University of Eastern Finland
Traditional teaching methods in art history – lecture and seminar – favored teacher-centered and text-based approaches. Their status as the main instructional practices was stabilized in the 19th century following the ideals of “the old paradigm of art history,” focusing on objective and neutral research of old masterpieces in their original, historical contexts. Since the paradigmatic changes within the discipline in the late 20th century, art historians have begun to question the sufficiency of lectures and seminars to meet the multiple approaches of contemporary art history. This article discusses drawing, painting, and sculpting as methods of teaching art history. Twenty-five students at a Finnish vocational college for culture studies participated in the research and produced data by writing about their study experiences. The data was analyzed using content analysis and discourse analysis. The results of the study show students experienced visual study methods as motivating and efficient, developing their knowledge of art history, as well as skills in operating with it.
Art History, Teaching Method, Drawing, Painting, Sculpting