This book closely examines the pedagogical possibilities of
integrating the arts into history curriculum at the secondary and
post-secondary levels. Students encounter expressions of history
every day in the form of fiction, paintings, and commemorative art,
as well as other art forms. Research demonstrates it is often these
more informal encounters with history that define students'
knowledge and understandings rather than the official accounts
present in school curricula. This volume will provide educators
with tools to bring together these parallel tracks of history
education to help enrich students' understandings and as a
mechanism for students to present their own emerging historical
perspectives.
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