Women, art and antiquity. Breaking clichés in the classroom: a proposal made by the Arsmaya Research Group.

Cristina Vidal Lorenzo, Esther Parpal Cabanes, M. Luisa Vázquez de Ágredos Pascual (Universitat de València)

In the last few years, significant advances have been made in our knowledge of women’s lives in the past. In part, these advances are the result of recent discoveries, but mostly they are due to the emergence of a new way of approaching history. We are referring to the influence of feminist theories in History, Art History and Archaeology, which has favoured the incorporation of the gender perspective in the research carried out inside these disciplines. However, although great steps have been made, we are still far from achieving a genuine integration of women in the study of the past. In our opinion, in order to achieve this, it is necessary to bring these new theories closer to future...

In the last few years, significant advances have been made in our knowledge of women’s lives in the past. In part, these advances are the result of recent discoveries, but mostly they are due to the emergence of a new way of approaching history. We are referring to the influence of feminist theories in History, Art History and Archaeology, which has favoured the incorporation of the gender perspective in the research carried out inside these disciplines. However, although great steps have been made, we are still far from achieving a genuine integration of women in the study of the past. In our opinion, in order to achieve this, it is necessary to bring these new theories closer to future generations of historians. For this reason, it is essential that the academic context should promote actions in the classroom that allow the student community to find out about the results of the latest research carried out in this field. The study of images is an ideal vehicle for achieving these objectives. In this paper we share our experience of a series of seminars organized by the Arsmaya research group, dedicated to the study of women in Antiquity from an interdisciplinary perspective.

How to cite this article:

Vidal Lorenzo, C., Parpal Cabanes, E., Vázquez de Ágredos Pascual, M.L. (2022). Mujeres, arte y antigüedad. Rompiendo tópicos en las aulas: una propuesta del grupo de investigación arsmaya. Revista Eviterna, (12), 59-76 / https://doi.org/10.24310/ Eviternare.vi12.14636

Teaching practice of antiquity with gender perspective: a proposal made by the Arsmaya Research Group.

Núria Feliú Beltrán (Universitat de València), Patricia Horcajada-Campos (Complutense University of Madrid), Mireia López-Bertran (Universitat de València), María Ángeles Martí Bonafé (Universitat de València)

The innovation teaching project ‘Nou-PID: Innovación en la docencia de la Historia del Arte: acciones para dar visibilidad a las mujeres en la Antigüedad’ of the Universitat de València is presented in this article. First, the main goals are explained, which are based on the implementation of the gender perspective in the studies of Antiquity through the flipped classroom and autonomous and integrated learning methodologies. Next, the teaching practices carried out in the different subjects related to Antiquity are developed. They are based on the use of pre-existing quality online resources, and the creation of an online platform through the creation and management of a blog and the...

The innovation teaching project ‘Nou-PID: Innovación en la docencia de la Historia del Arte: acciones para dar visibilidad a las mujeres en la Antigüedad’ of the Universitat de València is presented in this article. First, the main goals are explained, which are based on the implementation of the gender perspective in the studies of Antiquity through the flipped classroom and autonomous and integrated learning methodologies. Next, the teaching practices carried out in the different subjects related to Antiquity are developed. They are based on the use of pre-existing quality online resources, and the creation of an online platform through the creation and management of a blog and the generation of videos. The resources, videos and practices have been referenced in detail so they can be implemented and/or discussed by other lecturers. In the last section, a global assessment of the project is undertaken and the study of feminine images of the past is valued not only to make their presence visible in ancient societies, but also to reflect on the creation of femenine stereotypes.