Loes Opgenhaffen (UVA) & Madelon Simons (UVA)
Like archaeologists, with whom in the last two decades or so 3D modelling became more embedded in research, arthistorians and historians could benefit too by integrating innovative 3D technology in their research, since it may be a valuable visual and contextual aid in the interpretative process. In several courses and tutorials we tested how these models were made and used by students in arthistory. During these classes we learned that working with 3D modelling as part of research changes the way how arthistorical teaching should be guided and discussed, and more importantly, by whom. Simple 3D tools such as SketchUp will suffice in the initial process, but what if students need support from more professional software (and subsequent hardware) and specialists, and who should these specialists be (arthistorical 3D visualisers, or 3D visualisers specialised in arthistory?)? What does thinking in 3- or 4- dimensions add to our understanding of historical processes and image of the past? During the session we show all kind of examples and hope for innovative insights, suggestions and feedback.
