“‘...to not only tell, but also to show, to show plenty...’ The Magic Lantern as a Teaching Tool in Art History around 1900

Tartu Ülikooli kunstiajalooõpetuse moderniseerimisest ja kollektsioonide rollist kunstiajaloo professori valimistel aastatel 1919–1921

“Kunstiajalugu on ju siinses ülikoolis uus distsipliin.” Tartu ülikooli kunstiajaloo kabineti rajamine

Art historical collections form a significant part of the University of Tartu’s many scientific and historical collections. This paper provides an overview of the founding of the Art History Cabinet by the Swedish art historian and the University of Tartu’s first Professor of Art History Tor Helge Kjellin in 1922 and the travels of the cabinet and its objects, which began in 1941, as well as their temporal journey through the various University buildings. It also focuses on the fate of the vast collection of photos and reproductive prints that once belonged to the owner of the Raadi Manor and art collector Karl Eduard von Liphart, purchased for the Art History Cabinet from the Pallas Art Society on 13 November 1922 at the initiative of Professor H. Kjellin. The paper seeks to find out what is left of this collection today after frequent moving and constant lack of space. The Art History Cabinet and its items have been located in 12 different places between 1922 and 1995. It has not had its own rooms since 1941. The last place the cabinet remained for a longer period (20 years) was the building of the Estonian Students’ Society, in the dissolved (at 1940) society’s former library where it stayed from 1971 to 1992. The cabinet moved out from there in March 1992 and its objects were divided between several locations, because the University’s new building, which was supposed to become the cabinet’s new home, was not finished yet. The Liphart collection was severely damaged due to moving, but probably also due to deliberate destruction and disposal, because it was not considered thematically equal to other collections in the cabinet. At the end of December 1995, parts of the Liphart collection—mostly photos, but also reproductive and art prints that were somehow left behind or forgotten there—were discovered from a wall cupboard in the library of the building returned to the Estonian Students’ Society. The Department of Art History did not want this part of the collection back and thus it was decided to store it in the Museum of Classical Antiquities. In January 1996, additional photos were brought in from the Study Library’s storage room where most of the Art History Cabinet’s assets, including a part of the Liphart collection, were kept since March 1992. The museum selected 204 photos from the received collection and decided to send the rest, which were declared unnecessary, to the Viljandi Culture College in spring 1996, stating that only prints were sent there. These were not used as study aids but remained boxed and were stored in the college’s new building. The storage place had to be cleared due to a lack of space somewhere around 2003 and Viljandi Paalalinna Gymnasium agreed to accept the collection. The renovation of the school began in 2005 and, thanks to a teacher’s and college lecturer’s quick thinking, the photo collection found its new home in a room in St. Paul’s Church in Viljandi. Upon closer inspection of the collection stored in the church it was found that it included photos bearing the University of Tartu Art Museum stamp from the times of the Russian Empire, which meant that these came from the University of Tartu. The University of Tartu Art Museum was notified of this around five years ago and people were sent over to inspect the collection, but its fate remained undecided. It was concluded that the museum was not interested in retrieving the collection. Two years ago, this part of the Liphart collection—3,380 photos, which make it one of the largest known to survive—was given to a collector interested in the history of photography. According to an inventory book from 1933, the Liphart photo collection included 12,951 photos. Preliminary data suggests that the University owns 2,284 photos today. This means that 44% (including the pieces in private collections) of the Liphart photo collection has survived and is known to researchers. The photos and reproductive prints in the Liphart collection continue to be highly valued as examples of the history of photography but also photo printing and, from the perspective of art history, original documents of their time. However, the people involved have been unable to study and assess this collection from this perspective, especially in the last few decades.

Case-based teaching allows for the study of medicine through records of patient encounters. These cases, used for teaching purposes, are variably collected by clinicians as hard copies of patient files and radiology films. Currently, a single repository of thorough, multi-disciplinary, medical teaching cases that can be uniformly accessed, shared, and searched comprehensively by all medical professionals does not exist. An Internet accessible database (iCORD) that focuses on graphical, audio-visual information along with text has been created. Users may create their own teaching case records to organize their files and share them with others. Case submissions are executed through a non-platform-specific application securely connected to the iCORD database. This submission tool and connector module, was developed using Java and XML-related technologies. The data storage medium, which is an extensible SQL database primarily used for storing patient case information, is exposed using IIS 5.0 and XML-based transformation tools to allow dynamic content delivery to PC's and handheld devices. Usage statistics, distributable teaching files, and user-centric information, which are compiled in the iCORD database, allow development of useful case search algorithms. The prototype database of 400 otolaryngology clinical cases is fully searchable using Boolean logic by parameters including age, gender, diagnosis, medical history, clinical keywords, pathology keywords, and more. The database can be used as a teaching tool during conferences and as a case authoring tool for physicians.

___________________________________________________________________ Teaching material is one of essential material used by teacher as teaching tools. Handout is known as one of the teaching tools. It is important for teacher to develop their own teaching tools which support the teacher to achieve the learning indicators. Handout is one of the teaching materials that can be used by teachers or students in the learning process.There are many topics learned by students in senior high school. Animalia is one of the topics that can be learned by the student. It is a topic that has a wide scope. In senior high shcool, students should be able to learn the characteristic, example, the benefit of phylum for enviroment. Teachers need to develop teaching tool such as handout to figure out the wide concept of invertebrate by appliying contextual learning. Developing handout using Research and developnet design would help the teacher achieving purpose of the research. This research was aimed to determine whether the handout which had been developed was appropriate for use in senior high school. The research design applied in this research was a Research and Development (R&D). The research was done in some steps like data collection, planning, development of product, and evaluation stage. The subjects of this research were biology teachers and the students of senior high school. The experts’ judgment result of the integrated science handout was 83, teachers responses were 81.6%, students responses were 83.2% and students’ average score was 81.2 above the score of 75 as passing grade. It can be concluded that the developed handout meets the requirements as teaching materials.

Since culture related courses are by nature multidimensional learning opportunities, various channels for teaching and learning intercultural competence are available. Advertisement is one of them. In order to produce successful advertising spots or commercial films, interdisciplinary knowledge is indispensable. Knowledge of various fields has to be taken into consideration such as history of business and arts, social and communication history as well as history of mentality of the target group. Under these circumstances advertisements offer an extremely interesting teaching tool for the courses of background studies, for translation, cultural comparisons, business, and management seminars as well. This article tries to demonstrate how the topic ”advertisement and intercultural competence” can be treated in a seminar. It would particularly note advertisements which caused severe criticism on the target market.

Historiography of Korean modern art history is very short with only a handful of researchers. The researches have been done on the documentation of art works and individual artists, and the problem of authenticity and attribution have always been important. However, there has been shift of direction from the late 1990s when young art historians cautiously started to apply cultural theories to their researches. This was not merely an appropriation of Western theories, but a resistance to how very confining art history had become with its linear narratives of formalism, famous artists and their masterpieces; how research based on empiricism had evolved into a struggle for who gets the hand on the sources first. Their turn to post-modernistic cultural theories was supported by the fact that modern art itself rapidly arose from a transitional sphere where tradition and modernity coexisted in confusion. Also former methods of art history were not suitable for Korean modern period when there were not many works survived from the period; instead, there was a rich resource of photographs, prints, illustrations, etc, which revealed the experience and everyday life of modernity and provided a possibility of studying visual culture. Rather than renouncing formalism, these young researchers sought to open up a more diverse discourse as well as embrace new perspectives on art. Compared to traditional art history, modern art history has a shorter history with relatively fewer scholars. Since there is no solid body of scholarship as of yet, it has also proved easier to freely engage new methodologies. Another trend is that modern art history is no longer restricted to only Korean art and has expanded to include other areas of East Asia, stimulated by increase of interest in contemporary Asian art a well as the return of students who studied not only in the United States and Europe, but also Japan and China. If one recognizes that art is not merely a reflection of beauty, but more importantly, a reflection of culture, a product imbued with the consciousness of its period, then, it is true that the new methodologies have expanded the perspective and terrain of art history. Through such diverse perspectives, I think we can get a better sense of the identity of Korean modern art. Thus, Korean art history must pursue two paths at the same time: formal analysis of works of art with the excavation of primary sources ”and” the incorporation of multiple perspectives for the task of interpretation. In this paper, I will briefly address the state of research in Korean modern art history, as well as the search for new methodologies in contemporary scholarship.

The present study aims at investigating the integration of Web 2.0 tools among EFL high school teachers in English language teaching. To evaluate the state of art in the Moroccan context; both, quantitative and qualitative data is collected with the help of a questionnaire and an interview administered to forty seven high school teachers in Fes city. The results of the study revealed that the integration of Web 2.0 tools in English language teaching is still in its infancy stage since only 12,77 % of the whole sample make use of Web 2.0 tools in their teaching practices; especially, YouTube, and Facebook. This study also shows that the use of Web 2.0 tools among teacher is limited either to providing online resources for students or as teaching aids in classrooms. The low percentage of high school teachers who use Web 2.0 tools in their teaching practices is attributed to the challenges that hinder the integration of Web 2.0 tools in English language teaching. This is so, because 93,62% of teachers state that there are certain challenges that hinder the integration of Web 2.0 tools in English language teaching. These challenges according to the respondents are categorized into the lack of knowledge in using Web 2.0 tools in teaching, the lack of digital materials in classrooms, and their negative attitudes toward the integration of Web 2.0 tools in educational purposes. Based on the findings of this study some pedagogical implications are directed to EFL teachers, and educational policy makers. Article visualizations:

Technology and Social Media websites are now an indispensable part of our lives. It is almost impossible not to look at our accounts on any day. Most of us especially 16years and above have a profile on one of the social networks and it can be observed that a sizable number are students who use the different websites for different purposes. The focus of this research is on finding out if Social Studies lecturers in the faculty of Education are using Social Media in teaching their students and to identify ways, they are incorporating it. The population of the study is 21 lecturers (5 Social Studies lecturers, four males and one female, all senior lecturers) and 16 non-Social Studies Lecturers who teach Social Studies courses. The method of data collection was questionnaire. The data was analyzed using simple percentages. The results show among other things that the lecturers believed that social media network platforms are important pedagogical tools, many of them are not using them as a teaching and learning tool. The researcher therefor recommended that lecturers and their students should undergo training on ways of using these platforms as a teaching tool. Article visualizations:

Ретроспективний аналіз свідчить, що традиційно процес навчання відбувався в межах тріади «учитель – учень – підручник». Однак науково-технічний прогрес ХХI століття додав до цієї взаємодії таку важливу ланку, як цифрові технології. Упродовж тривалого часу паперовий підручник уважався основним засобом навчання, а вчитель – єдиним джерелом знань. Проте сьогодні до взаємодії учителя та учня як суб’єктів освітнього процесу на уроці активно долучаються цифрові технології, оскільки дають можливість миттєвого доступу до всебічної інформації та наукового знання, що невпинно нагромаджується та збагачується. З огляду на це професійне становлення майбутнього вчителя іноземної мови без володіння цифровою компетентністю, що охоплює впевнене, критичне та відповідальне використання і взаємодію з цифровими технологіями для навчання, роботи та участі в житті суспільства, неможливе. Отже, комп'ютеризація та інформатизація освіти зумовлюють пошук нових підходів до фахової підготовки майбутнього вчителя, зокрема англійської мови. У статті розкрито зміст програми навчальної дисципліни «Сучасні технології навчання англійської мови у закладах загальної середньої освіти (ЗЗСО)» з циклу професійної підготовки студентів напряму «6.02030302 Філологія. «Мова і література (англійська)» Дрогобицького державного педагогічного університету імені Івана Франка (2017/2018 навчальний рік). На основі набутого педагогічного досвіду обґрунтовано доцільність формування цифрової компетентності майбутнього вчителя англійської мови у процесі його фахової підготовки. Проілюстровано результати вивчення вище вказаної дисципліни на прикладі студентської проєктної роботи, презентованої як фрагмент електронного посібника як доповнення до чинного підручника з англійської мови для 1-го класу ЗЗСО. Проаналізовано фрагмент електронного посібника та доведено, що програмa-шаблон дає змогу майбутньому вчителеві англійської мови самотужки укладати, розробляти, структурувати і систематизувати мовні та мовленнєві завдання, наповнювати контент мультимедійним матеріалом (аудіо-, відео-, статичною і / або динамічною анімацією) за умови дотримання певних лінгвометодичних, психолого-педагогічних та ергономічних параметрів. Унаслідок опитування студентів встановлено, що цифрові технології удосконалюють процес навчання іноземної мови завдяки миттєвості доступу до всебічної, професійно значущої та аутентичної інформації, мультимедійності, креативності, інтерактивності та можливості міжкультурної взаємодії, що забезпечує досягнення освітніх цілей, а цифрова компетентність є невід’ємною складовою частиною професійної підготовки майбутнього вчителя англійської мови в сучасних умовах.

Integration of information and communication technology to all spheres of a modern man life evokes new approaches search for building and organization of educational process, particularly of a foreign language. During a long period of time a textbook was considered to be the main tool in teaching and a teacher was the only source of knowledge. But nowadays the interaction between a teacher and a pupil as subjects of educational process at the lesson is impossible without digital tools, which give opportunity to multiple information and scientific knowledge access immediately in spite of their constant storing and enriching. Taking it into account the professional and methodological formation of a future foreign language teacher should be done with the aid of digital competence, which includes conscious, critical and responsible use and interaction with digital tools in learning, teaching and social communication. In the article on the basis of the experience of “French school course and methodology of its teaching” learning (2016-2017 academic year) the advantages of electronic textbook creating with the aid of French computer program Didapages has been highlighted. It has been stated out that such tool gives a future French teacher an opportunity to work out, structure and systematize language and communicative exercises, fill it with multimedia authentic content (audio, video, static and/or dynamic animation). With the help of professional role-play acting and results of interviewing of students of Drohobych Ivan Franko State University it has been proved that the electronic textbook is а modern effective and available teaching aid, which motivates and improves the process of foreign language teaching and learning due to its multimedia, creative, interactive and authentic material options.

Sciences, Political Science and International Relations, Law, History of Art, Archaeology, Communication Sciences, Linguistics, Fine Arts, History, Sociology, Psychology, Turkish Language and Literature, Philosophy, Geography, Security and Education Sciences

Sciences, Political Science and International Relations, Law, History of Art, Archaeology, Communication Sciences, Linguistics, Fine Arts, History, Sociology, Psychology, Turkish Language and Literature, Philosophy, Geography, Security and Education Sciences

Citizen Spectator: Art, Illusion, and Visual Perception in Early National America

Magic lantern projections have been the subject of little serious study and have only merited a few epigraphs in general reference books about the history of the media and communication, or an occasional reference in volumes on art history or contemporary history. The goal of this article is to elaborate a brief “state of the question” of the magic lantern in order for it to emerge as an object of scientific study in the area of communication studies.