NeatlineCAA 2016 in Washington DC
Art Historians Interested in Pedagogy and Technology is hosting one demonstration and two presentations at the CAA 104th Annual Conference that will take place February 3–6, 2016 in Washington, DC.
This year AHPT will consider the impact of new technologies on the training of the next generation of art historians:
A Signature Pedagogy for Art History in the Twenty-First Century
Wednesday February 3, 2016
12:30pm to 2pm
Washington 1, Exhibition Level
Demonstration: Neatline: Syllabus as Interactive Visualization
Caroline Bruzelius, A. M. Cogan Professor
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 incorporates 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
Solmaz Mohammadzadeh Kive
This presentation discusses 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.
The past few decades have witnessed many criticisms to the way World Architecture has been taught: typically, a linear chronicle of monuments which forges a sharply self-contained, progressive Western architecture, and, in contrast, marginal, ahistorical, primitive, and deviated or derivative ‘others’. A new direction has adopted an inclusive, global approach, with many arguing for a cross-sectional review of global architecture. Nevertheless, the structure imposed by the lecture-based class can hardly avoid reproducing an evolutionary core. This effect can be avoided with a digital platform.
This presentation will introduce a pilot project built on University of Virginia Library’s Neatline and built on a digital platform for teaching Histories of World Architectures in which students can navigate the material through various paths and explore different historical, geographical, and thematic layers. While the instructor will be responsible for supplying materials, his or her main effort would shift 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
R. Dean Turner
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. The purpose of this paper will be to investigate research concerning augmented reality and its implications to the art history curriculum, its development, and the role of the educator within the process.
Please also join us for the Art Historians Interested in Pedagogy and Technology business meeting on Friday February 5, 2016 from 5:30pm to 7pm in Delaware Suite A, Lobby Level. We will review direction and priorities for the coming year.
For more information please contact session co-chairs: Sarah Jarmer Scott, Associate Professor of Art History at Wagner College and Nathalie Hager, PhD Candidate, The University of British Columbia’s Okanagan campus