METHODOLOGICAL RECOMMENDATIONS FOR EDUCATING STUDENTS IN THE SPIRIT OF NATIONAL PRIDE THROUGH ANCESTRAL IMAGERY

Abstract

Abstract. The article provides methodological recommendations for educating university students in the spirit of national pride through visual representations of ancestral figures. It treats national pride as a reflective educational outcome grounded in historical knowledge, cultural identity, ethical evaluation, and constructive civic participation. Based on culture-and-arts education, culturally responsive pedagogy, studio-based learning, and heritage education research, the article proposes a practical framework for curriculum design, source selection, classroom dialogue, creative production, assessment, museum collaboration, and digital presentation. Particular attention is paid to balancing historical reliability and artistic interpretation, diversifying the ancestral canon, avoiding propaganda-like instruction, and making students’ reasoning visible through portfolios and artist statements. Ten recommendations are organised across four levels: curriculum, teaching process, learning environment, and assessment. A sample project structure and measurable indicators are offered. The framework is applicable to drawing, painting, sculpture, graphic design, art history, and interdisciplinary heritage modules. It concludes that ancestral imagery contributes to national pride most effectively when students participate as critical researchers and creative cultural agents rather than passive recipients of celebratory narratives.