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Abstract
This article explores how art-historical works can be used as a powerful didactic resource for developing collaborative skills in students. Artworks invite interpretation, demand evidence-based discussion, and naturally create situations where learners must negotiate meaning, share roles, and make collective decisions. The paper explains why visual and material culture is especially suitable for group learning, outlines classroom designs that turn analysis into teamwork, and describes practical methods such as structured inquiry, jigsaw interpretation, curatorial projects, and peer critique.
References
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