kinds of research questions emerge as a result that can serve to narrow the gap between undergraduate education and professional art historical practice? And can such resources alter the very nature of survey-level art history teaching, challenging the status quo of traditional approaches that have served to form and perpetuate of the shape of the discipline for so long?
Following the presentation, audience members will have the chance to explore these resources on their own and discuss the questions they have against the backdrop of the presenter’s framework.