Teaching Methodology of Art History

Language of instruction: Hungarian
Method of assessing coursework: end-of-semester exam
Exam requirements:
Lecture material, required reading, independent written exam
Teaching methods:
lecture, slides, film, CD Rom
Recommended study methods:
Note taking, familiarisation with required reading
Role of the course within the specialist training scheme:
The basic objective of the course is to prepare students for teaching art history. Within this essence of teaching preparations is discussed, in terms of the schedule of topic elaboration, the consideration of various demonstrative methods, the establishment and elaboration of required reading, and the various forms of evaluation. Special emphasis is placed on the systematisation of the outward forms unique to contemporary and twentieth century art, especially since we are always least familiar with the art of the times we live in. Explorations of modern art can help clear up misunderstandings. Furthermore, students are introduced to new visual aid tools and systems as well as the opportunities and possibilities they offer.
Course description, major areas of study (per semester):
The course discusses the characteristics of methodology specific to art history as a subject of specialisation. While in this age of visuality, most forms of art (such as literature) assume a central position in secondary school education, fine arts, the history of fine arts - and visual culture in general - remain pushed to the periphery. Art history education in secondary schools - also to some extent in art schools - leaves much to be desired. To a smaller extent this is also true for the quantity and quality of material. The most problematic aspects, however, have to do with the structure, the methods of teaching and passing on this material, and with the failure to use up-to-date visual aids. The course in itself is not able to solve these problems, but it can serve as a point of departure for research and to some extent can provide a scheme to follow.
1. Introduction of the basic concepts and the unique system of art history. Art history as concept, as subject, the questions of art forms and genres. Methods and procedures of art history. Style - concept, identification, historical periods.
2. The aims, tasks and purpose of art history education in secondary schools. The differences between general and special art schools, in terms of orientation of specialisation and class time, must be taken into consideration. The teacher and the motivation of the student, the question of teaching scenarios. Special teaching methods of art history education: induction, deduction, dialogue, performance, etc.
3. Changes in the methods of art history throughout the ages. Changing proportions between the various art forms and genres in different ages. Style of the ages, of groups, of individuals.
Gesammtkunst and the dissolution of unified style in the 20th century.
4. Links between fields of study and academic courses. The relationship between aesthetics, philosophy, the history of intellect, the history of culture, and art history. Connections to other disciplines, such as literature, music, history, etc. Parallel marks of style and characteristics in different art forms; the importance of cooperation in terms of courses.
5. The use of different kinds of sources in art history education: visual, written, linguistic, etc.; literary, musical, theological, film, photo, etc. The importance of the study of sources.
6. Methods of artefact analysis. Critique of style, the structuralist method, iconology, iconography, hermeneutics, morphology, typology, art geography, sociology of art ? unique characteristics of methodology. Factors of consideration in artefact analysis: based on the elements of narration, decoration, contemplation, and expression.
7. The originality of artwork, the question of artefact quality. The original artwork, studio work and the participation of students in creating the work. The problem of the original and the replica, after-impression and kitsch.
8. Art history education and the new media. The role of internet and intranet in visual learning. Museums and galleries on the internet and on CD. The exploration of different periods of art history in interactive format, what this approach has to offer in education. The ?logic,? potential and diversity of interactive learning.
9. Topics in teaching contemporary art - part I. The worldviews associated with ?classical modernism? (impressionism, postimpressionism). Sociological and artistic definition of the avantgarde movements. Outlining the three paths (Cezanne and Cubism Van Gogh and Expressionism, Gaugain and Symbolism until 1945).
10. Topics in teaching contemporary art - part II. Trends of the Neoavantgarde (Abstract Expressionism, Pop Art, Op Art, Hyperrealism, New Realism, Arte Povera, Conceptual Art, Fluxus etc.
11. Topics in teaching contemporary art - part III. Postmodern tendencies as of the end of the 1970s. The Postmodern in literature and in fine arts. In opposition to Modernism?
12. How to teach art history? By using a method which explores, in a linear manner and within the framework of an ordered syllabus, subsequent - chronologically and logically successive - styles in art history. By also touching on approaches, which are contrary to the mentioned method - non-historical (technical, genre-centred, compositional, figurative-nonfigurative, etc.) systematisation.