Happy Summer + AHTR CAA 2017 Panel + AHPP CfP
Thanks to the wider Art History Teaching Resources (AHTR) community, as well as the hard work of the internal team, it has been another great academic year for the project.
Since this time last year, AHTR has counted over a quarter of a million hits on the site from over 185 countries world wide; the project has been the recipient of generous grant funding; and has launched–under the umbrella of AHTR and with the support of the The Graduate Center at The City University of New York–the first ever peer reviewed journal in the scholarship of teaching and learning in Art History, Art History Pedagogy and Practice (AHPP) (publishing in advance a white paper to underline the need for this endeavor).
As we head into the summer we wanted to flag two opportunities to share your research and practice with the field:
1. The inaugural CfP for the AHPP journal can be found here, and submissions are being accepted until July 15, 2016.
The e-journal’s first issue will serve to advocate and advance the scholarship of teaching and learning through contributions that re-examine the introductory survey course in art history. With this theme, we hope to expand scholarly discourse beyond the perennial discussions that take place at academic conferences, and to encourage critical investigation of how questions related to the art history survey raise essential issues within the discipline.
2. AHTR will be at CAA 2017 with a panel titled State of the Art (History): Pedagogy Laboratory that encourages reflection on the scholarship of teaching and learning in the field from a range of perspectives and origins, and from practical, theoretical, and speculative viewpoints. Details can be found below, and we welcome submissions once the CAA conference directory for 2017 has gone live (full contact details and submission guidelines will be given there). Panel respondents will be from studio, museum, and university classroom art history backgrounds.
This session invites proposals for seven-minute lightning talks on the state of art history teaching today. What is the most critical and compelling facet of pedagogical practice and philosophy in art history now, and how might this be communicated by sharing a successful assignment, methodology, reflection, a teaching philosophy, or an instructive failure? Possible springboards might include:Engaging non-art history majors
The art history survey textbook
Chronological vs. thematic survey
Creating scaleable Open Educational Resources (OERs)
Flipped, hybrid, and online teaching
Crafting measurable learning goals and outcomes
Teaching as a political act
The digital humanities
Non-traditional teaching methods
Teaching with/without museums and galleries
Teaching with material objects
Letting go of the lecture/the canon
Teaching writing about art
Generating/analyzing course data
Struggling with “coverage”
Addressing plagiarismThe session will be facilitated by ArtHistoryTeachingResources.org (AHTR), founded in 2011 as a constantly evolving and collectively authored discussion around new ways of teaching and learning in the art history classroom. Modeled on the AHTR Weekly, a peer-populated blog where art historians from international institutions share assignments, reflections, and teaching tools, this session will offer a dynamic “curriculum slam” in which six lightning speakers, two key respondents, and attendees will engage in dialogue and reflection on successes, failures, and future paths forward in the art history classroom. The session is dedicated to scholarly discourse that articulates research and practice in art history pedagogy, and seeks to raise the profile and value of those who identify as educators.
All of us at AHTR wish you a very productive and relaxing summer break, and look forward to picking up the baton again in September.
Warm wishes,