The Arts and the Teaching of History : Historical F(r)ictions

"This book is essential reading for academics, professionals, and others. Diverse and dynamic, coherent and focused, Sears and Clark raise fascinating issues about how art is created and what it can tell us about ourselves and others in the past and present." --Ian Davies, Professor, Department of Education, University of York, UK "Every history teacher will want to read this book, which is without question the most thoughtful and complex treatment of the arts in teaching history. Numerous compelling and in-depth examples show how fiction and the visual arts can develop sophisticated understandings of the nature of historical interpretation. The authors' attention to Indigenous perspectives, marginalized voices, and collective memory further enhances the reach and significance of this indispensable contribution to history education." --Keith C. Barton, Professor, Department of Curriculum & Instruction and Coordinator of the Doctoral Program in Curriculum Studies, Indiana University, USA This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students' knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students' understandings and as a mechanism for students to present their own emerging historical perspectives. Penney Clark is Professor of Social Studies Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. She is co-editor of Historical Studies in Education. Alan Sears is Professor Emeritus in the Faculty of Education at the University of New Brunswick, Canada. He is former editor of Citizenship Teaching and Learning Acknowledgements Contents List of Figures 1 The Place of the Arts in Teaching History Historians as Artists and Artists as Historians The Power of Art The Value of History Education The Place of Historical Mindedness The Place for a Sense of Wonder The Value of the Arts in History Education Navigating This Volume Bibliography 2 Five Scholarly Conversations Related to History, History Education, and the Arts Nature of History and Historical Truths History and the Arts Collective Memory and Historical Consciousness Indigenous Perspectives in History Education Implications for History Education Conclusion Bibliography 3 Historical F(r)ictions: Fiction and History Education Period Novels and Historical Novels Period Novels: Fiction as Primary Source Relationship Between Historical Novels, History, and Historical Evidence Conclusion Bibliography 4 Beyond Adornment: Visual Art as Source and Account in History Classrooms and Public Spaces The Ubiquitous Presence of Art Visual Art as Primary Source Visual Art as Account Beyond Adornment: Visual Art in the Classroom Conclusion Bibliography 5 Points of Convergence: Public Commemorative Art and the Teaching of History Bringing Together the Past and History Bringing Together Multiple Historical Eras Bringing Together History and Heritage Bringing Together History and Citizenship Education Conclusion Bibliography 6 Engaging the Fray: Preparing Teachers and Students for Critical Encounters with the Past The Past as Contested Terrain Meeting Students Where They Are in Order to Take Them Someplace New Engaging Artistic Works as Resources for Historical Analysis Time Travel: Attention to Multiple Pasts, the Present, and the Future Through the Arts Conclusion Bibliography 7 The Humanizing and Civic Missions of History Education How the Past Permeates Our Present Engaging the Arts in History Class Fosters More Complex Understandings of History and the Nature of Truth Engaging the Arts in History Class Fosters Cross Curricular/Disciplinary Connections Engaging the Arts in History Class Fosters Consideration of the Relationship Between History, Historical Consciousness, and Collective Memory Engaging the Arts in History Class Fosters the Introduction of Indigenous Perspectives Engaging the Arts in History Class Fosters the Development of History Education Conclusion Bibliography Index "This book is essential reading for academics, professionals, and others. Diverse and dynamic, coherent and focused, Sears and Clark raise fascinating issues about how art is created and what it can tell us about ourselves and others in the past and present."--Ian Davies, Professor, Department of Education, University of York, UK "Every history teacher will want to read this book, which is without question the most thoughtful and complex treatment of the arts in teaching history. Numerous compelling and in-depth examples show how fiction and the visual arts can develop sophisticated understandings of the nature of historical interpretation. The authors attention to Indigenous perspectives, marginalized voices, and collective memory further enhances the reach and significance of this indispensable contribution to history education." --Keith C. Barton, Professor, Department of Curriculum & Instruction and Coordinator of the Doctoral Program in Curriculum Studies, Indiana University, USA This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students understandings and as a mechanism for students to present their own emerging historical perspectives. Penney Clark is Professor of Social Studies Education in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. She is co-editor of Historical Studies in Education. Alan Sears is Professor Emeritus in the Faculty of Education at the Un iversity of New Brunswick, Canada. He is former editor of Citizenship Teaching and Learning