This study examines the potential of using narrative sources, particularly the artist novel (Künstlerroman), in teaching art history courses in Iranian art faculties. Using a descriptive–analytical approach, the research addresses the following question: in what ways can the artist novel contribute to enhancing the teaching capacity of art history, especially the history of painting?

The research process and its findings indicate that such narrative sources can be employed either as primary or supplementary materials in certain courses. For example, assigning a novel to be read over the course of a semester, retelling and analyzing dialogues in class, or conducting group discussions on the artist’s interactions and experiences in each session—along with receiving feedback from students—can make the learning process more active and increase the durability of learning outcomes. Due to their narrative structure, these sources tend to remain longer in memory and, by creating opportunities for discussion, interpretation, and participation, they help to energize both the main and supplementary activities of the classroom.

Artist novels, particularly when structured around the formation of a painter’s professional identity, can implicitly convey to learners the paths of artistic creativity, the obstacles encountered by artists, and their perspectives on art. Accordingly, from a qualitative perspective, linking the concept of Bildung with educational and formative orientations can simultaneously facilitate the teaching of academic content and the implicit cultivation of a professional artistic identity. This study revisits the suitability of this connection through the lens of the artist novel and highlights the role of such narratives in fostering a deeper understanding of the artist’s professional trajectory, increasing student engagement, improving learning, and strengthening students’ agency in the processes of teaching and the development of their professional identity.



In conclusion, the incorporation of the artist novel into art history pedagogy can increase student participation, improve learning outcomes, and strengthen students’ agency in the teaching process as well as in the formation of their professional identity. Accordingly, greater attention to the development and integration of such resources in educational policy [particularly in the teaching of the history of painting] appears necessary.