Abstract
The traditional art history survey course is a staple throughout higher education. This course has been taught in a similar manner for generations. This study questions several art history faculty members regarding their unique practices in an effort to understand the pedagogical implications as we move into the twenty-first century. Through continued dialogue, coupling reflections on personal experience, this heuristic inquiry intends to produce and share through a developing community of practice new pedagogical alternatives to what has become labeled, 'Art-in-the-Dark'.
Keywords:
- Art History Survey
- pedagogy
- 21st century skills
- curriculum
- heuristic inquiry
- communities of practice
How to Cite:
Yavelberg, J.,
(2014) “Questioning the Survey: A Look into Art History Survey and its Pedagogical Practices”,
JMGR 1(1),
23-48.
doi: https://doi.org/10.13021/G8jmgr.v1i1.417