Seeing Double: How One Period Visualises Another

Autor/in	Card, Jane
Titel	Seeing Double: How One Period Visualises Another
Quelle	In: Teaching History, (2004) 117, S.6-11 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	History Instruction; Historical Interpretation; European History; Modern History; Painting (Visual Arts); Secondary School Students; National Curriculum; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Historische Interpretation; Neuere Geschichte; Malerei; Sekundarschüler; Ausland
Abstract	When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as "double vision": the pupils must think about "the period depicted" (in this case the mid-Tudor period) and the "period of the interpreter" (in this case the early Victorian period and earlier 19th century influences upon it). When working on "interpretations of history" in the National Curriculum sense, their aim is not primarily to critique an 1834 painting for being inaccurate; rather, they are trying to understand the intended message of that painting and to explore what it reflects of the values or preoccupations of the 1830s. To do this they have to distance themselves from their own 21st century setting and values in two ways: not only must they make sense of the relevant events, ideas and values of people in the mid-Tudor period, but also they must explore how and and why an 1830s artist chose to see those events through a very different lens. They discover that the artist has overlaid a Tudor story with ideas and values that belonged to his own age. [A combined list of references and notes is provided.] (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: http://www.history.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01