Introduction to Museum Studies, A403

Expectations, policies, and resources:

Your participation:

· It is expected that students will contribute their ideas, thoughts, and reflections to class discussions, and will listen respectfully to the contributions of others in the class.

Relating to the IUPUI Principles of Undergraduate Learning, the class focuses on critical, self-reflective thinking, integrates knowledge from a variety of disciplinary and sociocultural perspectives, examines social and cultural complexity, and probes the impact of knowledge on ethical decision-making in museums. The value of the course will be determined by the extent that you intentionally and thoughtfully enter into the debates, discussions, critical reflections, and class projects.
It is expected that students will complete the assigned work in a thorough and timely manner. If it appears that students are not prepared for class, unannounced quizzes may be given. This syllabus includes deadlines for all assignments and details of in-museum classes: it is your responsibility to know when assignments are due and where classes are scheduled. Late assignments will be penalized a half letter grade for every week they are late unless arrangements have been discussed and approved prior to the due date.
It is expected that essays will represent thoughtful and close examination of museum sites and exhibits. It is expected that research projects will reflect scholarly research, original thinking, and independent direction. (Dr. Zimmerman is available during offices hours and by appointment or via e-mail for consultation or assistance. Please do not hesitate to come and talk or ask questions about any aspect of the class)
It is expected that students will make every effort to attend all classes, especially those meeting in museums, and will notify Dr. Zimmerman as soon as possible in the event they must miss class or an assignment deadline due to an emergency (this is especially the case for the ethics bowls!). Absence in more than three classes may severely affect the final grade (after all, three classes is fully 20% of the class meetings!). Participation grade represents both attendance and active engagement in class activities. In the event of an emergency or illness that keeps you from attending class, please send me an e-mail as soon as possible so that I have a record of your excused absence. I do not need doctor’s documentation; I trust your ethics, your seriousness of purpose, and your commitment to your own education.

Course mechanics, communication, and technical details

All written work is to be word-processed, double-spaced, and is to follow scholarly conventions of academic writing (i.e. proper citations, grammar, no contractions, etc.). Writing matters in museum work and in life. You may use any common style guide you wish (MLA, Chicago, AAA, etc.) as long as you use it consistently. Use your spell and grammar checkers. They aren’t always perfect, but they can help.
Unless otherwise noted, written assignments should be submitted electronically using the OnCourse Drop Box or as e-mail attachments in Word format to prior to class on the due date listed in the syllabus. Late submission will be penalized unless prior arrangements have been discussed and approved.
For classes meeting in museums only pencil may be used (i.e. no ink pens) due to conservation concerns. In most cases you will be asked not to bring your backpacks or large bags into exhibition areas. Leave them in your car or at home, and just bring a notebook.

Because of the collaborative nature of the class and the fact we frequently meet off campus, close communication will be essential. Please regularly check On-Course messages and announcements for course announcements, especially on the day of a class, to keep apprised of any announcements or last minute changes. Any changes to the syllabus will be made to the on-line syllabus. Please use e-mail for the promptest response.
Following university policy, students are responsible for activity on their computer accounts. Protect your password and be certain you are logged off when you leave a public computer.
Students will fulfill their responsibilities and maintain standards of intellectual honesty in keeping with the academic policies of the University (see Student Code of Conduct available at http://www.iupui.edu/code/ ) Any instance of plagiarism or other violation of the standards of intellectual honesty will result in a zero for the assignment and, depending on the nature of the incident, further disciplinary action.
If you have learning problems that might require special accommodation for completion of class assignments, please notify me of these matters within the first two or three class periods. I’ll make every effort to make things work for you. You may wish to contact Adaptive Educational Services (AES), Cavanaugh Hall, Suite 001E , 425 University Blvd., Indianapolis, IN 46202–5140, Tel: (317) 274–3241, TDD/TTY: (317) 278–2050, Fax: (317) 278–2051, Email: aes@iupui.edu. Staff there can provide a range of assistance. http://www.iupui.edu/~divrsity/aes/

· If you have a problem you don't know how to solve, the Student Advocate Office may be of help. They will answer your questions, direct you to the appropriate departments and people, familiarize you with university policies and procedures, and give you guidance as you look at ways to solve problems and make choices. The Student Advocate Office is located in UC002 and can be contacted by phone at 278-7594 or email at stuadvoc@iupui.edu. For more information, see the Student Advocate website at: http://www.life.iupui.edu/advocate/

· This is a large university and there are lots of policies and rules. I recommend the “Registrar’s Home Page” which is a useful source of information and suggest you bookmark http://registrar.iupui.edu/. Please also note that as of August 14, 2006, IUPUI became a smoke free campus. For more information see: http://www.iupui.edu/~nosmoke/. For information regarding drop/add policies and dates see: http://registrar.iupui.edu/drop.html

Class Web Site: This class has a well-developed web site in support of the class. You will find it linked from the class OnCourse site. The url is http://www.iupui.edu/~mstd/a403503. Be sure to look at it regularly.

OnCourse: The class uses "OnCourse," an academic courseware. OnCourse provides you with an on-line syllabus, grade book, and a way of communicating with fellow students through threaded discussions, chat, or e-mail. The grade book is an especially helpful way of checking the status of your assignments. Please check it regularly to see what assignments have been handed in. Please contact me if you believe there are problems. The Resources tool will have posted PowerPoint presentations and pdf files of the readings.

The latest Quick Start guide, titled OnCourse CL Quick Start Guide: For Students is linked on the OnCourse CL Training & Support page as a printable PDF file and ready for use. [http://www.indiana.edu/~ittrain/oncourse/workshops_materials/ONSTU.pdf]

Readings: All readings are on-line (on the web or pdf files posted to OnCourse) unless otherwise noted. The learning objectives in this course are realized through experiential problem-based learning and through the exploration and application of ideas and concepts encountered in readings and class presentations. For you to be able to discuss, analyze, integrate, and apply the new ideas and concepts it is critical that you read the arguments of the authors closely and critically in advance of the class where we discuss them. The class only meets once a week, so leave yourself time to read and digest the material each week. The readings are available on-line or on the OnCourse Resources page as pdf files and sometimes on the course web site. About the readings: There are more readings on some weeks than others. On some weeks there seem to be lots of readings but relatively few pages. I’ve put an * by the essential readings. Get through those at least, but you can probably skim the others.

Web site visits: Students must visit the web sites listed in the syllabus and be prepared to comment in class on the sites’ relevance to the issues being addressed in that week's discussion or, where noted, be familiar with the site as a professional resource.

For those who are considering becoming a museum professional, I encourage you to join and contribute to one or more museum networking sites. I particularly like Museum 3.0 at: http://museum30.ning.com as a place for debate on current issues and topics. The Emerging Museum Professional site is also a great resource for building your professional network. There's no local chapter, yet, but you could be an instigator and form one! (http://www.aam-us.org/getinvolved/emp/index.cfm).

Museum Visits: In addition to the class meetings in museums, you are required to visit museums on your own to complete assignments. A selected list of area museums is on the course web site. These museums are one of our greatest teaching resources for the class, so please allow enough time to look, listen, think, and learn.

Regarding costs – There is no lab fee and or textbook cost, but you will probably need to pick up the expense of parking and/or admission for some of your museum visits. Some museums, such as the Indiana Historical Society and the IMA are free to anyone. The Eiteljorg Museum is free to anyone with an IUPUI JagTag. For museums that charge admission, such as the Indiana State Museum, Conner Prairie, the Indianapolis Zoo, and The Children’s Museum, you should check out student rates and the annual membership price. Often it pays to join as a member if you expect to come more than twice or have a family. We may also partner with the Museum Studies club on a fall field trip – stay tuned for more details….

The Ethics Bowl: The ethics bowl is designed as a fun, team-based way to connect the principles of ethical museum practice to the realities of museum work. We will discuss more details in class and you can also consult the web site: http://www.iupui.edu/~mstd/a403503/ethicsbowl1.html

Summary of class schedule, topics, location, and due dates

Tentative schedule – see OnCourse and web site for updates

Date	Topic	Location/Time	Assignments DUE
Aug. 27	Introduction Stereotypes and how we think about museums and why they matter VIDEO: A Night at the Museum	CA 411/6:00	· Divide into teams for Sept 3 assignments
Sept. 3	What is a museum?: Legal, historical, organizational and ethical contexts; stakeholders missions Introduction to the Ethics Bowl (joint w/A403)	CA 411/6:00	· Team presentations on web sites
Sept. 10	Serving communities and representing the past: history and heritage Special presentation by Karen Zimmerman: "Resources for museum research"	CA 435/6:00 Joint	· Written definitions of communities and stakeholders · See Assignment #1 below
Sept. 17	CASE STUDY: Indiana Historical Society, Trina Nelson Thomas, guest speaker	CA435/ 6:00	· Scenario drafts for Ethics Bowl #1 · Post name of museum for PowerPoint and any team members for Assignment #4
Sept. 24	Thinking about objects and contexts: Where do objects get their meaning VIDEO: In and Out of Africa (in class); Mr. Dial Has Something to Say (watch online before class)	CA 435/6:00	· Prepare for Ethics Bowl #1 (on-going) · ASSIGNMENT #1: Museum, communities, stakeholders essay
Oct. 1	Case Study: Curators, exhibits, and objects - Indianapolis Museum of Art; African Gallery Dial curator	IMA/6:00	· Prepare for Ethics Bowl #1 (on-going) · Preliminary list of sources for Assignment #4 submitted
Oct. 8	First Ethics Bowl (details to follow)	CA – various rooms	· Ethics bowl #1
Oct. 15	collections and Collecting – idea, history, practice	CA 411/6:00	· Scenario drafts for Ethics Bowl #2
Oct. 16-17	*IMA Symposium:* *Sacred and Profane in The Early Modern Hispanic World*	Friday at IMA / Sat at IUB	· Recommended, but not required
Oct. 22	Objects, memory, and sites of conscience Video: Objects & Memory	CA 411	· Prepare for Ethics Bowl #2 (on-going)
Oct. 29	Who owns the past: Cultural property, cultural patrimony and representation VIDEOS: Minik: The Lost Eskimo; Return of the Sacred Pole	CA411/6:00	· ASSIGNMENT #2: Museums and conscience
Nov. 5	Case Study “Take me There: Egypt” at The Children’s Museum	The Children’s Museum/6:00
Nov. 12	Second Ethics Bowl	CA – various rooms
Nov. 14	*Eiteljorg Native American Fellowship Symposium: Art Quantum*	Eiteljorg Museum	· Recommended, but not required
Nov. 19	Case Study: the Eiteljorg Museum’s Native American Fellowship [Jennifer Complo-McNutt/Ashely Holland]	Eiteljorg Museum/6:00	· ASSIGNMENT #3: Why museums matter · Submit draft PowerPoint for Assignment #4
Nov. 26	THANKSGIVING (no class)
Dec. 3	Video /Graduate Presentations (Zimmerman away to AAA meetings)	CA411/6:00
Dec. 10	Brief PowerPoint Presentations & Concluding discussion	CA411/6:00, then 435	· Assignment #4 Final PowerPoints due
Dec 14	No late assignments accepted after 5:00 PM w/o prior arrangement!

Tentative Schedule of Classes and Assignments

*indicates essential readings/web sites

AUGUST 27: Week 1 — Introduction to course goals and structure; overview of museum studies; how we think about museums and why they matter

Watch “Night at the Museum” (the original one) if you haven’t already seen it. The movie is available from Netflicks, libraries, and local video rental stores. You could even get together for a movie night!, We will use the film for class discussion about perceptions about the value of museums, stereotypes of museum professionals, and other themes

Divide into 3 teams for 9/3 presentations.

September 3: Week 2 ― What is a museum? Missions and mission statements, Legal, historical, organizational and ethical contexts; stakeholders; ethics bowl

DUE: team presentations (see below)

Three teams will present in class:

Team A) Using the web, review museum sites that include a mission statement. Explore their activities, programs, collections, etc. to see how they live into that mission. Then pick a museum for each of the criteria below. Prior to class, post the URLs to the OnCourse forum where you will find a topic set up for each of the five criteria. In class, present your selections and explain your rationale with supporting evidence from the web site.

· Museum you think provides the greatest benefit to its community (however "community" is defined)

· Museum that you think shouldn't exist

· Museum you find most inspiring

· Museum you find most bizarre

· Museum you would most like to work in (these can be individual selections for each team member)

Teams B&C) Teams B and C will visit sites from either the Civil War or the Edison museums and present a brief analysis of the museums, comparing and contrasting each museum’s mission, interpretive stance, and relationship to its community. The presentations should be concise (no more than 10 minutes) and visual (either PPT or with live feed to the web sites), so divide the work and coordinate your presentation.

Team B: Civil War related museums

· Museum of the Confederacy: http://www.moc.org

· National Museum of the Civil War Soldier: http://www.pamplinpark.org

· Gettysburg National Battlefield Park

http://www.nps.gov/archive/gett/home.htm

· Valley of the Shadow Project: http://jefferson.village.virginia.edu/vshadow2/

· Colonel Eli Lilly Civil War Museum: http://www.in.gov/iwm/2335.htm

Team C: Thomas A. Edison related museums

· Edison Birthplace Museum: http://www.tomedison.org/

· Edison National Historic Site: http://www.nps.gov/edis/home.htm

· Edison-Ford Winter Estates: http://www.efwefla.org/

· Thomas A. Edison Menlo Park Museum: http://www.menloparkmuseum.com/

American Association of Museums (AAM): What is a museum?

http://www.aam-us.org/aboutmuseums/whatis.cfm

*Kenneth Hudson, “Attempts to Define ‘Museum’” In Representing the Nation: A Reader (London: Routledge, 1999), 371-379.

Excellence and Equity, pp.3-15

*Gail Anderson, Museum Mission Statements: Building a Distinct Identity. pp.12-17. (Washington: AAM, 1998).

Carol Duncan, “From the Princely Gallery to the Public Art Museum: The Louvre Museum and the National Gallery, London” In Representing the Nation: A Reader (London: Routledge, 1999), 304-331.

Tony Bennett, “The Exhibitionary Complex,” In Representing the Nation: A Reader (London: Routledge, 1999), 332- 361.

Charles Coleman Sellers. Ch. 1 “A New Science for a New Era,” In Mr. Peale’s Museum: Charles Willson Peale and the First Popular Museum of Natural Science and Art (WW. Norton and Co., 1979), 1-20.

*Weil, Stephen, “From Being about Something to Being for Somebody: The Ongoing Transformation of the American Museum.” In Making Museums Matter (Washington: Smithsonian Institution, 2002), pp.28-52.

*Duncan F. Cameron, “The Museum, a Temple or Forum” Reinventing the Museum, pp.61-79.

*ICOM Code of Ethics (for familiarity with topics covered by the code)

http://icom.museum/ethics.html#intro Hint: handy for the ethics bowl

*AAM Code of Ethics (for familiarity with topics covered by the code)

http://www.aam-us.org/museumresources/ethics/index.cfm Hint: handy for the ethics bowl

Web Sites: (for general familiarity with professional organizations and resources)

International Coalition of Sites of Conscience: http://www.sitesofconscience.org/en/

AAM American Association of Museums: (for general resource and ref.)

http://www.aam-us.org

ICOM International Council of Museums (for general resource and ref.)

http://icom.museum/

In addition, all students should visit at least three of these sites to be familiar with their variety of missions and museum activities. Try to find the mission statement and then see how they realize that mission through their spaces, programs, collections, exhibits and other activities.

¨ El Museo del Barrio: http://www.elmuseo.org/home.html

¨ The Exploratorium: http://www.exploratorium.edu/

¨ United States Holocaust Memorial Museum: http://www.ushmm.org/

¨ Te Papa Museum, http://www.tepapa.govt.nz/pages/default.aspx

¨ Lower East Side Tenement Museum: http://www.tenement.org/

¨ Wing Luke Asian Museum: http://www.wingluke.org/

¨ The Metropolitan Museum of Art: http://www.metmuseum.org/

¨ Science Museum of Minnesota: http://www.smm.org/

¨ The Mashantucket Pequot Museum, Connecticut: http://www.mashantucket.com

SEPTEMBER 10: Week 3 — Serving communities and representing the past: history and heritage

DUE: Assignment 1: What is a community? Who are stakeholders? (see assignments below)

Special presentation by Karen Zimmerman: "Resources for museum research"

Readings:

*Richard Handler and Eric Gable, “Why History Changes, or Two Theories of History Making” (Chapter 3) The New History in an Old Museum: Creating the Past at Colonial Williamsburg, (Durham: Duke University Press, 1997) pp.50-77.

*David Lowenthal, “Fabricating Heritage” History & Memory 10, no. 1 (1998): 5-24.

Dell Upton, “Authentic Anxieties,” in Consuming Tradition, Manufacturing Heritage: Global Norms and Urban Forms in the Age of Tourism, ed. Nezar AlSayyad (Hampshire: Ashgate, 2001), 300-301.

*Laurajane Smith and Emma Waterton, Ch. 1 “Heritage, Communities and Archaeology: A History,” In Heritage, Communities and Archaeology (London: Duckworth , 2009), 21-40.

Rhiannon Mason, “Conflict and Complement: An Exploration of the Discourses Informing the Concept of the Socially Inclusive Museum in Contemporary Britain,” International Journal of Heritage Studies 10, no.1 (March 2004), 49-73

*Ron Chew, “Taking Action: Advocates? Or Curators of Advocacy?” Museum News March/April 2004, pp. 38-43.

Read one (or more if you want!) of the following case studies and be prepared to summarize them for class discussion:

“West as America”

Alan Wallach, “The Battle over ‘The West as America’” In Exhibiting Contradiction: Essays on the Art Museum in the United States (Amherst: University of Massachusetts Press, 1998), 105-117.

*Enola Gay

Edward Linenthal, “Anatomy of a Controversy” In History Wars: The Enola Gay and Other Battles for the American Past, ed. By Edward T. Linenthal and Tom Engeljardt (New York: Metropolitan Books, 1994), 9-62.

Vera L. Zolberg, Museums as Contested Sites of Remembrance: the Enola Gay Affair In Theorizing Museums: Representing Identity and Diversity in a Changing World eds. Sharon Macdonald and Gordan Fyfe (Oxford: Blackwell, 1996), 69-82.

New Zealand/Maori

Moira Simpson, “From Treasure House to Museum…and Back,” From Making Representations: Museums in the Post-Colonial Era. Routledge, 2001. pp. 107-133.

SEPTEMBER 17: Week 4 — Case Study: Indiana Historical Society

Guest Speaker: Trina Nelson Thomas

[NOTE - most case studies meet in the museum, but this class will meet in Cavanaugh Hall due to construction at IHS]

DUE: Scenario drafts for Ethics Bowl #1 (email to both ekryderr@iupui.edu and larzimme@iupui.edu)

Readings:

*Indiana Historical Society, Annual Report (pdf on OnCourse) and general background, http://www.indianahistory.org/

Stephen E. Weil “A Success/Failure Matrix for Museums.” Museum News Jan/Feb 2005, pp.36-40.

*David Carr, “Museums and Public Trust” The Promise of Cultural Institutions, (Walnut Creek, Alta Mira, 2003), pp.109-130.

Spencer R. Crew and James E. Sims “Locating Authenticity: Fragments of a Dialogue” In Exhibiting Culture: The Poetics and Politics of Museum Display, pp.159-175.

*Stephen D. Lavine, “Audience, Ownership, and Authority: Designing Relations Between Museums and Communities” In Museums and Communities: the Politics of Public Culture (Washington, Smithsonian Institution Press, 1992), 137-157.

Web Sites

For familiarity with professional organizations and resources visit:

· American Association of State and Local History: http://www.aaslh.org/

· American Historical Association: http://www.historians.org/

SEPTEMBER 24: Week 5: ― Thinking about objects and contexts

DUE: Assignment 1: What is a community? Who are stakeholders? (see assignments below) e-mailed to Dr. Zimmerman by start of class

Video: In and Out of Africa (in-class viewing); “Mr. Dial has Something to Say” (view before class, streaming video online)

Readings:

*Elaine Heumann Gurian, “What is the Object of This Exercise?: A Meandering Exploration of the Many Meanings of Objects in Museums” Reinventing the Museum, pp.269-283.

*Christine F. Kreps,Ch. 2 “The Eurocentric Museum Model in the Non-European World” and Ch. 3 “Indigenous Models of Museums, Curation, and Concepts of Cultural Heritage Preservation” In Liberating Culture: Cross-Cultural Perspectives on Museums, Curation and Heritage Preservation. (London: Routledge, 2003).

*Edmund Barry Gaither, “Hey! That’s Mine”: Thoughts on Pluralism and American Museums” Museums and Communities: The Politics of Public Culture, (1992) pp.56-64.

Susan Vogel “Always True to the Object, in Our Fashion.” Exhibiting Cultures, pp.191-204

Lisa G. Corrin, “Mining the Museum: An Installation in Confronting History” Reinventing the Museum, pp. 248-263.

Recommended Readings:

*Aufderheide, Patricia, Shifting Narratives and Mutable Meanings: In and Out of Africa. American Anthropologist 1994, 96 (4): 956-958.

Nichols, Bill “Dislocating Ethnographic Film: In and Out of Africa and Issues of Cultural Representation.” American Anthropologist 1997, 99 (4): 810-824

*“Mr. Dial Has Something to Say” – Alabama Public Television web site

http://www.aptv.org/AS/MrDial/index.asp

OCTOBER 1: Week 6: — Case Study: Curators, Exhibits and Objects: African Art at the Indianapolis Museum of Art

Meet: At IMA’s main entrance at 6:00 and we will proceed to the African Art Gallery

Readings:

Harriet Warkel, Blog Posts, Indianapolis Museum of Art

· http://www.imamuseum.org/blog/2008/07/30/ima-acquires-work-by-thornton-dial/

· http://www.imamuseum.org/blog/2009/05/08/acquiring-a-work-of-art-%e2%80%93-the-artist%e2%80%99s-party/

· http://www.imamuseum.org/blog/2009/01/16/acquiring-a-work-of-art-little-brown-girl/

Anthony Shelton, “Curating African Worlds” In Museums and Source Communities, eds. Laura Peers and Alison K. Brown (London: Routledge, 2003), pp.181-193.

Baxandall, Michael, “Exhibiting Intentions: Some Preconditions of the Visual Display of Culturally Purposeful Objects.” In Exhibiting Cultures, pp.33-41.

Moira G. Simpson, “Voices of Authorship” In Making Representations: Museums in the Post-Colonial Era, rev. ed. (London: Routledge, 1996, 2001) pp.51-69.

Web Site

Indianapolis Museum of Art: http://www.ima-art.org/imaGeneral.asp

Read for background as well as mission and support statement (at bottom of page)

For familiarity with professional organizations and resources visit:

· NAME (National Association of Museum Exhibition):

http://www.n-a-m-e.org/index.html

· Curator’s Committee (an SPC of AAM): http://www.curcom.org/

· Association of Art Museum Curators: http://www.artcurators.org/

· College Art Association: http://www.collegeart.org/

· Association of Art Museum Directors: http://www.aamd.org/about/

OCTOBER 8: Week 7 ― First Ethics Bowl

http://www.iupui.edu/~mstd/a403503/ethicsbowl1.html

OCTOBER 15: Week 8 — Collections and collecting: idea, history, practice

DUE: Assignment 2 (see below)

DUE: Scenario drafts for Ethics Bowl #2 (email to both ekryderr@iupui.edu and larzimme@iupui.edu)

Readings:

*Mihaly Csikszentmihaly, “Why we need things,” in History from Things: Essays on Material Culture, ed. Steven Lubar and W. David Kingery (Washington: Smithsonian Institution Press, 1993), 22-23.

Susan Pearce, “Collecting Process,” On Collecting: an Investigation into Collecting in the European Tradition ( London: Routledge, 1995), 3-35..

Janet Owen, “Collecting Artefacts, Acquiring Empire; Exploring the relationship between Enlightenment and Darwinist Collecting and Late-Nineteenth-Century British Imperialism.” Journal of the History of Collections, vol. 18, no. 1 (2006), 9-25.

Ken Hillis, “Auctioning the Authentic: eBay, Narrative Effect, and the Superfluity of Memory,” In Everyday eBay: Culture, Collecting, and Desire, eds. Ken Hillis, Michael Petit and Nathan Scott Epley (New York: Routledge, 2006), 167-184.

*Christopher Chippindale and David W. J. Gill, “Material Consequences of Contemporary Classical Collecting” American Journal of Archaeology, Vol. 104, No. 3 (Jul., 2000), pp. 463-511.

*Stephen Weil, “Collecting Then, Collecting Today; What’s the Difference?,” In Making Museums Matter (Washington: Smithsonian Institution, 2002), pp.141-150.

Stephen Weil, “Twenty-One Ways to Buy Art,” In Making Museums Matter (Washington: Smithsonian Institution, 2002), pp.151-155

*Nic Poole, “Social Media and Social History” Blog post about “citizen curators” at:

http://openculture.collectionstrustblogs.org.uk/2009/07/13/social-media-social-history/

Read one (or more if you want!) of the following six case studies:

· Deanna MacDonald, “Collecting a New World: The Ethnographic Collections of Margaret of Austria,” The Sixteenth Century Journal, Vol. 33, No. 3 (Autumn, 2002), pp. 649-663.

· Andrew McClellan, “The Luxembourg Gallery, 1750-79” In Inventing the Louvre: Art, Politics, and the Origins of the Modern Museum in Eighteenth-Century Paris (Berkeley: University of California Press, 1994), 13-48.

· “Augustus Henry Pitt-Rivers Describes Classification and Typology” In The Collector’s Voice: Imperial Voices, eds. Susan Pearce, Rosemary Flanders, Mark Hall, and Fiona Morton (Aldershot: Ashgate, 2002), 59-64. (see also the Pitt-Rivers Museum web site: http://www.prm.ox.ac.uk/ and the details of their recent reinstallation).

· Molly Lee, “Tourism and Taste Cultures: Collecting Native Art in Alaska at the Turn of the Twentieth Century In Unpacking Culture: Art and Commodity in Colonial and Postcolonial Worlds, eds. Ruth B. Phillips and Christopher Steiner (Berkeley: University of California Press, 1999).

· Gabriel Moshenska, "A Hard Rain: Children's Shrapnel Collections in the Second World War," Journal of Material Culture. 2008; 13: 107-125.

· Lisa Bloom, “The Contradictory Circulation of Fine Art and Antiques on eBay,” In Everyday eBay: Culture, Collecting, and Desire, eds. Ken Hillis, Michael Petit and Nathan Scott Epley (New York: Routledge, 2006), 231-243.

Web Visits

*Center for the History of Collecting in America, http://www.frick.org/center/

OCTOBER 16-17: IMA Symposium "Sacred and Profane in the Early Modern Hispanic World" (Friday at the IMA; Saturday at Indiana University, Bloomington) Details will be given in class. This symposium is strongly recommended, but not required, for undergraduate students. It s a opportunity to learn more about a major exhibition at the IMA and a chance to experience an aspect of museum curators’ scholarly responsibilities and a museum's contributions to research in the field.

OCTOBER 22: Objects, Memory, and Sites of Conscience

Video: Objects and Memory

Readings:

*Heidi Kenaga, “Public Monuments and Popular Commemoration,” in Material Culture in America: Understanding Everyday Life, ed. by Helen Sheumaker and Shirley Teresa Wajda (Santa Barbara, CA: ABC-CLIO) pp. 371-378.

*Sarah A. Ogilvie, “Lessons Learned from Memorial Museums and Sites of Conscience: A Study of Best Practices and Guiding Principles,” http://museumstudies.si.edu/Ogilvie.html

*John Barnes, “The Struggle to Control the Past: Commemoration, Memory, and the Bear River Massacre of 1863,” The Public Historian, 2008. 30(1): 81-104

*Liz Evenko and Maggie Russell-Ciardi, “Foreword” to Special issue of The Public Historian, Sites of Conscience: Opening Historic Sites for Civic Dialogue, 2008. 30(1): 9-15.

*Larry J. Zimmerman, Plains Indians and Resistance to “Public” Heritage Commemoration of Their Pasts. In, Cultural Heritage and Human Rights edited by H. Silverman and D. Fairchild Ruggles, (New York: Springer, 2007). pp. 144-158. See also the PowerPoint in Resources

Web Visits:

*National September 11^th Memorial and Museum at the World Trade Center http://www.national911memorial.org

*Plans for WTC Memorial Dogged by Controversy. Read brief story and listen to Laura Sydell report on NPR. http://www.npr.org/templates/story/story.php?storyId=5784992

Sand Creek Massacre National Historic Site. http://www.nps.gov/sand/index.htm

Robben Island Museum. http://www.robben-island.org.za/

International Coalition of Sites of Conscience. http://www.sitesofconscience.org/en/ See also the YouTube video at http://www.youtube.com/watch?v=ho__uW0CfI0

OCTOBER 29: Week 10 -- Who owns the past: Cultural property, cultural patrimony and representation

DUE: Assignment #2 (reflective essay on museums and conscience) e-mailed to Dr. Zimmerman. Post on OnCourse

Videos: The Return of the Sacred Pole; Minik: The Lost Eskimo

Readings:

*Martin E. Sullivan, “Some Thoughts About Museums, Reconciliation, and Healing,” in Stewards of the Sacred, ed. Lawrence E. Sullivan and Alison Edwards (Washington DC: American Association of Museums, 2004), pp. 19-25

Marilyn Nelson, Fortune’s Bones: The Manumission Requiem. (Asheville, North Carolina, Front Street, 2004), 1-32.

Jan Bernstein and Isabel Tovar, “A Day in the Life: Collections Manager and NAGPRA Coordinator” 2003 http://www.aam-us.org/pubs/webexclusive/bernstein-tovar.cfm

*David Hurst Thomas, Ch. 9 “Collecting Your Fossils Alive” and Ch. 10 “Is Real History Embedded in Oral Tradition?” In Skull Wars (New York: Basic Books, 2000), pp. 77-101.

*Gwyneira Issac, “What are our expectations telling us? Encounters with the NMAI,” American Indian Quarterly, 2006, 30(4):574-596

*Andrew Guillford, Native Americans and Museums: Curation and Repatriation of Sacred and Tribal Objects. From, Sacred Objects and Sacred Places: Preserving Tribal Traditions. University Press of Colorado, 2000, pp. 40-66.

Karl E. Meyer “Who (Really) Owns the Past?” World Policy Issue 23(1) Spring 2006

[Online at http://www.worldpolicy.org/journal/articles/wpj06-2/coda.html of OnCourse Resources]

*Ethics of Acquisition. ICOM. (1970). http://icom.museum/acquisition.html

Web Visits: (sites will be drawn on in class discussion)

The Looting and Recovery of Iraqi Treasures (Listen to NPR program) http://www.npr.org/templates/story/story.php?storyId=4667811
National NAGPRA: http://www.cr.nps.gov/nagpra/MANDATES/25USC3001etseq.htm
American Indian Ritual Object Repatriation Foundation: http://www.repatriationfoundation.org/
National Museum of the American Indian: http://www.si.edu/organiza/museums/amerind/
ICOM. Fighting the illicit traffic in cultural property. http://icom.museum/traffic_links.html
Lost Treasures from Iraq. http://oi.uchicago.edu/OI/IRAQ/iraq.html

Recommended Readings:

Neil Brodie & David Gill, “Looting: An International View” in Ethical Issues in Archaeology, edited by Zimmerman, Vitelli, and Hollowell-Zimmer. AltaMira Press. 2003, pp. 31-44. [OnCourse Resources]

Neil Brodie, “US art museum accessions” Culture Without Context, Issue 18, 2006. [OnCourse Resources] or URL: http://www.mcdonald.cam.ac.uk/projects/iarc/culturewithoutcontext/issue18/brodie_US_art_museums.htm

Statement by the President of ICOM on current legal actions against museums for the return of illegally exported cultural property (especially Italy Vs the J Paul Getty Museum) [Online at http://icom.museum/statement_illegalexport_eng.html]

November 5: Week 11 ― Case Study: The Children’s Museum of Indianapolis - Deciding what exhibits to invest in and why: Where mission meets market and "Take me There Egypt"

Meet: The Children’s Museum of Indianapolis at 6:00

Guest Speaker: Jennifer Pace Robinson, Vice President, Experience Development and Family Learning

DUE: Assignment #3 (Reflective essay on Why museums matter) e-mail to Dr. Zimmerman and posted on OnCourse Forum

Readings:

*Falk, John H. and Beverly K. Shepherd, Chap. 1 In Thriving in the Knowledge Age: New Business Models for Museums and Other Cultural Institutions

Robert W. Rydell, “The Chicago World’s Columbian Exposition of 1893: ‘And Was Jerusalem Builded Here?’” In Representing the Nation: A Reader (London: Routledge, 1999), 273-303.

*Steven Conn, “Between Science and Art: Museums and the Development of Anthropology,” In Museums and American Intellectual Life, 1876-1926 (Chicago: University of Chicago Press, 1998), 73-113.

Web Visits

The Children’s Museum of Indianapolis: http://www.childrensmuseum.org (for general background information plus directions if you need them!)

NOVEMBER 12: Week 12 — Second Ethics Bowl

NOVEMBER 14: Eiteljorg Fellowship Symposium: Art Quantum – Undergraduate students are strongly encouraged (but not required) to attend this day-long symposium at the Eiteljorg Museum. Admission to the symposium is free. There is a charge for a box lunch, or you can get food on your own at the Sky City café or an eatery in the area.

http://fellowship.eiteljorg.org/#mainGallery::MainGallery

NOVEMBER 19: Week 13 — CASE STUDY: The Eiteljorg Native American Fellowship

DUE: Assignment 3 (20 points)

DUE: Submit draft PPT to Zimmerman

Meet : at the Eiteljorg Museum front entrance at 6:00

Guest Speaker: Jennifer Complo-McNutt, Curator of Contemporary Art

Readings:

Additional readings to be announced

Fellowship Symposium Overview [on OnCourse]

Juane Quck-to-See Smith, keynote address, Eiteljorg Fellowship, 2007 (see also interactive timeline) http://fellowship.eiteljorg.org/#forum::Landing

Paul Chaat Smith, Everything You Know About Indians is Wrong (Minneapolis: University of Minnesota Press, 2009), 69-102

Eiteljorg Fellowship web page Forum (note – posting requires creating a user profile and signing in)

http://fellowship.eiteljorg.org/#forum::Forum?value=2

Web Visits: (for familiarity with museum’s mission and history and the background on the Fellowship)

Eiteljorg Museum of American Indians and Western Art: http://www.eiteljorg.org

http://fellowship.eiteljorg.org/#mainGallery::MainGallery

NOVEMBER 26: NO CLASS Happy Thanksgiving!

DECEMBER 3: Week 14-View video and graduate student posters

DUE: Video: to be announced in first half of class

During the last half of the class, we will be invited to the graduate student section for their poster presentations which are examining similar questions about museums.

DECEMBER 10: Week 15 ― Concluding discussion

DUE: PowerPoints presentations

Readings:

Sharon Macdonald and Roger Silverstone, “Rewriting the Museum’s Fictions: Taxonomies, Stories and Readers,” In Representing the Nation: A Reader (London: Routledge, 1999), 421-434.

James Clifford, “Museums as Contact Zones” In Representing the Nation: A Reader (London: Routledge, 1999), 435-457.

Charles Correa, “Museums: An Alternate Typology,” Daedalus: Journal of the American Academy of Arts and Sciences, vol. 128, no. 3 (Summer 1999): 327-332.

Angelina Russo, “Agents of Cultural Change” April 20, 2009 Guest blogger posting on Digital Heritage: Centre for Museology, University of Manchester http://digitalheritage.wordpress.com/ [see copy on OnCourse if blog is no longer available online]

Blogs and Forums: “What’s the buzz and where are museums going?

Brooklyn Museum Blogosphere: http://www.brooklynmuseum.org/community/blogosphere/bloggers

Ning Museum 3.0 Forum:

http://museum30.ning.com/forum

Aug. 27

Sept. 3

Sept. 17

Oct. 1

Oct. 8

Oct. 16-17

Oct. 22

Oct. 29

CA411/6:00, then 435

· Colonel Eli Lilly Civil War Museum: http://www.in.gov/iwm/2335.htm

DUE: Assignment 1: What is a community? Who are stakeholders? (see assignments below)

DUE: Assignment 1: What is a community? Who are stakeholders? (see assignments below) e-mailed to Dr. Zimmerman by start of class

NOVEMBER 26: NO CLASS Happy Thanksgiving!

A403 - Introduction to Museum Studies

Assignment 2: Museums and Conscience

Assignment 3: Why Museums Matter

General points