Visual History: The Craft of the Historian-Filmmaker
Visual History: The Craft of the Historian-Filmmaker
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视觉历史：历史学家兼电影制片人的技艺
DOI：
10.2307/3377299
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发表时间：
1985
期刊：
影响因子：
--
通讯作者：
Daniel J. Walkowitz
中科院分区：
文献类型：
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作者：
Daniel J. Walkowitz
视觉媒体主导着历史学家及其学生的大部分日常经验。尽管媒体的闪光和魔力继续令人着迷、催眠和困扰，但大多数历史学家对视觉历史的反应从困惑的冷漠到彻底的敌意。然而，公众和大多数学生可能从媒体获得的历史信息比从学术笔下获得的历史信息更多。调查研究人员报告说——事实上，通常是警告——现在的学生读书的时间比看电视的时间要少。此外，关于过去的整个历史观念（和误解）都嵌入在每天指导和“编程”公众的视觉图像中。历史学家忽视了对视觉历史的专业兴趣，就违背了他们对自己的技艺的责任。他们把过去留给了演艺人员、宣传人员和未经训练的（尽管通常是善意的）电影制作人。当然，今天的教师在教学中使用视觉媒体。脱离了电影和电视的束缚，年轻教师越来越多地在课堂上使用它们。出版商和专业协会都对这种日益增长的兴趣做出了回应。在过去的十年里，美国历史协会和美国历史学家组织都为媒体工作设立了委员会和奖项，年会定期安排电影放映和关于媒体在教学中的使用的会议，教育电影发行商开始向教师提供大量的产品，出版商也开发了广泛的幻灯片。
VISUAL MEDIA dominate much of the day-to-day experience of both historians and their students. While media glitter and magic continue to fascinate, hypnotize, and haunt, most historians respond to visual history with views that range from bemused indifference to outright hostility. Yet the public and indeed most students probably receive more historical information from the media than from scholarly pens. Survey researchers report-in fact, usually warn-that students today spend fewer hours reading books than watching television.' Moreover, whole historical conceptions (and misconceptions) about the past are embedded in visual images that instruct and "program" the public every day. In discounting a professional interest in visual history, historians have reneged on their responsibility to their craft; they have left the past in the hands of entertainers, propagandists, and untrained (though often well-meaning) filmmakers. Of course, faculty today use visual media in instruction. Weaned on film and television, young instructors make increasing use of them in the classroom. Both publishers and the professional associations have responded to this growing interest. In the last ten years both the American Historical Association and the Organization of American Historians have created committees and prizes for media work, annual meetings have regularly scheduled film screenings and sessions on the use of media in teaching, educational film distributors have begun to bombard faculty with offerings, and publishers have developed extensive slide-