Using paintings for problem-solving and teaching physical geography: Examples from a course in coastal management

Document Type

Article

Publication Date

1-1-2001

Abstract

Use of paintings in undergraduate courses is discussed to show their value in interpreting landscapes from the viewpoint of the physical sciences. Issues of realism and ways to distinguish evocative value from information value are evaluated. Paintings are used to (1) enliven lecture material, (2) test student knowledge and preconceptions, and (3) form the basis of term projects. Paintings reveal historic uses of coastal resources and changing cultural preferences and human values, and they reveal alterations that are of such small scale or local significance that they would be difficult to find in narrative accounts. Student projects evaluate landscape alterations revealed in works by the same artist or the artist's contemporaries or trace differences in alterations through time. © 2001 National Council for Geographic Education.

Identifier

0035652222 (Scopus)

Publication Title

Journal of Geography

External Full Text Location

https://doi.org/10.1080/00221340108978441

ISSN

00221341

First Page

141

Last Page

151

Issue

5

Volume

100

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