but i'm a history student so

anonymous asked:

Hi Amy, I'm a high school student who wants to major in art history. I know that a large part of history in general is asking questions, however I'm unsure about how to ask better questions, would you give some suggestions and examples of higher level questions to ask about an art work? P.S. you blog is amazing and thank you for all the resources!

Wow, what a great question! Some of my college students don’t ask how they can ask better questions, so I was so excited when I saw that you are a high school student thinking ahead. Thank you! 

I assume you are taking art history at your high school. This is good - your class has already given you the framework you need to move from basic questioning to more in depth questioning. Who? What? Where? When? Why? How? You would think that with art history, the Five Ws + How? would be simple enough to answer. This is not always the case, however, and sometimes the simple questions of Who? or How? or Where? can take an art historian years to answer. A good example of this is attribution: who made a work of art? It sounds like an easy question, but as someone who has shed blood, sweat, and tears on attribution, I can tell you it isn’t. The same is true of iconography (’what’?). On the surface, subject matter shouldn’t be hard to identify or propose, but it can be.  All this to say that if you are worried that asking some of these questions is too basic, you shouldn’t be - you will undoubtedly keep asking them as an art history major, and the answers will not always be easy (or even possible) to find.

Asking (sometimes deceptively) basic questions is all well and good, but how can you ask more in-depth questions about works that are already the subject of lengthy discourse, like the Mona Lisa or the Sistine Chapel? This is, essentially, the writer’s question. To arrive at a probing question, you may want to: 

Practice slow looking. Slow looking is exactly what it sounds like - sitting in front of a work of art and taking time to really look at it. This will be hard to do during a class session, but you can do this after class (or beforehand, if you know the period or artist being covered). As part of the slow looking exercise, write down your initial response to the work, and note throughout your time looking how your initial response has evolved and why.

Question a work of art’s formal elements. Think about color, line, texture, light, shadow, space, perspective, volume… Why do you think the artist made the decisions s/he did? Here is a list of formal analysis questions to get you started. If you email me,  amy [at] caravaggista [dot] com, I can send you the “Questions Sheet” I give to my students.

Ask yourself what ascribes meaning to a work. In a similar vein, you can consider why a work of art is being discussed in class (in other words, why it has been deemed important). Is it the subject matter? The composition? The work’s cultural or historical context? The fame of the artist? The expense of materials used? All of the above, and more? Why or why not?

Look at a work of art using a particular methodology. Art historians use lots of different methods to analyze works of art. If you haven’t yet learned about art theory or methods, consider picking up a copy of Michael Hatt and Charlotte Klonk’s Art History: A critical introduction to its methods (Manchester University Press, 2006). The authors examine the origins of art history as a discipline and explain each major method in practice, from formalism to semiotics (and more!). Examining a work of art using a particular framework can yield surprising and inspiring results!

Read about a work of art you are having a hard time formulating questions for. Specifically, read art historical articles about the work and consider the author’s argument. Do you agree with their analysis? Why or why not? Is there an aspect of the work or its context that you think should be more fully addressed (or considered, in the first place)? What evidence does the author use to support their analysis? 

This is by no means an exhaustive list of ways to ask better questions, but I hope it helps get you started!  There are no bad questions; all questions help deepen your understanding and analysis. 

I’m going to include a break here. After the break, you’ll find recommended reading and resources.


Recommended Reading

Many of these resources are geared toward how to write about art, but I recommend them because the first step in writing is asking questions, and these authors’ discussions could be informative!

Barnet, Sylvan. A Short Guide to Writing about Art. Boston; Toronto: Little, Brown, and Company, 1985.

Berger, John. Ways of Seeing. New York: Viking Penguin, 1977. 

Hatt, Michael and Charlotte Klonk. Art History: A critical introduction to its methods. Manchester: Manchester University Press, 2006. 

Huntsman, Penny. Thinking About Art: A thematic guide to art history. West Sussex: Wiley Blackwell, 2016.

Pop, Andrei. How to Do Things with Pictures: A Guide to Writing in Art History. Department of History of Art and Architecture, Harvard University, 2008. 

Taylor, Joshua C. Learning to Look: A Handbook for the Visual Arts. Chicago: University of Chicago Press, 1957. 

shout out to science-minded people like y'all are sooooo smart… science & math are a whole other kind of intelligence, y'all take a lot of crap for being geeky but you’re wild smart and talented and cool

the girls as quotes my teachers say
  • hungary: [talking to the new kid] "basically there's only one rule in this class, and that is to do whatever i tell you to."
  • belgium: "i know teachers are not allowed to give food to students anymore but no one ever said anything about teachers eating in class." [rips open a bag of thin mints]
  • ukraine: "mr. (history teacher) is a bright young boy that i'm proud of. i'm old enough to be his mother."
  • belarus: "yes, you have to have in text citations. actually, let me rephrase that. you don't have to have in text citations, but you bet your mother i'll mark you down for it."
  • liechtenstein: "what is a meme?
  • monaco: [passing out tests] "by the way, this is a non-calculator test so i hope you studied without one."
  • seychelles: "woah she's ho- i mean [coughs] has a great personality."
  • taiwan: "i used to ask myself why i decided to teach, and i realized it's because... ... shit i forgot"
  • vietnam: "i know its monday but if i dragged my 50 year old ass out here, you can suck up 6 hours of school."
  • wy: [when asked whether or not pineapples should be on pizzas] "i hate pineapples."

anonymous asked:

I attend online school and if you don't think it's as bat shit crazy as public school then you're wrong because my teacher just got 150 4 page research papers from students on the history of pizza because we were allowed to choose whatever topic we wanted. Oh and we can change our names to whatever we want in online classroom sessions and it never ends well I'm surprised they still let us change them.

So much pizza knowledge. I don’t know what I’d do with all that pizza knowledge.

anonymous asked:

Could we have some College AU Headcanons on how the Paladins and their S/O get together? I'm a sucker for these kinds of AUs 🙈

Omg yes this is everything! 

Shiro met his s/o through a friend in his AP History class. They were a transfer student who met Shiro’s friend in their drama class and they became friends right away! His friend thought it would be a good idea to introduce them to his friends so they could get to know people and the school easier. It was love at first sight for Shiro. As cliche as it sounds it was true, Shiro knew as soon as he saw them that they were the one.  The first time they met, Shiro could barely get a single word out. His friend had to end up introducing him and as they say, the rest was history.

Keith met his s/o cause the were in the same dorm building (depending on the gender, they’re on different floors). He was doing laundry and ran out of fabric softener when you saw him struggling and offered him some. He didn’t really look at them because he was embarrassed that they saw him struggling. Needless to say, they thought it was cute and they kept the conversation going to see if it would go anywhere. As they were folding their laundry, his s/o asked if he wanted to get some coffee. Who would’ve known that this was a beautiful start to a relationship. 

Lance met his s/o when he was walking to class. He wasn’t paying attention to where he was walking and he walked straight into them causing them to fall over dropping everything. He apologized immediately and offered them a hand. Once they were up and helped them gather their things. He picked up a piece of paper that said their schedule on it. He noticed that they had the next period together and he asked if they wanted to walk there together. Lance was awkward around them, he couldn’t quite figure out why. It was when another classmate was hitting on you that he figured out he in fact had a crush on you.

Hunk met his s/o when he was at work at a java stand in their school. They usually come every morning right before class and get a caramel macchiato every time. He wanted to say something to them, but every chance he got, he just couldn’t do it. They were always super nice to him, he would get butterflies every time he heard their voice. He asked his friends for advice and they told him to write his number and a pick up line right along the bottom edge of the cup. The pick up line he went with was I can feel something brewing between us. Cheesy yes, but it worked! His s/o thought it was really cute and not that bad of a line. They totally weren’t expecting it from Hunk which is why it kinda worked. 

Pidge met her s/o when she was in one of the science labs. It’s one of her favorite places to be because you have to actually be working on a lab or lab homework in the room and it has to be quiet. One day, she was working by herself on the computers at the far end of the room. She sat down next to someone who was clearly struggling with whatever problem they were currently working on. She gave it a couple minutes but got frustrated by their sighing that she decided to help and they gladly accepted. She ended up helping them with their entire lab assignment. By the time the finished it was super late and she never got a chance to work on her own project. Her s/o insisted to come back and work on it tomorrow. Pidge accepted even though she knew that they weren’t going to be much help. Just don’t tell them that she was annoyed with them at first

AP Testing
  • Good luck on your AP tests everyone! You've gotten this far, now you just have to pass the test. Please get a good night's rest and relax. I love you all, and no matter what you score I'm so proud of you.

okay so I’m an illustration student and one time during my 1st semester we had to buy miniature maninkins for anatomy class. Each of us decided to give them names, and being a star wars fan I was dying inside because I IMMEDIATELY knew what to name mine and it will go down in history as one of the greatest highlights of my entire art education experience and will follow me all the way to my grave.

‘Manakin.’ I named my manikin 'Manakin Skywalker.’

Yamazaki Kento and Hirose Alice confirmed for the live adaptation of Hyouka. To play the roles of Oreki Houtarou and Chitanda Eru.

“Energy-conservative high school student Houtarou Oreki ends up with more than he bargained for when he signs up for the Classics Club at his sister’s behest—especially when he realizes how deep-rooted the club’s history really is. Begrudgingly, Oreki is dragged into an investigation concerning the 45-year-old mystery that surrounds the club room.

Accompanied by his fellow club members, the knowledgeable Satoshi Fukube, the stern but benign Mayaka Ibara, and the ever-curious Eru Chitanda, Oreki must combat deadlines and lack of information with resourcefulness and hidden talent, in order to not only find the truth buried beneath the dust of works created years before them, but of other small side cases as well.

Based on the award-winning Koten-bu light novel series, Hyouka shows that normal life can be full of small mysteries, be it family history, a student film, or even the withered flowers that make up a ghost story.”

[synopsis taken from mal]

So I attended my first academic conference yesterday.

I’ve been working as a research assistant for one of my professors for the last few months, helping him to design a class which incorporates history with digital media. The idea is to get students out of the classroom and working in local archives while also exploring new ways to present historical information (e.g. through film, interviews, interactive maps, etc.). 

I was tasked with creating the pioneering project; that is, I was told to make an A+ project without any clear instructions or guidelines. Believe me, I love me my guidelines, so that was… challenging. I decided to study the pre-internment Japanese communities that existed in my hometown (where I lived for 20 years), focusing on race-relations between white and Japanese farmers in the area, something which has been studied extensively in the city, but not nearly as much in the countryside. So, in that sense, my project was unique.

Yesterday my professor and I presented my findings in front of a crowd of scholars and professors from the Greater Vancouver area. My prof introduced the idea of digital history in five minutes, and then I spoke for half an hour.

And it was… great? The audience was fantastic and very responsive to what I had to say (unlike undergraduates, who are the worst). Nearly everyone had a question for us at the end, too, which was great. Apparently one woman, who was Japanese, was a Japanese Studies professor at Simon Fraser University, and she lived in the area that I had studied - and she was surprised by what I had to say. Apparently some of it was new, even for her.

In the end we had three professors ask my prof for a copy of the project, and one woman, who works for the government of my hometown, ask if I would be interested in giving that same presentation to the city council. Still not sure if I will take her up on it, because I am a bit overwhelmed, but that was awesome.

Also, several of them were visibly surprised when I said that I was only an undergraduate (fourth year) student at the end. And then, when I left, I overheard two women talking about my presentation in the hallway. So like… that was flattering.

After the event, my professor and I talked about it for about an hour in his office. He seemed really pleased. He also gave me a gift, something he found in an archive in London: a letter that was sent from my hometown to Japan sometime between 1910-1922. We don’t know what it says, but I have a Japanese acquaintance and could figure it out. I’m not sure that I want to yet, though. For now I think I will just hold onto it as my first very-own primary source. Maybe I’ll give it the museum in my hometown one day.

And to think, this time two years ago I was on social-anxiety medication and dreaded public speaking more than anything. Now I love it.

So… yeah, that’s what I’ve been up to, I guess.

Long rant about the absolute deletion of aboriginal australian history and culture from this nation's historiography

The other day i was talking with someone and they told me about how aboriginal australians used to farm things like yams, native wheat, crocodiles and fish. That those who were nomadic moved around to have full access to all the types of food across the country, but they always liked to return back to their traditional area. But not all aboriginals were even strictly nomadic - ones on the south east coast had permanent towns, etc, because the climate and food was more constant there. I asked why then, are most of today’s aboriginal population situated in the north, west, and central parts of australia, and the answer was that it’s because those parts were what was left after white settlers took all the arable land.

I like history, and I’ve lived in australia my whole life. I’ve been in australian schools my whole life, and i didn’t know any of this. 

In school, we had to do indigenous history every year for about ten years, and all we got, every year, was one page in a textbook that told us about these Noble Savages who didn’t build houses and stood on the beach throwing sticks at fish. After white contact, every piece of information about aboriginal australians was told in relation to the european colonialist narrative. It was like suddenly the main character had arrived, and every single thing aboriginal australians had ever done was equivalent to that bit with Marcellus and Bernardo at the start of Hamlet - they sit there and panic, tell Horatio to tell Hamlet that something weird’s happening, and then are never seen again. 

Like, these people had this country 800% sorted out - it was theirs and they knew all about it - and some dickhole turns up with boatloads of starving, violent, english criminals who brought shitty diseases and guns and that was the “birth of our nation”. 

I hate that this country was built on that, and i hate that the government is too fucking wussy to tell its students the truth of what happened. I hate that it’s too racist to acknowledge that there was any worthy or interesting activity here pre-white contact. I hate that almost every student groans at the thought of learning aboriginal australian history because it’s taught like a boring afterthought that everyone would rather ignore, and I hate that i know more about the 1917 Russian revolution than i do about what happened in the country that i’m supposed to call mine. 

anonymous asked:

After scrolling through your mutually assured destruction tag, I got quite curious by your headcanon of America. Is it alright to ask that you elaborate on this? I'm curious as to what made you form this headcanon.

haha it’s no problem- I understand your curiosity given how dark I portray Alfred. well the answer is simply- being a history student. This issue interests me considerably, so that’s why I don’t mind going into detail. (warning, LAP:)

I learned Cold War, Civil War and early colonial American history. It’s simply that the real history is so much dirtier than some shining, triumphant narrative of America as the “leader of the free world”, born from the glorious fires of anti-colonial war. It doesn’t seem accurate at all to me if Russia is portrayed as being ruthless and scary and America- who has been equally brutal- isn’t. So…that just doesn’t allow me to portray America as this infinitely cheerful, innocent and stupid idiot. And it is also far, far more interesting to portray a deeper, more layered America. 

“Ruthless” Alfred

The truth is that the idea of “why do they hate us” or “they hate freedom” I see in how some people view America’s enemies is really simplistic. The simple truth is that in a lot of cases, well, Alfred made his own demons. Iran? A 1950s CIA coup that deposed a democratically-elected government and reinstated a much-hated dictator. That’s why when he was overthrown, the new Islamic government was staunchly anti-American. Al-Qaeda? During the Soviet-Afghan war, the CIA again funded and trained the mujahideen who were fighting the Soviets- attracting some radical extremists- one of whom was Osama bin Laden. Basically, in a lot of cases, the US has cynically attempted to manipulate others and unleashed forces beyond its control. However, of course- other big powers such as the UK, Russia and China are guilty of this. 

There is no getting around it- from the beginning, American history is a lot uglier than what the “All men are created equal” in the Constitution promised. America is as big as it is today because of a lot of all Old World-style politicking and violence. Yes- the American Revolutionary War was essentially an anti-colonial war. But it was also a mainstream view to consider America an “empire of liberty”, and many thinkers were obsessed with the idea of Manifest Destiny- the notion that (white) Americans were a chosen people destined to spread over the continent- seizing the land of the “savage” of Native Americans and bringing the light of “civilisation”. And that justified all sorts of horrible policies that pretty much amounted to genocide against Native Americans in the 1800s. There’s also the Mexican-American war, where the US annexed from Mexico 1/3 of its present territory (Texas, California, New Mexico etc etc). There was even an attempt to buy Cuba from the Spanish! 

And of course, this ruthless pursuit of American interests definitely carried over to the 20th century. While most people are pretty aware that the US did lots of hideous things during the Cold War, I noticed there’s an inclination to view this as an aberration: that before the US got involved in WW2, the US didn’t dirty its hands in that manner. And it is plainly not true. 

Keep reading

HAPPY BIRTHDAY TO THE LOVELY serza5 . .… …

anyway young steven finds young wallace’s history lectures so genuinely interesting that he meets with him often to hear more personally and eventually makes…. The Move

max-moved  asked:

hi! so long story short: i'm a history student in my 1st year. i have adhd and my 1st semester didnt go over that great. i was wondering if you had the time to give me advice or at least point me in the right direction? i want my winter semester to be solid start to finish and i feel like im in the dark still. cheers + thanks a ton in advance !

Okay, so I think I share your problem here which is probably a short attention span and a bit of a scattered brain. I find it difficult to concentrate on a single subject for more than about thirty minutes unless I’m really engaged in it.

Don’t feel bad about taking frequent breaks and allowing yourself a bit of distraction. You won’t succeed in studying well if you are denying yourself constantly. 

Vary your work environment. A lot of people like to find one place that works for them and stick to it but, as you can see from my photos, I like to study in a whole bunch of different places from cafes to the train to the library. It feeds my need for novelty and change and helps me concentrate better.

Break up your work into small chunks, perhaps 20 minutes or 500 words or 20 pages. I can’t stress this enough, sitting down to write 2,500 words or read an entire book stresses me out but if I feel I can achieve something then I’m much more likely to finish doing it. 

Find a time management system and stick to it. Again because I can be quite scattered I am always up for trying new apps, new websites, new methods but I have found this semester that just using Todoist, Evernote and Google Calendar to manage my time has really kept me on track. 

Enjoy your time, reflect and measure it. University will go by in a flash, especially if you spend it feeling stressed. Keep a diary, write a blog, do something so you can measure out the time you’re spending. Studying, for me at least, is so much better than any job I’ve ever had and this period is pretty unique in terms of the freedom you have to pursue your interests without being tied down to supporting yourself financially. Appreciate it!

so i’m a history student who’s been focusing on civil war/reconstruction ESPECIALLY the lost cause and all that bullshit so when i found these shirley temple films that are basically whitewashed confederate apologia I HAD TO SEE THEM and IT’S SO BAD!!! i thought i’d seen the apex with gone with the wind but this shit was out there all along!