Abstract

Computed-generated imagery (CGI) generates diverse views and perceptions of the past. These new experiences impact, directly or indirectly, the teaching and learning of history. This article presents didactic iconographic works on the Spanish Civil War created by the DIDPATRI (Didactics of Heritage and New Technologies) research group at the University of Barcelona. The didactic approach to this conflict reveals various problems that make it an interesting testing ground for new iconographies that contribute to an understanding of it. The proposal looks at the generation of “virtual” iconography to facilitate the teaching of content in formal and non-formal spaces. It is argued that CGI opens up possibilities to researchers, teachers, students, and technicians for the generation of comprehensive communication elements of history. The attractiveness of this new “virtual” iconography of the past lies in the possibility to create integrated ensembles where the facts, concepts, situations, and representations of materiality that the creators want to represent can appear. The resulting iconographic product can be applied for use in various environments, such as teaching, heritage, tourism, and cultural industries, and via different media, such as panels, apps, web, audio-visuals, museography, games, books, and notebooks.

摘要

计算生成的图像 (CGI) 生成了对过去的不同观点和看法。这些新体验直接或间接地影响着历史的教学和学习。本文介绍了由巴塞罗那大学的 DIDPATRI（遗产和新技术教学法）研究小组创建的关于西班牙内战的教学图像作品。这种冲突的教学方法揭示了各种问题，使其成为有助于理解它的新图像的有趣试验场。该提案着眼于“虚拟”图像的生成，以促进正式和非正式空间中的内容教学。有人认为，CGI 为研究人员、教师、学生和技术人员提供了生成综合历史交流元素的可能性。这种过去的新“虚拟”图像的吸引力在于可以创建集成的整体，其中可以出现创作者想要表现的事实、概念、情况和物质性表示。由此产生的图像产品可应用于各种环境，如教学、遗产、旅游和文化产业，并通过不同的媒体，如面板、应用程序、网络、视听、博物馆、游戏、书籍和笔记本.