This essay describes an experiment in adopting mapping and timeline technologies in the Introduction to Art History course taught at Duke University. The creation of an interactive, “living,” syllabus in Neatline and Omeka allowed us to embed maps, course powerpoints, links to museum websites, news articles, videos, and clips from movies. In this article, we describe how the integration of mapping tools and multimedia transformed our approach to the discipline of Art History, enabling us to engage with trade and exchange networks for raw materials, artistic ideas and motifs, and the art market.
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Bruzelius, Caroline and Hannah L. Jacobs. 2017. "The Living Syllabus: Rethinking the Introductory Course to Art History with Interactive Visualization." Art History Pedagogy & Practice 2, (1). https://academicworks.cuny.edu/ahpp/vol2/iss1/5