Culture and Community in
Casma, Peru
In	August	of	2015,	Elizabeth	Cruzado	and	
Robert	Connolly	were	invited	to	visit	with	
Gustavo	Valencia	and	his	colleagues	...
The	Museum	de	Arqueología de	Nivín is	truly	impressive.		The	town	is	located	in	the	midst	of	
expansive	archaeological	sit...
The	archaeological	sites	in	the	area	are	extensive	yet	remain	poorly	documented.		Cultural	
materials	are	spread	across	th...
La Creación de un Museo en una Escuela: El Patrimonio Cultural en Nivín, Perú
por
Gustavo Valencia Tello y Elizabeth Cruza...
In	the	Winter	of	2015-16,	to	act	on	the	
expressed	needs	of	the	community,	Cruzado	
and	Connolly	secured	funds	and	in	kind...
Elizabeth	spent	4	weeks	in	Nivín in	the	June-July	of	
2016.		She	trained	students	how	to	use	the	provided	
equipment	and	t...
Elizabeth	taught	the	students	how	to	record	
the	characteristics	of	ceramics	including	
color	using	Munsell soil	color	boo...
During	Elizabeth’s	visit,	
the	students	of	Nivín
received	best	practices		
training	from	a	
professional	in	the	
field	of	...
Elizabeth	also	led	the	students	in	creating	quipus,	modeled	after	the	accounting	system	
developed	by	the	Inca	in	Prehispa...
A	highlight	of	Elizabeth’s	visit	was	the	ribbon	cutting	for	the	newly	installed	museum	exhibit	
cases.		The	cases	assure	a...
In	addition	to	regular	school	subjects	a	strong	emphasis	in	Nivín for	both	students	and	
community	members	is	maintaining	...
During	her	visit	in	July,	2016,	Elizabeth	visited	several	
of	the	expansive	archaeological	sites	in	the	Nivín
vicinity.
The	Nivín school	also	has	celebrations.		For	example,	Elizabeth	happened	to	be	in	Nivín
for	Father’s	Day	when	the	male	tea...
.	.	.	and	at	a	full	day	of	events	celebrating	the	school’s	anniversary
The	Co-creation	Projects	continue.		In	their	2016	
meeting	in	Nivín Professor	Valencia,	Elizabeth,	and	
Robert	agreed	on	s...
Beginning	in	June	of	2017,	Elizabeth	and	Robert	will	return	to	Nivín with	several	
volunteers	to	work	with	area	residents	...
For	more	information	about	Culture	and	
Community	in	Casma,	Peru
Email:	cccasmaperu@gmail.com
2015-16 Culture and Community, Casma & Nivin, Peru - English Version
Upcoming SlideShare
Loading in …5
×

2015-16 Culture and Community, Casma & Nivin, Peru - English Version

106 views

Published on

Report on the initial meeting, collaboration, and future plans between North American and Peruvian cultural heritage specialists in the town of Nivin, Ancash, Peru.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
106
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

2015-16 Culture and Community, Casma & Nivin, Peru - English Version

  1. 1. Culture and Community in Casma, Peru
  2. 2. In August of 2015, Elizabeth Cruzado and Robert Connolly were invited to visit with Gustavo Valencia and his colleagues in the small town of Nivín, a 60 minute drive from the city Casma on the north coast in Ancash, Peru. The purpose of the trip was to visit the museum created by Professor Valencia at the Maria Parado De Bellido school.
  3. 3. The Museum de Arqueología de Nivín is truly impressive. The town is located in the midst of expansive archaeological sites that span the prehistory of the region. By working with the area landowners, Professor Valencia recovered for curation at the Museum extensive collections looted or disturbed during agricultural activities. Today, these materials play an important role in the coursework of students in the study of both natural and social sciences.
  4. 4. The archaeological sites in the area are extensive yet remain poorly documented. Cultural materials are spread across the landscape. Past looting activities and contemporary agricultural practices along with landslides and other environmental factors continue to threaten the preservation of the rich cultural heritage of the Nivín community.
  5. 5. La Creación de un Museo en una Escuela: El Patrimonio Cultural en Nivín, Perú por Gustavo Valencia Tello y Elizabeth Cruzado 1 ¿Cómo un museo puede integrarse y convertirse esencial para un plan de estudios? En los últimos años, esta pregunta ha sido abordada en una pequeña escuela rural de la localidad de Nivín en la costa norte de Perú. La escuela de Nivín no sólo funciona de forma tradicional como una institución educativa para el conocimiento científico y social, sino que también sirve para fortalecer la identidad cultural de los estudiantes y profesores. El abordar la cuestión de la identidad cultural permite a los residentes locales evaluar y comprender sobre su pasado. A través de este proceso, los estudiantes aprenden su historia y tienen esa historia reflejada en su identidad cultural contemporánea de su comunidad. A su vez , la identidad se notifica directamente para la comprensión de la cultura local; incluyendo el patrimonio cultural, acontecimientos históricos y personajes icónicos. Por estas razones, el conocimiento del patrimonio cultural local se debe enseñar a todos los estudiantes y residentes de cada comunidad rural, para que puedan apreciar realmente su tierra natal, y su historia. No sólo en Perú, sino en todo el mundo, la dinámica social de los últimos 50 años ha favorecido un conjunto de valores contemporáneos más regionales o incluso nacionales, y han desestimado el valor de la cultura local y la identidad comunal. Aunque es una preocupación internacional, específicamente en el Perú, estos procesos han generado una desconexión entre las generaciones contemporáneas con el pasado prehispánico peruano. Elaño2011fueelpuntodeinicioparalaconstrucciónde un vínculo entre el presente y el pasado, los maestros de la escuela local en Nivín, Ancash, Perú dirigidos por el profesor Gustavo Valencia, crearon un pequeño museo con piezas arqueológicas donadas por la comunidad local. El pueblo de Nivín está situado adyacente a un amplio sitio arqueológico sin protección, del que los residentes han recolectado los artefactos durante muchos años. El propósito de las donaciones es el uso de los materiales en el aula como herramientas para el desarrollo de una identidad cultural y la enseñanza sobre el patrimonio cultural de Nivín. María Parado de Bellido de Nivín: Dónde El Cambio Inició La Institución Educativa Nº 88104 María Parado de Bellido es una escuela rural situada en el centro del pueblo de Nivín, a 23 km de la ciudad de Casma, en la orilla del valle del Río Casma. Esta parte del valle se caracteriza por un ambiente seco, con precipitaciones escasas y temperaturas muy cálidas la mayor parte del año. Based in a co-creative approach, Elizabeth and Robert asked the Nivín teachers what were the school and museum needs and how might they be able to assist in meeting those needs. Co- creation is where the museum or cultural heritage professional collaborates to address a community’s expressed needs. In the summer of 2015, the Nivín teachers identified the following needs: • Spanish language resources on museum collections management. • Exhibit cases to properly display museum collections. • Assistance and training to process, inventory, and curate the museum’s cultural materials. Gustavo Valencia and Elizabeth Cruzado wrote an article on this co-creative experience, published in the Fall of 2016 (go to https://museumcommunities.com/special-files/ for a Spanish language copy of the article). Elizabeth and Robert committed to return to Nivín in June of 2016 to continue discussion for possible co-created projects.
  6. 6. In the Winter of 2015-16, to act on the expressed needs of the community, Cruzado and Connolly secured funds and in kind donations for several Nivín Museum projects: • Exhibit & Curation Artifact Display cases • Digital tablets for data recording • Supplies to create Exhibit Panels • Printer to create exhibit labels and reports • Curation supplies • A laminator for exhibit labels and programs • A digital scale, digital microscope, calipers, and osteometric board for analyses • An LED projector for presentations • Munsell soil book • A library of Spanish language museum collections materials
  7. 7. Elizabeth spent 4 weeks in Nivín in the June-July of 2016. She trained students how to use the provided equipment and the archaeological laboratory methods such as labeling, measuring, and entering data into a digital database.
  8. 8. Elizabeth taught the students how to record the characteristics of ceramics including color using Munsell soil color book donated by the Munsell Color . . . and photographs too . . .
  9. 9. During Elizabeth’s visit, the students of Nivín received best practices training from a professional in the field of archaeology. Such an opportunity is rarely available to K-12 students in Peru or in the United States.
  10. 10. Elizabeth also led the students in creating quipus, modeled after the accounting system developed by the Inca in Prehispanic Peru. The modern creations recorded the members of each students family and their year of birth.
  11. 11. A highlight of Elizabeth’s visit was the ribbon cutting for the newly installed museum exhibit cases. The cases assure a safe but visible means for displaying the Nivín Museum’s extensive collection of cultural materials.
  12. 12. In addition to regular school subjects a strong emphasis in Nivín for both students and community members is maintaining and expanding the school’s organic agricultural fields. Besides education in sustainable farming, the community benefits from the produce grown.
  13. 13. During her visit in July, 2016, Elizabeth visited several of the expansive archaeological sites in the Nivín vicinity.
  14. 14. The Nivín school also has celebrations. For example, Elizabeth happened to be in Nivín for Father’s Day when the male teachers were honored.
  15. 15. . . . and at a full day of events celebrating the school’s anniversary
  16. 16. The Co-creation Projects continue. In their 2016 meeting in Nivín Professor Valencia, Elizabeth, and Robert agreed on several co-creative projects that could address the school needs in the coming year. Based on that discussion, Robert’s Museum Practices Graduate Seminar at the University of Memphis this fall will: • Create a set of timeline banners for the museum. • Set up a series of social media templates for the project. • Edit video footage taken over the past year into several brief videos to promote the Nivín project. • Create an online digital exhibit of the Museum collections through Omeka.net
  17. 17. Beginning in June of 2017, Elizabeth and Robert will return to Nivín with several volunteers to work with area residents on a set of projects including: • Painting and repair to the Nivín Museum. • Continued work with the faculty, students, and community members on museum collections and exhibits. • Launching Proyecto de Investigación Arqueológica Nivín (PIAN) to map, survey, and excavate a limited number of test units at three sites in the middle branch of the Casma Valley, including at Nivín.
  18. 18. For more information about Culture and Community in Casma, Peru Email: cccasmaperu@gmail.com

×