In a 2015 essay, “Reflections on Digital Art History,” Pamela Fletcher outlined two broad methods that have come to define the emerging field of digital art history: the digitizing of art historical materials, and using “big data” for textual, spatial, and temporal analysis. The projects Fletcher cites that have engaged in such methods – such as “Mapping Gothic France” or MoMA’s “Inventing Abstraction” webpage – are not only deeply engaging for scholars and students, but also present new avenues for art history to be made public. This panel calls for papers that address the ways in which digital art history can be engaged in the classroom; either at the level of method, for the sake of student assignments, or at the level of content, to create student engagement and interaction. I encourage papers that are pedagogical case studies, and that might provide models for approaching and using digital tools and methods with students. How, and in what ways, can digital art history not only provoke new forms of student engagement, but also open new means of interpretation and analysis? Lastly, I also encourage papers on the place digital art history might have in the academy, and the pleasures and pitfalls of using digital platforms for public art history.
Please submit paper abstracts, no longer than 250 words, by May 1, 2018. Accepted papers will receive notifications by June 1.