Meno istorijos mokymosi bei ugdymo pasitelkiant meno istoriją tikslingumas ir perspektyvos
Perspectives and Expedience of Learning of and Education Through Art History

Summary/Abstract: The paper deals with the problem of multiple methods in art history and some possibilities to develop critical thinking by means of art history teaching. For convenience, four contextual levels of cognition of history of art in each domain of artistic activity (music, visual, kinesthetic and verbal art) were singled out: professional (connoisseurship) context, biographical context, social context, and cultural history context. They are, alongside with obtainable nonverbal, pure artistic and aesthetic experience, found of great importance for the process of teaching of critical thinking both inservice and preservice art history teachers. The opportunities of integrating of art history into the curriculum and perspectives to plan courses based on just one discipline are discussed. Teachers are, under the requirement of pedagogical neutrality, encouraged to describe the criteria appropriate to every contextual level and to use them for the final evaluation of the different art history phenomena. Although the core art history content remains in the main focus of the subject, various objects from art history are recommended to be integrated as important additional material into programs of other no artistic disciplines for elementary and secondary grades. In order to educate cultural awareness of growing generation more effectively, the idea to develop the understanding of different areas of art history throughout all stages of schooling is promoted.

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