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Reconsidering contemporary approaches to teaching art history : from theoretical frameworks to empirical insightsMarjana Dolšina Delač, 2026, independent scientific component part or a chapter in a monograph
Abstract: This chapter explores how contemporary didactic approaches can enhance the teaching and learning of art history through both theoretical reflection and empirical investigation. Building on the evolution of art-historical pedagogy from formalist to contextual paradigms, the study integrates a series of pedagogical experiments conducted within the elective university course titled Contemporary Approaches to Teaching and Learning Art History. The research aims to identify effective strategies for fostering student engagement, critical thinking, and sensory awareness in a digital educational environment. Using a small-scale qualitative methodology based on observation, reflection, and analysis of student-designed lessons, the study highlights the benefits of multisensory learning, formative assessment, flipped classroom models, and authentic learning contexts. Findings suggest that the most effective art history teaching approaches balance technological innovation with embodied, humanistic engagement, reaffirming the relevance of art history as a reflective and interdisciplinary discipline.
Keywords: art history didactics, contemporary teaching approaches, active student engagement, digital tools, artificial intelligence
Published in RUP: 29.07.2026; Views: 105; Downloads: 6
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