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Abstract
This is an exploration of the value added to secondary history education through the inclusion of visual art from a multiliterate framework instead of an aesthetics one. Semiotic theory and Panofskian art history analysis are discussed. Multiliteracies theory posits that art is text, similar to print text. By reading art for historical understanding and subsequently utilizing historical thinking, critical thinking and cultural awareness skills are developed.
Notes
1 For the parameters of this paper, I focus on still visual art when using the term art with the realization that art can encompass more than the still and/or visual. Examples of still, visual art are paintings, photographs, illuminations, etc.
2 This painting is owned by the Österreichische Galerie Belvedere (Citation2014) and can be viewed at http://www.belvedere.at/en/sammlungen/belvedere/klassizisms-romantik?mode=gallery&cId=2582&aId=1097&hl=Classicism%20%2F%20Romanticism.
3 My master's of arts degree is in history.
4 I emphasize late medieval Northern Europe because that is what my research was bound to. When studying people, because of cultural concerns, one wants to be bound to place and time. The cultural aspect of historical study will be explored further when discussing historical thinking.