'Girl with a Pearl Earring' is one of the best-rated historical novels ever written in history. Originally, it was named 'Girl with a Turban'. In the mid-twentieth century, the name was changed to 'Girl with a Pearl Earring' and from there on, the novel has gained more popularity than ever before. The girl in the painting is supposed to be Vermeer's eldest daughter called Maria (Flores 1352-1356). More interestingly, her facial features are painted in many of Vermeer's work but in different versions. Some people refer to Vermeer's masterpiece as Mona Lisa of the North. In addition, it is New York Times best-selling novels and it has been translated into more than thirty-nine languages. Besides, it has been animated in Oscar-nominated film, Colin Firth as well as starring Scarlett Johanson (Flores 1352-1356).
A student of history learns a lot from reading historical fiction and analyzing art. To begin with, it helps the students in understanding the socio-cultural roles. In his work, Vermeer created more forty different images to clearly show that he had an interest in women's socio-cultural roles in the society. For this reason, it is clear that it is upon the women to safeguard tradition as well as moral values over and over generations (Flores 1352-1356). Additionally, through historical fiction and analyzing the art, women are ought to portray some thought-provoking stillness character.
Moreover, reading and analyzing 'Girl with a Pearl Earring' provides students with a chance to think more critical, therefore, improving the overall performance of a student of history (Gale). Many questions remained unanswered regarding 'Girl with a Pearl Earring art'. Moreover, up-to-date, most people still could not understand his workshop and education. This fact is the reason why researchers spend days and nights to undertake the intensive study. They use a range of non-invasive technologies such as macro X-ray powder diffraction, 3D printing, fiber optic reflectance spectroscopy and most importantly optical coherence tomography (Gale).
Besides, it helps the students to gain some knowledge of material science. While analyzing the Vermeer's work, it is of great importance not only to students but also understands the kind of materials used in such a painting (Flores 1352-1356). Layers beneath the surface of the paintings and their behaviors on different conditions give an overview of how different materials combine resulting in an iconic art. Similarly, the techniques behind his success are of much importance to the students. Besides, its unique choice of color, transparency, texture, and glossiness prove the student's thinking capacity (Flores 1352-1356). As a result, they will imagine great and amazing art-work.
What Are The Merits Of Using Historical Fiction And Viewing Art To The Teaching Of History?
There are various merits of using historical fiction and viewing art to the teaching of history. Firstly, it enhances a student's curiosity especially when it comes to artwork. This is because historical fiction and viewing arts are more engaging and also provoking. Most noteworthy, historical fiction upholds academic equity (Leavy). By reading historical fictions and analyzing it, they develop historical analogies. Apart from that, history art and fiction give not only visual but also contextual idea on how people earlier lived, dressed and much more (Leavy).
Likewise, learning historical fiction and analyzing it makes students to understand history. Generally speaking, learning aspects of the past seems interesting reducing classroom boredom. Comparatively, excellent historical fiction presents the true character of individual, irrespective whether they are good or bad. This action reduces the ambiguity of study is found in most books especially those of science and mathematics (Leavy). Also, discussing the relationship between analyzing art and historical fiction restores the background of historical events in the present life. On the other hand, learning and analyzing historical fiction not only enhance the understanding of the past but also incorporate social studies into the entire curriculum. Last but not least, knowledge of historical fiction enhances multiple perspectives (Leavy). It is of great importance for every student to share their own perceptive while respecting those of other students.
What Are The Drawbacks?
One of the drawbacks of historical fiction is the fact that most lack enough justification. Some students are too interrogative and for this reason, they ask many questions in order to no more. Subsequently, it is hard for a teacher to show to the entire class that he/she is not sure about whatever they teaching. Cheating them might cause more harm as modern students too sharp and to accept some mere myths and theories (Marcus). Unless the teacher has enough background information about historical fiction, otherwise it will be hard to convey the information to the students.
Which One Is More Useful?
Even though there exist some drawbacks to students reading and analyzing historical fiction and arts, merits still prevail. It is of great significance to use historical arts and fiction to teaching history despite the above-mentioned shortcomings. Results from historical fiction study will further help the students visualize the art more clearly and relate to the real world (Gale). Correspondingly, these technologies are helpful to their overall study that is from history to science. For example, by reading the Girl with a Pearl Earring, in Vermeer's Hometown, Seeking Clues to His Interior Life and other historical fiction helps students to understand to the importance of keeping the perfectionist way of life especially when it comes to raising children in a Godly way (Leavy).
Flores, J. C. "Mean-field crack networks on desiccated films and their applications: Girl with a Pearl Earring." Soft matter 13.7 (2017): 1352-1356.
Gale, Cengage Learning. A Study Guide for Tracy Chevalier's" Girl with a Pearl Earring". Gale, Cengage Learning, 2015.
Leavy, Patricia. Fiction as research practice: Short stories, novellas, and novels. Routledge, 2016.
Leavy, Patricia. Method meets art: Arts-based research practice. Guilford Publications, 2015.
Marcus, Alan S., et al. Teaching history with film: Strategies for secondary social studies. Routledge, 2018.
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