Exhibiting Native American Cultures:
Eiteljorg Points of Contact Exhibit
Topics in MSTD A460/A560
Dr. Larry J. Zimmerman
MSTD A460 (Section 8099), MSTD A560 (Section 8098)
CA 434 and
Office: 433 Cavanaugh
Telephone: 317-274-2383; Fax: 317-279-5220; E-mail: email@example.com.
Office Hours: Generally, MW 10:00-Noon, TR 11-Noon; 2:00-3:30 PM or by arrangement. See me before or after class too. You may also make an appointment with the Anthropology department secretary (CA 409) who will also take your phone number so I can confirm the appointment or change it.
This is the third of three
courses geared toward reinstallation of the Native American galleries at the
The third course is a
practicum where you will learn by actually planning two small exhibitions while
working with the instructor and Ray Gonyea, Curator for Native American Art and
Culture at the
Although the objectives of this course are many, several are key:
1. You should learn how to use major research tools to provide information about the subjects of these exhibits.
2. You should recognize the names and primary research interests of Native Americans, anthropologists, historians, and other scholars who have dealt with contact and impacts associated with the fur trade and education.
3. From a wide range of academic materials, you should learn how to develop key concepts that are capable of being represented in exhibits and educational programs.
4. You should learn various approaches that allow curators to move from key concepts to exhibit plans and educational programs.
5. You will learn how curators select, locate, and use objects for exhibits as well as develop accompanying materials.
6. You will learn some of the sensitive cultural issues involved in cross-cultural interaction and representation.
7. You should find the importance of collaboration and teamwork reinforced. As well, you will learn a range of collaboration tools.
OnCourse & Web Site
This class will use OnCourse as a primary organizational tool, especially for communication of information. The class also has a web site with information from the prior classes and resources that will be generated by this class. That url is http://www.iupui.edu/~mstd/exhibit3/.
This class primarily will be a practicum where you learn by doing. We initially will do an overview of the exhibit planning and its various aspects, with discussion and group work.
In a performance-based practicum it is difficult to use standard testing or similar devices to assess grades. You will be expected to commit a minimum of 150 hours to this class, and you will be expected to give brief oral reports of progress on assigned tasks. The grades will be assigned on a +/- system. Grades will be assigned as follows:
· 20% of your grade will be assessed on the number of hours you record. 150 hours will be recorded as a C, 160 Hours as a B, and 170 hours as an A, with amounts in between as a +/-. (Note: this includes scheduled class times.)
· 20% of your grade will be assigned by peers. They will evaluate your performance based on their assessment of your contribution to collaborative projects. The grades assigned by classmates will be averaged to reach a single grade.
· 20% of your grade will come from your assessment of your own work in the class.
· 40% of your grade will come from a “portfolio” of your work (electronic or “hard copy” nature to be discussed), which will include all assignments and an assessment of your contribution to exhibit and educational plans. This will be instructor graded.
Because of the nature of performance-based classes, earning extra credit will not be possible.
Obviously grades in a practicum for the most part are “subjective,” but with a base component of hours worked and several assessments of your performance by different evaluators, there should be a substantial degree of fairness in the process. When a practicum depends heavily on collaborative efforts, the biggest sins are not attending and not doing your part of the work.
There will be a midterm grade assessment based on hours worked and the peer evaluations.
Because more is expected of graduate students, your tasks will include planning of group meetings, overseeing any arrangements or necessary research, and coordinating reports to the whole class and Eiteljorg curators.
The goal of this practicum is to produce an outline of a plan for at least one Points of Contact exhibition involving the fur trade in the region. If we can, we’ll try to have something you can put in your portfolios if you wish (assuming you have one or wish to start one).
There are no assigned books for this class, but the following books are recommended:
You will receive additional reading assignments from articles, book chapters and web sites as warranted. These will be available in the Department of Anthropology office and/or will be made available online.
Tentative Schedule of Activities & Topics
This schedule is considered to be tentative. I reserve the right to make changes in dates or topics/activities based on class needs or opportunities for learning experiences as might arise. Note: When the preparation says List, write down, or something like that, please post it on the Forum on the class OnCourse site and e-mail a copy to Professor Zimmerman. Please try to do this no later than Monday evening before the Tuesday class so that people have a chance to look over your thoughts.
Note Well: If you’ve had one of the earlier classes, I try to “go with the flow” of class needs and to a degree, your desires. This means that the schedule below is tentative at best and may change if a better direction is suggested or offered as an opportunity.
Aug 29 Introduction to the course: where we have been. The Concept of Contact; The Fur Trade; discussion of a second possible exhibit.
Meet: 433 CA
Sept 12 Meet Ray Gonyea. Discussion of Irish Fur
Trade exhibit. Chicken or egg?: Research
or mission statement?
Preparation: (Study the catalog online as shown on class web site).
Sept 19 Core Research Skills; building an
annotated bibliography of sources; look at online exhibits
Meet: 433 CA
Preparation: Look at the following Web sites on the fur trade—
Your task with these web
sites is 1) to determine the kind of information available on the site; 2) to
evaluate its content; 3) to assess its possible utility to understanding the
fur trade in the Indiana region; 4) to assess what kinds of artifacts/objects
are common in fur trade exhibits; and 5) to describe how artifacts or something
else might be “points of contact.” Do a
similar assessment of 7 more web sites. Look deeply into the web site for you
assessment; some are amazingly shallow while others seem shallow, but are very
deep with content. Focus on sites that deal with the western Great Lakes Fur
Trade, not so much on the Rocky Mountain Fur Trade.
Sept 26 Develop a summary of the culture of
Meet: No formal class meeting. (some may be attending the Association of Midwest Museums meeting). Zimmerman is willing to meet with individual students.
Preparation: Do individual or group work
Oct 3 Develop basic structure for a possible exhibit themes—brainstorming ideas. The problem of timelessness Can we bring the ideas into the 21st century? Developing an exhibit mission statement.
Meet: 433 CA
Preparation: Write down 5 ideas or
approaches for points of contact and how we can amplify the British Museum
Exhibit or more precisely link it to
Preparation: List ideas about the types of objects need to meet the mission statement.
Oct 17 Putting it all together. How do we go about it? What are the elements of this exhibition plan? A virtual exhibit?
Preparation: Try to outline, plan, rough out one panel of an exhibit for this.
Oct 24 Beyond the exhibit: Educational programs to complement the project. Meet with Cathy Burton, Education Director
Preparation: List and describe at least 5 ideas for possible projects or programs to accompany the exhibit.
Oct 31 Cleanup on the plan. Trying it again: the second project. Discussion of directions to follow.
Preparation: List and discuss your reasons for wanting to pursue another project. Be ready to talk about these in class.
Nov 7 Cleanup on
project 1 plan; develop mission statement for project 2
Preparation: Draft a possible mission statement for project 2
Nov 14 Start basic research on project 2
Preparation: Develop an annotated bibliography of written sources and web sites; post them on OnCourse
Nov 21 Brainstorm possible approaches
Preparation: List and discuss at least 5 ideas for putting together an exhibition that will meet the mission for Project 2.
Nov 28 Thinking about Project 2 objects and educational programs
Preparation: List types of objects you would like to use for Project 2. List possible educational programs.
Dec 5 Warm down
Preparation: Leave room for a snack after lunch.
All work in the course is conducted
in accordance with the University’s academic misconduct policy. Cheating
includes dishonesty of any kind with respect to assignments. Plagiarism is the
offering of someone else’s work as your own: this includes taking material from
books, web pages, or other students, turning in the same or substantially
similar work as other students, or failing to properly cite other researchers.
Please consult the University Bulletin’s academic misconduct policy if you have any questions about what constitutes
academic dishonesty. In this class, misconduct also includes purposeful
violation of ethical museum practice and particular
As Woody Allen says, “Eighty percent of success is just showing up!” This class is the same: to do well, you have to be there. Because we only have 15 weeks, there is a great deal to accomplish. Also, because the class is small, your absence will be obvious. For three unexcused absence your final grade will be reduced by one letter grade, then each additional absence will result in the loss of an additional grade. Excused absences are the usual: documented illness, emergencies, participation in sanctioned university events, extreme weather that would endanger you. If at all possible, please send me an e-mail or phone if you know you won’t be attending. Note well: the one major attendance sin is not to show up when you have a presentation due in class. Better to show up and not have it done than just not to show up.
Need Special Assistance?
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: firstname.lastname@example.org. Staff there can provide a range of assistance.
Student Advocate Office
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Do you have a question that needs an answer or a problem that is affecting your class attendance?
The Student Advocate Office is here to help! I 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 email@example.com. 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, rules, etc. 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.
Within reason, I will do everything I can to facilitate your learning, but I can only do so much. Ultimately, because this is a practicum, learning the course material is your responsibility and you will learn best by practice.
Please feel free to contact me if you have concerns or issues. Regarding missed assignments, I understand that family emergencies can be out of the ordinary. However, if you do ask for special treatment, it will normally come at some additional cost to you in terms of expected amounts of work.
In this class you will be representing the Museum Studies Program