Abstract
Historical illustrations give us hypothetical visual reconstructions of the past, which contribute to their interpretation, knowledge, and understanding. The progress of software for the design and production of images has optimized the possibilities of generating models of educational and understandable illustrations of spaces, facts, and concepts of the past. At the same time, promoting historical recreation activities allows us to obtain photographic and moving images of a historical nature, which can be integrated into image processing software. This paper describes the experience of the DIDPATRI group (Heritage Education, comprehensive museography and new technologies) the University of Barcelona with the Battle of the Ebro (Spanish Civil War, 1938), concerning the design of models/educational illustrations of the conflict. The developed actions show that, with well-defined criteria, support for recreation, and basic but highly educational software that is understandable and replicable, iconographic models can be obtained at a reasonable cost. The final result provides us with the possibility to understand the past in greater detail. The heritage of the conflict gives us the possibility to reflect, thereby directly affecting the formation of quality citizenship.
Highlights
This study explores the possibilities of using next-generation digital educational illustrations and historical recreations to optimize our understanding of places, facts, concepts, and conceptual systems linked to the historical and archaeological heritage of contemporary conflicts [1,2]
Can we develop prototypes and models of educational intermediation based on iconographic representations from the evidence of the past to contribute to meaningful learning? Can we use emerging technologies to generate contextualized and credible images of historical recreation practices? Can we use emerging digital technologies to create understandable, quality illustrations at an affordable cost, which are easier to communicate? Can we define which types of representations should be added to an iconographic model to make a certain theme more understandable, such as architectural reconstruction or structures, processes, or historical facts?
The different campaigns and projects developed around the Battle of the Ebro generated a scientific production base that is not considered in this article; the optics of Public Archaeology and History involved productions, no less scientific, of empirical and axiological educational character at the service of the citizenry
Summary
This study explores the possibilities of using next-generation digital educational illustrations and historical recreations to optimize our understanding of places, facts, concepts, and conceptual systems linked to the historical and archaeological heritage of contemporary conflicts [1,2]. The proposal goes beyond the simplest use (as an educational resource) of images from other times to explain or contextualize the past, as well as studies about generating images conceived as models, elaborated based on new technological developments, with an explicitly educational function. The exploration of the limits of next-generation educational illustration is developed from the heritage of contemporary conflicts and focuses on the case of the Battle of the Ebro (1938) [3] during the Spanish. The considerations presented are based on a wide range of research and interventions in public archaeology, public history, and educational museography developed by the DIDPATRI research group
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