Summary In recent years the availability of digital reproductions of present and past images has increased significantly, in many ways facilitating teaching in art history. Students of art history of today live in a society dominated by visual media and are supposed to be particularly adept to communicate through digital media. This seems as an ideal situation for teaching art history, and the use of drawing as pedagogical tool for students therefore seems to be irrelevant. This article describes the situation as more complex and problematic, due to the dislocation of the art object within the art historical knowledge system. In the article, the author also argues for the integration of drawing activities in art historical education as an important part in the multimodal discursive practice that art historical studies should be, alongside reading, writing, and speaking about art.

中文翻译：

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绘画活动作为艺术史中的教学方法

总结近年来，现在和过去图像的数字复制的可用性已大大增加，从而在许多方面促进了艺术史的教学。当今艺术史的学生生活在一个以视觉媒体为主导的社会中，应该特别善于通过数字媒体进行交流。这似乎是教授艺术史的理想情况，因此，将绘画用作学生的教学工具似乎无关紧要。由于艺术品历史知识系统中艺术品对象的错位，本文将这种情况描述为更为复杂和有问题的情况。在文章中，作者还主张将绘画活动整合到艺术史教育中，这是艺术史研究应与阅读并重的多模式话语实践中的重要组成部分，