Teaching History Through Heritage World Art - A Review

Abstract

In the past two decades, heritage education has made significant strides, solidifying its position as a legitimate scientific discipline. As such, it is an important part of learning about the past and growing as a responsible member of society. However, legacy-based historical education is now uncommon and anecdotal in Spanish classrooms. Understanding the viewpoints of future secondary education instructors on the possibilities heritage offers to improve historical thinking is crucial to changing this situation. This is the only way to gauge the needs of the next generation of educators and make adjustments to the way universities prepare their faculty. This study uses a sample size of n = 112 to investigate how future Spanish secondary school teachers in Malaga, Almeria, and Murcia feel about their own cultural backgrounds. It combines a quantitative survey using a Likert scale with a qualitative investigation employing a wide variety of free-form questions on the participants' perceptions of various pedagogical strategies and materials. The disparity between the prevailing modes of instruction these individuals encountered as students and the ones that they would like to develop as they enter teaching allows for the formation of some surprising conclusions and some contradictions. These aspiring educators place a premium on using both intangible and real assets to effectively convey culture and make it engaging for their students. They are also keen on visiting museums, art galleries, and trying out cutting-edge gadgets. As a result, future teachers in Spain are aware that there is a significant void in the historical education provided at the upper secondary level. Teaching about history should inspire students to embark on more accountability by giving them the tools to construct their own meaning. This requires studying not only theoretical frameworks, but also practical abilities and civic ideals gleaned from historical investigation.

Displays featuring students' active participation in purposeful art creation and play were integral to the project's goal of instilling an understanding of history and historical awareness in elementary school students. Methods of teaching via art, play, and cultural artifacts were utilized, as were instructional strategies based on museum practices. On the Greek island of Evia, three separate primary schools established children's museums between 2010 and 2013. Under their teacher's watchful eye, students in each class spent the school year studying a different period in Greece's history.