Literaturnachweis - Detailanzeige
Autor/in | Card, Jane |
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Titel | Should We Choose It and How Can We Use It? Exploring the Relationship between Historical Significance and Historical Interpretation |
Quelle | In: Teaching History, (2023) 190, S.31-43 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0610 |
Schlagwörter | History Instruction; Historical Interpretation; National Curriculum; Visual Aids; Teaching Methods; Foreign Countries; War; Forestry; Land Use; Protestants; Social Change; Sculpture; Painting (Visual Arts); Secondary School Students; Illustrations; Spain; United Kingdom (England) History lessons; Geschichtsunterricht; Historische Interpretation; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Krieg; Forstwissenschaft; Waldwirtschaft; Bodennutzung; Protestantism; Protestantismus; Sozialer Wandel; Bildhauerei; Malerei; Sekundarschüler; Bildliche Darstellung; Spanien |
Abstract | Jane Card's previous work on the power of images in conveying particular interpretations and her advice about how to use visual material effectively in classrooms will be familiar to readers of "Teaching History." In this article she focuses specifically on the capacity of visual representations to convey a compelling message about the significance of particular events, creating an impression that goes on to shape interpretations of the larger story of which they form a part. These popular interpretations may then prove very long-lasting--effectively resistant to subsequent changes within the academic scholarship. Card illustrates this phenomenon with two examples, relevant to topics commonly taught within the National Curriculum and beyond: the impact of the Norman Conquest on Anglo-Saxon England and the defeat of the Spanish Armada. (As Provided). |
Anmerkungen | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: https://www.history.org.uk/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |