UCL INSTITUTE OF ARCHAEOLOGY G34: MUSEUM AND SITE INTERPRETATION Option, 1.0 unit 30 CREDITS

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1 UCL INSTITUTE OF ARCHAEOLOGY G34: MUSEUM AND SITE INTERPRETATION Option, 1.0 unit 30 CREDITS Class ID: Password: IoA1516 National Museum of the American Indian Smithsonian Institution, Washington, D.C. Co-ordinator: Theano Moussouri E: T: Internal ext.: R109 Office hours: Thursdays 11.30am-12.30pm & Fridays am

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3 Term 2 Term 1 1. Overview 1.1. Short description This course explores the relationship between museums (and other cultural organisations) and their audiences. It examines the museum/audience relationship using communication studies and cultural theory integrated with learning theory. A range of approaches used to study the multifaceted conditions for making meaning with the museum are presented. Past and current research studies, which explore different theoretical frameworks through empirical studies, are discussed and put to test by students working in small groups Week-by-week summary (taught sessions only) Session 1 9 Oct Session 2 16 Oct Session 3 23 Oct Session 4 30 Oct Session 5 6 Nov Introduction to Museum and Site Interpretation Museums and their audiences The museum as a communicator: communication theories and their application in museums Overview of project The museum as a learning environment: learning theories and their application in museums Reading week 9-13 Nov no teaching Session 6 20 Nov Learning through objects & the built environment Session 7 27 Nov Visitors and non-visitor research Session 8 4 Dec Applied visitor research: focus on data collection methods Session 9 11 Dec Applied visitor research: focus on data analysis and interpretation Session Dec Presentation of project & team allocation Session Jan Managing programmes and events Session 12 Session Jan tbc Session Feb tbc Session April tbc Running family events Designing family resources Communicating through text & images Reading week February no teaching Project self-assessment

4 2.3. Basic texts Arts Council England. (2010) Achieving great art for everyone: A strategic framework for the arts. Arts Council England. (2011) Culture, knowledge and understanding: great museums and libraries for everyone. Arts Council England. (2011) A review of research and literature on museums and libraries Arts Council England. (2012) Measuring the economic benefits of arts and culture. Arts Council England. (2013) The contribution of the arts and culture to the national economy. American Association of Museums. (1992) Excellence and Equity: Education and the Public Dimension of Museums, AAM, Washington, DC. Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for Culture Media and Sport, London. Bell, P., Lewenstein, B., Shouse, A.W. and Feder, M.A. (Editors) (2009). Learning science in informal environments: people, places, and pursuits. National Academy of Sciences: Committee on Learning Science in Informal Environments. Board on Science Education, Center for Education. Division of Behavioural and Social Sciences and Education. Washington, DC: The National Accademy Press. Donovan, C. (2013) A holistic approach to valuing our culture: a report to the Department for Culture, Media and Sport. proach_10_may_2013finalforweb.pdf Falk, J. and Dierking, L.D. (eds). (1995) Public Institutions for Personal Learning: Establishing a Research Agenda, AAM, Washington, D.C. Falk, J. & Dierking, L., 2000, Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press, p (Chapter 1, Learning from Museums: An Introduction). Falk, J. & Dierking, L., and Foutz, S. (2007) In Principle, in Practice: Museums as Learning 4

5 Institutions (Learning Innovations Series), Lanham, MD: AltaMira Press. Falk, J., Moussouri, T. and Coulson, R. (1998) The effect of visitor s agenda on museum learning. Curator, Volume 41(2), pp Genoway, H.H. (Ed). (2006) Museum philosophy for the twenty-first century, Altamira Press. Hein, G. (1998) Learning in the Museum, Routledge. Hood, M., 1989, Leisure Criteria of Family Participation and Non-participation in Museums', in B. Butler & M. Sussman (Eds.), Museum visits and activities for family life enrichment, New York: Haworth Press: Hooper-Greenhill, E The educational role of the museum (2nd ed), Routledge. Hooper-Greenhill, E. and Moussouri, T. (2002) Researching learning in museums and galleries : a bibliographic review. Research Centre for Museums and Galleries, University of Leicester, UK. (Available online at: ICOMOS Ename Charter for the Interpretation and Presentation of Cultural Heritage Sites, available on-line: Lea, J., and Thomas, S. (eds) Public Participation in Archaeology, Heritage Matters Series, The Boydell Press. [e-book: ] Macdonald, S. (editor) (2006). A companion to museum studies. London: Wiley-Blackwell. McManus, P. M. (1996) Archaeological Displays and the Public (Editor). London: Institute of Archaeology, University College London. MG 2 MCM and second edition (2000). Moussouri, T. (2002) A context for the development of learning outcomes in museums, archives and libraries. O Brien, D. (2010) Measuring the value of culture: a report to the Department for Culture Media and Sport. Paris, S. (ed). (2002). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum Associates, Publishers, Mahwah, NJ & London: Pearce, S. (Ed), (1994). Interpreting Objects and Collections. Routledge: London and New York 5

6 Resource, 2001, Rennaissance in the Regions: a New Vision for England s Museums, Resource, London. Roberts, L. (1997) From knowledge to narrative. Washington, DC: Smithsonian Institution. Silverman, L.H. (1999). Meaning making matters: communication, consequences and exhibit design, Exhibitionist, Fall issue, AAM-NAME. [ %20Communication%20consequences%20and%20Exhibit%20Design_Silverman.pdf] Smith, L. (2006) The Uses Of Heritage, London: Routledge. Smithsonian Institution, Museum Studies Methods of assessment This course is assessed by means of a total of 4,250-4,750 words of coursework, divided into one essay of 1,900-2,100 words (30% of total mark), one individual report of 1,900-2,100 (40% of total mark) words and one portfolio (weighting 15% group mark and weighting 15% sub-group contribution). The portfolio will include a 4,750-5,250 word project brief and any appendices. The project portfolio is the outcome of work produced by the whole group and it will be assessed along with the product(s) of the project. The topics and deadlines for each assessment are specified below. If students are unclear about the nature of an assignment, they should contact the Course Co-ordinator. The Course Co-ordinator will be willing to discuss an outline of their approach to the assessment, provided this is planned suitably in advance of the submission date. The target for return of course work to students is four calendar weeks from submission. Returned and marked course work for the first assignment should be returned for second marking within two weeks of receipt by students Teaching methods The course is taught via lectures by the course co-ordinator and visiting speakers, as well as workshops, practical exercises, fieldwork and study visits. The latter aim to give students greater familiarity with the material/methods and techniques covered in the course. The course also includes follow-up work and oral presentations by the students details of which will be given in class in Term 1. The course is evaluated by students at the end of Term Workload This is an extremely intense course with very high workload due to the nature of the group work that needs to be done in term 2. The workload describe here should be used as a guide and only provides the minimum number of hours needed to complete it. In addition to a minimum of 20 hours of lectures and supervisions, students are expected to spend two hours collecting data (more information to be provided in Term 1). Students are also expected to spend 50 hours on the assignments and reports, 150 hours working in groups and 80 hours on private reading/research. This adds up to a total workload of some 300 6

7 hours for the course. A high percentage of the work carried out in term 2 has to be done in groups. Students not familiar with group work will find this approach very challenging and may need extra time to get used to it. Working within a group is a key learning outcome of this course and, hence, it is obligatory Prerequisites Although there are no formal prerequisite for this course having some relevant work experience would be highly desirable. 2. Aims, objectives and assessment 2.1. Aims This course aims: to foster a broad understanding of the general principles of effective communication with museum visitors - from culturally, socially and linguistically diverse communities - which is based on sound practice, research and theory grounded in the communication, museum studies, cultural studies, learning theory and visitor studies literature; and to encourage students to take responsibility for their own learning through the provision of supportive practical exercises and assessments that enable ethical and responsible contributions for a range of informal learning contexts. to encourage students to develop self-directed learning strategies that will help them develop their professional, academic and personal knowledge and skills throughout their life Objectives On successful completion of this course you should be able to: 7 assess the impact of wider political agendas and current thinking on museums; understand how museums and heritage sites can communicate with visitors - from culturally, socially and linguistically diverse communities and across different cultures - through exhibitions, programmes and other activities; actively consider various media and interpretive techniques and recognise their usefulness in effective communication with audiences; recognise the importance of visitor studies and evaluation in the development of exhibitions and other services; discuss the ways in which theories of communication and learning can inform the work with museum media; understand the relationship of museums to other cultural, heritage and educational institutions and their place within the educational infrastructure; understand the various roles museums play and the impact they have on peoples lives.

8 2.3. Learning outcomes On successful completion of this course you should be able to demonstrate: a critical awareness of the principles of communication with audiences in informal learning environments; the development of intellectually satisfying and employable skills which will have a positive effect on communication with both internal and external audiences in museums and heritage sites across different cultures; the development of effective and culturally sensitive communication skills within a group environment; the development of confident and independent thought through exposure to practical situations; an ability to create innovative interpretative solutions through engaging with unfamiliar ideas and techniques; a critical awareness of the ethical issues involved in engaging with diverse communities and the development of sustainable products and services Coursework Assessment tasks This course is assessed by means of a total of 4,250-4,750 words of coursework, divided into one essay of 1,900-2,100 words and one project report of 1,900-2,100 words. In addition, students will be asked to hand in their project portfolio which will be assessed along with the product(s) of their project. This includes a 4,750-5,250 words project brief and it is the result of group effort. The topics and deadlines for each assessment are specified below. If students are unclear about the nature of an assignment, they should contact the Course Co-ordinator. The Course Co-ordinator will be willing to discuss an outline of their approach to the assessment, provided this is planned suitably in advance of the submission date. Assignments 1. An essay of 1,900-2,100 words: select one of the following topics. Please use the exact titles listed below. This assignment makes up one third of the course marks. 1. What are the characteristics of learning in informal learning environments? 2. Critically analyse the communication and learning approach of an exhibition of your choice. 3. Critically analyse the role of volunteers in the cultural sector? 5. Critically analyse the role of visitor research in museums? The essay makes up 30% of the course marks. Submission date: Friday 18 December, An individual report (1,900-2,100 words) on a group project, which forms an important component of the Museum and Site Interpretation course. Each student must contribute a copy of an individual report of 1,900-2,100 words, assessing the project and team functioning. Please structure your report under the following headings: 8 1. Context for your project and your users

9 2. Purpose of the project 3. Approach you used and why 4. Project development/progress and delivery 5. Personal contribution to the project {including management of your part of the project, time management, meeting deadlines, completing tasks and cooperating with others as appropriate, advocacy & dissemination} 6. Personal learning/benefits 7. References 8. Appendices (optional) The individual report makes up 40% of the course marks. In addition, the work of each individual and the team is recorded in a joint file the project portfolio - related to the project process, to be produced by each project team. The shared mark for the finished interpretive project, make up 30% of the course marks (15% for the whole group and 15% for sub-group contribution). The group project will be announced on Friday 30 October 2015, while team roles will be allocated on Friday 18 December 2015 in class. A skills audit will be carried out prior to allocating roles. Please note that we may have to change roles at the beginning of term 2 to accommodate the needs of the project. Friday 29 April, 2016, is the date for the completion of projects and project portfolios. Individual report submission date: Friday 6 May, More information about all the project essays and reports will be given in class. If students are unclear about the nature of an assignment, they should discuss this with the Course Co-ordinator. Students are not permitted to re-write and re-submit essays in order to try to improve their marks. However, students may be permitted, in advance of the deadline for a given assignment, to submit for comment a brief outline of the assignment Word-length The following should not be included in the word-count: bibliography, appendices, and tables, graphs and illustrations and their captions. Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for using fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the sort of length that is expected. 1. Students are required to enter on all coursework coversheets both the official word limit, and the actual wordcount. 2. All coursework must be submitted to Turnitin using the following codes: Class ID: Password: IoA1516 Further information is given on the IoA website. Turnitin advisers will be available to help you via ioa-turnitin@ucl.ac.uk if needed. 9

10 3. Schedule and Syllabus 3.1. Teaching schedule Session Session topic Date Time Place 1 Introduction to Museum and Site 9 Oct R 209 Interpretation 2 Museums and their audiences 16 Oct R The museum as a communicator: 23 Oct R 209 communication theories and their application in museums 4 Overview of project 30 Oct R The museum as a learning environment: learning theories and their application in museums 6 Nov R 209 Reading week 9-13 Nov no teaching 6 Learning through objects & the 20 Nov R 209 built environment 7 Visitor and non-visitor research 27 Nov R Applied visitor research: focus on 4 Dec R 209 data collection methods 9 Applied visitor research: focus 11 Dec R 209 on data analysis and interpretation 10 Presentation of project & team allocation 18 Dec R & 12 Managing programmes and event 15 Jan (tbc) R 410 Running educational events Project 1 st panel meeting 15 Jan R 410 meeting (tbc) Designing resources 29 Jan R (tbc) Design workshop 29 Jan R410 (tbc) Project 2 nd panel meeting 5 Feb R410 meeting (tbc) 14 Communicating through text and images 12 Feb (tbc) BM (tbc) Reading week: February 10

11 Seminar Label writing workshop 12 Feb (tbc) R410 Project 3 rd panel meeting 4 March R410 meeting Project 4 th panel meeting 15 April R410 meeting 15 Project self-assessment 22 April R410 End of project Project products & portfolio delivery 29 April 5.00pm tbc 11

12 3.3. Detailed week-by-week syllabus: Term 1 Session 1: Introduction to Museum 1 and Site Interpretation Friday 9 October, 11.00am-1.00pm, R 209 Session outline: Introduction to the course Overview of course objectives, outcomes, requirements, outline & readings Group exercise: exploring definitions of the most commonly used terms to describe how museums relate to their visitors Session objectives: To consider communication in relation to learning, interpretation and engagement To recognise your own assumptions and preconceptions about these terms To be aware of different definitions and approaches to museum communication Essential reading: Falk, J. and Dierking L.D., 1998, `Free-Choice Learning: An Alternative Term to Informal Learning?', in Informal Learning Environments Research Newsletter, vol.2, no.1, 2. [Available on moodle course] Silverman, L.H. (1999). Meaning making matters: communication, consequences and exhibit design, Exhibitionist, Fall issue, AAM-NAME. %20Communication%20consequences%20and%20Exhibit%20Design_Silverman.pdf Hooper-Greenhill, E. (1999) Education, Communication and interpretation: towards a critical pedagogy in museums. In Hooper-Greenhill (ed) The Educational Role of the Museum, second edition, London: Routledge. CHAPTER 1, pp Further reading: Adams, M., Luke, J. and Moussouri, T. (2004) Interactivity: Moving beyond terminology, Curator, special issue on interactives, 47/2, Adams, M. and Moussouri, T. (2002) The interactive experience: linking research and practice, keynote presentation, V&A conference proceedings: Interactive Learning in Museums of Art and 1 The term museum is used here as a generic term to refer to a wide range of cultural and informal learning environments. 12

13 Design, May 2002, Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for Culture Media and Sport, London. American Association of Museums. (1992) Excellence and Equity: Education and the Public Dimension of Museums, AAM, Washington, DC. Claxton, G. (1999) Wise Up: the Challenge of Lifelong Learning. London: Bloomsbury. Durbin, G. (ed) (1996) Developing Museum Exhibitions for Lifelong Learning. The Stationery Office, London. Falk, J. & Dierking, L. (2000) Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press, p (Chapter 1, Learning from Museums: An Introduction). Falk, J. and Dierking, L.D., 1997, `School Field Trips: Assessing Their Long-Term Impact', Curator, 40/3, Falk, J. and Dierking, L.D. (eds). (1995) Public Institutions for Personal Learning: Establishing a Research Agenda, AAM, Washington, D.C. Falk, J., Moussouri, T. and Coulson, R. (1998) The effect of visitor s agenda on museum learning. Curator, Volume 41(2), pp Griffin, J., 1994b, Learning to Learn in Informal Science Settings, Research in Science Education, vol.25 (pre-print). Haas, N.T., 1996, `Project Explore: How Children are Really Learning in Children s Museums, in Visitors Studies, the Visitor Studies Association, vol. 9, Hein, G. (1998) Learning in the Museum, Routledge. Hein, G. (1991) Constructivist Learning Theory'. In The Museum and the Needs of People, ICOM/CECA Annual Conference, Jerusalem, Israel, p ( Hein, G ) The constructivist museum. Journal of Education in Museums. 16, ( ) Hiemstra, R., 1981, The Implications of Lifelong Learning', in Collins, Z. (ed), Museums, Adults and the Humanities, American Association of Museums, Washington DC, Hooper-Greenhill, E., Moussouri, T., Dodd, J., Jones, C., Pickford, C., Herman, C. Morrison, M., Vincent, J. and Toon, R. (2003) Measuring the outcomes and impact of learning in museums, libraries and archives, Resource: The Council for Museums, Libraries and Archives, 13

14 Hooper-Greenhill, E. and Moussouri, T. (2002) Researching learning in museums and galleries : a bibliographic review. Research Centre for Museums and Galleries, University of Leicester, UK. (Available online at: ) Hooper-Greenhill, E. (2002) Developing a scheme for finding evidence of the outcomes and impact of learning in museums, archives and libraries: the conceptual framework. Knowles, M.S., 1981, `The Future of Lifelong Learning' in Collins, Z. (ed), Museums, Adults and the Humanities, AAM, Washington DC, Macdonald, S. (editor) (2006). A companion to museum studies. London: Wiley-Blackwell. McCallie, E., Bell, L., Lohwater, T., Falk, J., Lewenstein, B., Needham, C. and Wiehe, B. (2009) Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. A CAISE Inquiry Group Report. Washington DC: Center for Advancement of Informal Science Education (CAISE) Moussouri, T. (2002) A context for the development of learning outcomes in museums, archives and libraries, MLA Rennie, L. & Johnston, D. (2004) The Nature of Learning and its Implications for Research on Learning in Museums. Science Education, 88/1, Silverman, L., 1995, Visitor Meaning-Making in Museums for a New Age, Curator, 38/3, Spock, M. and Jensen Leichter, H., 1999, Learning from Ourselves: Pivotal Stories of Museum Professionals', in Freedlander Gibans, N. (ed), 1999, Bridges to Understanding Children's Museums, USA, Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, USA. Session 2: Museums and their audiences Friday 16 October, 11.00am-1.00pm, R 209 Session outline: The role of museums in the 21st century o What is the value of museums? o Who are museums for? o Evidence of the value and power of museums 14

15 Conceptualising audiences: 4 perspectives Session objectives: To recognise the role of museums in promoting life-long learning social issues, health and wellbeing in the 21st century To assess the impact of wider political agendas and current museum thinking on museums To be aware of the importance of the need to begin from an understanding of audiences Essential reading: Hood, M. (1983) Staying away: why people choose not to visit museums. Museum News 61/4, Further reading: Arts Council England. (2012) Creative Media Policy. Arts Council England. (2011) Achieving great art for everyone: A strategic framework for the arts. Arts Council England. (2011) Culture, knowledge and understanding: great museums and libraries for everyone. Arts Council England. (2011) A review of research and literature on museums and libraries. Barton. L. & Oliver. M. (Eds.). (1997). Disability studies: past, present & future. Leeds: The Disability Press. CASE: Understanding the drivers, impact and value of engagement in culture and sport An over-arching summary of the research the Drivers of Engagement. Cochran, H., (ed), 1996, True Needs-True Partners: Museums and Schools Transforming Education, Institute of Museum Services, Washington, DC, USA. 15

16 Davidson Schuster, M.J, 1992, The Audience for Art Museums, Research Division Report 23, National Endowment for the Arts, Seven Locks Press, Washington, DC, USA. Department of National Heritage, 1996, Access Case Studies, Pieda plc, Planning, Economic and Development Consultants, UK. DCMS, 1999, Policy Action Team 10, A Report to the Social Exclusion Unit Arts and Sport, UK. DCMS, 2000, Centres for Social Change: Museums, Galleries and Archives for All, UK. Dufresne-Tasse, C., 1995, Andragogy (adult education) in the Museum: A Critical Analysis and New Formulation, in Hooper-Greenhill (ed), Museum, Media, Message, Routledge, Durrans, B., 1995, `The Future of the Other: Changing Cultures on Display in Ethnographic Museums', in Lumeley, R. (ed), The Museum Time Machine, Routledge, Great Britain, Freedlander Gibans, N. and Kres Beach, B., 1999, `Introduction: Learning about Collaborative Learning - A Children's Museum Community of Scholars and Practitioners', in Freedlander Gibans, N. (ed), Bridges to Understanding Children's Museums, USA, Golding, V., 1997, `Meaning and Truth in Multicultural Museum Education, in Hooper-Greenhill (ed), Cultural Diversity: Developing Museum Audiences in Britain, Leicester University Press, England, Golding, V., 2009, Learning at the Museum Frontiers: Identity, Race and Power, Ashgate, Oxon, UK. Gurian, E.H., (2006). Civilizing the Museum The Collected Writings of Elaine Heumann Gurian, Routledge. Hood, M., 1989, Leisure Criteria of Family Participation and Non-participation in Museums', in Butler, B. and Sussman, M. (ed), Museum Visits and Activities for Family Life Enrichment, The Haworth Press, Hooper-Greenhill, E. (1997) Museums and their Visitors, Routledge. Hooper-Greenhill, E. 2000, Museums and the Interpretation of Visual Culture, Routledge, London. Hooper-Greenhill, E., R. Sandell. Moussouri, T. & O Riain, H. (2000) Museums and social inclusion The GLLAM report. Group for Large Local Authority Museums & Research Centre for Museums and Galleries, University of Leicester, UK. (Also available online at: ) Kavanagh, G., 1999, `What Role Do Oral Testimony and Reminiscence Work Have in Making History?, Museums Journal, April,

17 Lawson. A. & Gooding. C. (Eds.) (2005). Disability rights in Europe: from theory to practice. Oxford & Portland, OR: Hart Publishing. Linton, J. and Young, G., 1992, A Survey of Visitors at an Art Gallery, Cultural History Museum, Science Centre, and Zoo', ILVS Review, Vol.2 No.2, Macdonald, S. and Silverstone, R., 1992, Science on Display: The Representation of Scientific Controversy in Museum Exhibitions', Public Understanding of Science, IOP Publishing Ltd and The Science Museum, UK, Matarasso, F., 1996, Defining Values: Evaluating Arts Programmes, The Social Impact of Arts Programmes, Working Paper 1, COMEDIA, UK. Matarasso, F., 1997, Use or Ornament? The Social Impact of Participation in the Arts, COMEDIA, UK. McManus, P., 1988, Good Companions More on the Social Determination of Learning-Related Behaviour in a Science Museum', The International Journal of Museum Management and Curatorship, 7, McManus, P., 1987, It s the Company you Keep The Social Determination of Learning-Related Behaviour in a Science Museum', The International Journal of Museum Management and Curatorship, 6, Merriman, N, (1991) Beyond the glass case: the past, the heritage and the public in Britain. Leicester. Leicester university Pres. MB 2 MER Moore. M. Beazley. S. & Maelzer. J. (1998). Researching disability issues. Buckingham/Philadelphia: Open University Press. Phillips, L., 1997, In the Public Interest: Making Art that Makes a Difference in the USA, The Social Impact of Arts Programmes, Working Paper 9, COMEDIA, UK. Prentice, R., Davies, A. and Beeho, A. (1997) Seeking generic motivations for visiting and not visiting museums and like cultural attractions. Museum Management & Curatorship 16/1, Ponzio, 1998, Science-Based Community Service Projects: A Potent Context for Learning, The Informal Science Review, No. 30, May/June, Informal Science, INC., Washington, DC, USA. Reason, P, 1994, Three Approaches to Participative Inquiry in Denzin, N.K. and Lincoln, Y.S. (eds), Handbook of Qualitative Research, Sage. Silverman, L., 1998, The Therapeutic Potential of Museums: A Guide to Social Service/Museum Collaboration, Institute of Museum and Library Services, USA. Williams, D., 1997, How the Arts Measure Up: Australian Research into Social Impact, The 17

18 Social Impact of Arts Programmes, Working Paper 8, COMEDIA, UK. Web sites Department for Culture, Media & Sport (DCMS): Arts Council England: Inspiring Learning For All: The Campaign for Museums: Session 3: The museum as a communicator: communication theories and application in museums Friday 23 October, 11.00am-1.00pm, R 209 Session outline: General overview of communication theories The transmission and cultural approach Communication theory and museum work Session objectives: To be aware of the communication models that affect exhibition design and communication To discuss the transmission and cultural approach and to relate them to their respective theories of knowledge & learning To be able to discuss how museums can manage museum communications at all levels and across all museum functions Essential reading: Hooper-Greenhill, E. (2000) Changing values in the art museum: rethinking communication and learning. International Journal of Heritage Studies, 6 (1), Knez, E.I. and Wright, G. (1970) The museum as a communication system: an assessment of Cameron s viewpoint. Curator, 13 (3),

19 Further reading: Museums: Cameron, D. (1968) A viewpoint: the museum as a communication system and implications for museum education. Curator, 11 (1), Conn, S. (1998) Museums and American intellectual life, , The University of Chicago Press, Chicago. Csikszentmihalyi, M. and Hermanson, K. (1995) Intrinsic Motivation in Museums: Why Does One Want to Learn?'. In Falk, J. and Dierking, L. (eds), Public Institutions of Personal Learning: Establishing a Research Agenda, American Association of Museums, Technical Information Service, Hooper-Greenhill, E. (ed) (1999) The Educational Role of the Museum, second edition, Routledge, London, (chapters 1-4) Luke, T. (1992) Show of force: power, politics and ideology in art exhibitions, Duke University Pres, North Carolina. Macdonald, S. (ed) (1998) The politics of display: museums, science, culture, Routledge, London. Rice, D. (1997) Modern art: making people mad?. Museum News, May-June, Communication studies: Avery, R. and Eason, D. (1991) Critical perspectives on media and society, The Guilford Press, NY/London. Bocock, R. (1993) Consumption, Routledge, London. Carey, J.W. (1989) Communication as culture, Unwin Hyman, Boston. Fiske, J. (1982) Introduction to communication studies, Routledge, London. Heath, R.L. and Bryant, J. (1992) Human communication theory and research: concepts, contexts and challenges, Lawrence Erlbaum Associates, NJ and London. Jensen, K.B. and Jankowski, N.W. (1991) A handbook of qualitative methodologies for mass communication research, Routledge, London. Martin-Barbero, J. (1993) Communication, culture and hegemony, Sage Publications, London. McQuail, D. (1992) Mass communication theory: an introduction, (2 nd edition) Sage publications, London. McQuail, D. (1992) Media performance mass communication and the public interest, Sage Publications, London. McQuail, D. and Windahl, S. (1993) Communication models for the study of mass communication, (2 nd edition) Sage Publications, London. 19

20 Session 4: Overview of project Friday 30 October, 11.00am-1.00pm, R 209 Session outline: Initial presentation of project Communication Awareness briefing Skills audit Session 5: The museum as a learning environment: learning theories and their application in museums Friday 6 November, 11.00am-1.00pm, R 209 Session outline: Overview of frameworks used to examine museum learning Learning as a personal, socio-cultural and participatory/emancipatory process Session objectives: To be able to conceptualise how learning takes place To be aware of different approaches to learning and learning research To discuss the constructivist, socio-historical approaches to learning and critical pedagogy To consider how theories of learning can be applied in museums Essential reading: Falk, J. & Dierking, L., and Foutz, S. (2007) In Principle, in Practice: Museums as Learning Institutions (Learning Innovations Series), Lanham, MD: AltaMira Press, Chapter 17. Lindauer, M. (2007), Critical museum pedagogy and exhibition development, in Knell. S., MacLeod, S. and Watson, S. (Eds), Museum Revolutions: How museums change and are changed, Oxon: Routledge, Further reading: Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for Culture 20

21 Media and Sport, London. Ansbacher, T., 1998, John Dewey's Experience and Education: Lessons for Museums', Curator, 41/1, Bell, P., Lewenstein, B., Shouse, A.W. and Feder, M.A. (Editors) (2009). Learning science in informal environments: people, places, and pursuits. National Academy of Sciences: Committee on Learning Science in Informal Environments. Board on Science Education, Center for Education. Division of Behavioural and Social Sciences and Education. Washington, DC: The National Accademy Press. Black, L.A., 1990, Applying Learning Theory in the Development of a Museum Learning Environment', in ASTC, What Research Says about Learning in Science Museums, vol. 1, Washington, DC, Csikszentmihalyi, M., 1988, Human Behavior and the Science Centre', in Heltne, P.G. and Marquardt, L.A., (ed) Science Learning in the Informal Setting, symposium proceedings, The Chicago Academy of Sciences, Chicago, Illinois, Csikszentmihalyi, M. and Robinson, R., 1990, The Art of Seeing: An Interpretation of the Aesthetic Encounter, J. Paul Getty Museum and Getty Center for Education in the Arts, California. Csikszentmihalyi, M. and Hermanson, K. 1995, Intrinsic Motivation in Museums: Why Does One Want to Learn?'. In Falk, J. and Dierking, L. (eds), Public Institutions of Personal Learning: Establishing a Research Agenda, American Association of Museums, Technical Information Service, Durbin, G. (ed) 1996, Developing Museum Exhibitions for Lifelong Learning. The Stationery Office, London. Dyson, A.H., 1990, `Symbol Makers, Symbol Weavers: How Children Link Play, Pictures, and Print', Young Children, January, Hooper-Greenhill, E. (ed) (1999) The Educational Role of the Museum, second edition, Routledge, London, (all of part III: Developing effective exhibitions). HLF (2011) Digital participation and learning: 22 case studies: Falk, J. & Dierking, L., 2000, Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press, p (Chapter 1, Learning from Museums: An Introduction). Falk, J. and Dierking, L., 1992, The Museum Experience, Whalesback Books, Washington, D.C. Faure, E. et al, 1980, `Elements for Contemporary Strategies: Innovations and Search for Alternatives', in Reedy, S. and Woodhead, M. (eds), Family, Work and Education, The Open University, Faure, E., 1972, Learning to Be -- The World of Education Today and Tomorrow, Unesco, Paris. Frost, J. and Kissinger, J., 1976, The Young Child and the Educative Process, Holt, Rinehart and 21

22 Winston, USA. Gardner, H., 1973, The Arts and Human Development: A Psychological Study of the Artistic Process, John Wiley and Sons, Inc., USA. Gardner, H,1983, Frames of Mind: The Theory of Multiple Intelligences, BasicBooks, NY. Gardner, H., 1988, `Challenges For Museum: Howard Gardner's Theory of Multiple Intelligences', Hand to Hand, Vol.2 No.4, 1,4-5,7. Gardner, H, 1991, The Unschooled Mind: How Children Think and How Schools Should Teach, BasicBooks, NY. Gardner, H, 1993, Frames of Mind: The Theory in Practice, BasicBooks, NY. Griffin, J. and Symington, D., 1997, `Moving from Task-Oriented to Learning-Oriented Strategies on School Excursions to Museums', Science Education, vol 81, issue no 6, Hein, G. (1998) Learning in the Museum, Routledge. Hein, G., 1997, A Reply to Mile's Commentary on Constructivism', Visitor Behavior, vol. XII, no.3&4, Hooper-Greenhill, E. 1999b, Museum Learners as Active Postmodernists: Contextualizing Constructivism, in Hooper-Greenhill (ed), The Educational Role of the Museum, second edition, Routledge, London, Hooper-Greenhill, E., 1997, Museum Learners as Post-modernists: Contextualising Constructivism', Journal of Education in Museums, No18, 1-4. Matusov, E. and Rogoff, B. (1995) Evidence of development from people s participation in communities of learners. In Falk, J. and Dierking, L.D. (eds), Public Institutions for Personal Learning, American Association of Museums, USA, Miles, R., 1997, No Royal Road to Learning: A Commentary on Constructivism', Visitor Behavior, vol. XII, no.3&4, Moll, L., (ed) (1995) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Phychology. Cambridge University Press, USA. Ogbu, J.U. (1995) The Influence of culture on learning and behaviour. In Falk, J. and Dierking, L.D. (eds), Public Institutions for Personal Learning, American Association of Museums, USA, Piaget, J., 1951, Play, Dreams, and Imitation in Childhood, Routledge and Kogan Paul, London. Project Explore, 1998, Please Touch Museum and Harvart University's Project Zero, USA. Roschell, J., 1995, Learning in Interactive Environments: Prior Knowledge and New Experience', in Falk, J. and Dierking, L.D. (eds), Public Institutions for Personal Learning, American Association of Museums, USA,

23 Silverman, L., 1995, Visitor Meaning-Making in Museums for a New Age, Curator, 38/3, Sund, R.B., 1976, Piaget's Theory of Cognitive Development', Piaget for Educators, Merrill Publishing Company, Columbus, OH, Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, USA. Session 6: Learning through objects and the built environment - workshop Friday 20 November, 11.00am-1.00pm, R 209 (guest speakers) Session outline: Group exercise: exploring definitions of terms used to refer to museum materials & carrying out an object study Session objectives: To consider the intented meanings of terminology related to museum materials To develop an understanding of the power of sensory engagement with objects & immersion in sites and buildings To explore how meaning is made in encounters with objects & the built environment Essential reading: van Kraayenoord, C.E. and Paris, S. (2002). Reading objects. In Paris, S. (ed). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum Associates, Publishers, Mahwah, NJ & London: Hodder, I. (1994). The contextual analysis of symbolic meaning, in Pearce, S. (Ed), Interpreting Objects and Collections. Routledge: London and New York: 12. Pearce, S. (1994). Museum objects, in Pearce, S. (Ed), Interpreting Objects and Collections. Routledge: London and New York: Suggested reading for the group exercise: Hooper-Greenhill, E. (1994). Museum and Gallery Education. 2 nd edition. Leicester University Press, London and Washington: Pearce, S. (1994). Thinking about things, in Pearce, S. (Ed), Interpreting Objects and Collections. 23

24 Routledge: London and New York: Durbin, G., Morris, S. & Wilkinson, S. (1992). A Teacher s Guide to Learning from Objects. 2 nd edition. English Heritage. Further reading: Carr, D. (2003). The Promise of Cultural Institutions. Altamira Press, Walnut Creek and Oxford, chapter 2. Chatterjee, H.J.(ed). (2008) Touch in Museums: Policy, and Practice in Object Handling. Oxford/New York: Berg. Cummings, N. & Lewandowska, M. (2000). The Value of Things. Birkhauser-Publishers for Architecture, Basel, Boston, Berlin. English Heritage: Education on Site Series: Copeland, T. (1991). A Teacher s Guide to Maths and the Historic Environment Keith, C. (1991). A Teachers Guide to Using Listed Buildings Cooksey, C. (1992). A Teacher s Guide to Using Abbeys Pownall, J., & Hutson, N. (1992). A Teacher s Guide to Science and Historic Environment Copeland, T. (1993). A Teacher s Guide to Geography and the Historic Environment Copeland, T. (1994). A Teacher s Guide to Using Castles Evans, E.M., Mull, M.S. and Poling D.A. (2002). The authentic object? A child s-eye view. In Hooper-Greenhill, E. (2006). The power of museum peadagogy. In Genoways, H.H. (Ed). Museum philosophy for the twenty-first century. Altamira: Lanham, New York, Toronto & Oxford: Paris, S. (ed). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum Associates, Publishers, Mahwah, NJ & London: Paris, S. (2002). Children learning with objects in informal learning environments. In Paris, S. (ed). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum Associates, Publishers, Mahwah, NJ & London: Pay, E. (2007). Introduction: the power of touch. In Pye, E. (ed). The Power of Touch: Handling Objects in Museums and Heritage Contexts. Left Coast Press, INC., Walnut Creek, CA: Pearce, S. (1992). Museums, Objects and Collections: A Cultural Study. Leicester University Press, Leicester and London. Pearce, S. (1994). Objects as meaning; or narrating the past, in Pearce, S. (Ed), Interpreting Objects and Collections. Routledge: London and New York:

25 Pearce, S. (1995). On Collecting. Routledge, London and New York: Spence, C. (2007). Making sense of touch: a multisensory approach to the perception of objects. In Pye, E. (ed). The Power of Touch: Handling Objects in Museums and Heritage Contexts. Left Coast Press, INC., Walnut Creek, CA: Wing, A., Giachritsis, C. and Roberts, R. (2007). Weighing up the value of touch. In Pye, E. (ed). The Power of Touch: Handling Objects in Museums and Heritage Contexts. Left Coast Press, INC., Walnut Creek, CA: Session 7: Visitor and non-visitor research Friday 27 November, 11.00am-1.00pm, R 209 To Prepare for Session 7: Read the following: McLean, K. (1993). Planning for People in Museum Exhibitions. Washington, D.C.: Association of Science-Technology Centers, p (Chapter 5, Doing it Right: Visitor Studies, Evaluation, and Exhibits). Session outline: Overview of visitors studies Uses of audience research Discussion of evaluation theory and concepts o o What is evaluation? Why do it? Types of evaluation & how they inform decision making at various stages in the exhibition development process Introduction to next week s assignment: Session objectives: To identify and discuss research on museum visiting patterns To recognise the role of visitor studies in developing new audiences To recognise the role of visitor studies in improving the museum experience Essential reading: Simon, N. (2010) The Participatory Museum, chapter 10: Evaluating participatory projects. 25

26 Further reading: Bitgood, S. (1991) Introduction: Visitor Studies in 1990'. In Bitgood, S., Benefield, A. and Patterson, D. (eds) Visitor Studies: Theory, Research and Practice, collected papers from the 1990 Visitor Studies Conference, Center for Social Design, Bitgood, S. and Benefield, A., 1995, Critical Appraisal of the Heart Exhibition at the Franklin Institute of Science, Visitor Behavior, Vol. X, No.3, Visitor Studies Association, Davis, S., 1995, By Popular Demand: A Strategic Analysis of the Market Potential for Museums and Art Galleries, Museums and Galleries commission, London. Dierking, L. and Pollock W. (1998) Questioning Assumptions: An Introduction to Front-End Studies in Museums. Association of Science-Technology Centers, Washington, D.C. Eratuuli, M. and Sneider, C., 1990, `The Experiences of Visitors in a Physics Discovery Room', Science Education, 74(4), Glossary of Visitor Studies, 1993, Visitor Behavior, vol.viii, no. 4, Falk, J., 1997, `Testing a Museum Exhibition Design Assumption: Effect of Explicit Labelling of Exhibit Clusters on Visitor Concept Development', Science Education, vol 81, issue no 6, Falk, J., 1991, `Analysis of the Behavior of Family Visitors in Natural History Museums', Curator, 34/1, Falk, J. and Dierking, L.D., 1991, `The Effect of Visitation Frequency on Long-Term Recollection', in Bitgood, S., Benefield, A. and Patterson, D. (eds), Visitor Studies: Theory, Research and Practice, collected papers from the 1990 Visitor Studies Conference, Center for Social Design, Feher, E., 1990, `Interactive Museum Exhibits as Tools for Learning: Explorations with Light, International Journal of Science Education, vol. 12, no. 1, Feher, E., 1993, `Learning Science with Interactive Exhibits', Curator, Forum, 36/4, Feher, E. and Diamond, J., 1990, `Science Centres As Research Laboratories', in ASTC, What Research Says about Learning in Science Museums, vol. 1, Washington, DC, Friedman, A.J., 1996, `Why Museums Don't Evaluate', Visitor Behavior, vol. XI, no. 2, 6-8. Hayward, J., 1992, An Evaluator's Point of View', ILVS Review, vol. 2, no. 2, Hein, G., et al, 1996, Summative Evaluation Report: Museum of Science Boston, Program Evaluation and Research Group, Lesley College, Cambridge, Massachusetts, USA. Kamien, J., 1992, An Exhibit Developer's Viewpoint', ILVS Review, A Journal of Visitor Behavior, vol. 2, no. 2, Lawrence, G., 1991, Rats, Street Gags and Culture: Evaluation in Museums', in Kavanagh, G., 26

27 (ed) Museum Languages: Objects and Texts, Leicester University Press, Middleton, V. New Visions for Museums in the 21 st century. Association for Independent MuseumsLondon. MB MID. Chapter 4 on impact of information technology Moussouri, T., Nikiforidou A. & Gazi, A., 2003, Font-end and formative evaluation of an exhibition on Greek Mathematics, Current Trends in Audience Research and Evaluation, AAM Committee on Audience Research and Evaluation, Volume 16, Museum Practice 9, 1998, AV & Multimedia: pp Newman, A Evaluating a web site for museums. Museum Practice 11, Pardo, J Audiovisual installation as a strategy for the modernization of heritage presentation spaces. ICOM/AVICOM Study Series No 5. In Teaching Collection Peterson, A.J., 1991, Evaluation of Hypermedia and Interactivity in the Museum: A Constructivist Approach to Instructional Design', proceeding of the Hypermedia and Interactivity in Museums conference, Archives and Museum Informatics, Pierson-Jones. J. (ed.) Gallery 33: A visitor study. Birmingham Museum & Art Gallery. M 4 JON Resource, 2001, Rennaissance in the Regions: a New Vision for England s Museums, Resource, London. Screven, C. (1990) Uses of evaluation before, during and after exhibit design. ILVS Review: A Journal of Visitor Bevavior 1(2): Selwood, S., (ed), 2001, The UK cultural Sector: Profile and policy Issues, Cultural Trends and PSI. Shettel, H.H., 1991, Research and Evaluation: Two Concepts or One?', in Bitgood, S., Benefield, A. and Patterson, D. (eds), Visitor Studies: Theory, Research and Practice, collected papers from the 1990 Visitor Studies Conference, Center for Social Design, Shettel, H.H., 1996, Some Thoughts on the Politics of Evaluation', Visitor Behavior, vol. XI, no. 2, 3. Soren, B. et al, 1995, Triangulation Strategies and Images of Museum as Sites for Lifelong Learning', Museum Management and Curatorship, vol. 14, no. 1, Spock, M., 1996, Evaluation Climates and Conversations, Visitor Behavior, vol. XI, no. 2, Sykes, M., 1993, Evaluating Exhibits for Children: What Is a Meaningful Play Experience?', in Tompson et al, (eds), Visitor Studies: Theory Research and Practice, vol. 5, Visitor Studies Association,