In your first paragraph Share one or two of the.pdf
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In your first paragraph, share one or two artifacts from the course that made a deep connection with your life experience. Describe the artifact, explain its history, and discuss how and why it connected with you. In your second paragraph, provide insights on your overall experience in the Humanities. Discuss if there are historical periods you want to explore further and if you will visit museums or use online collections. Finally, reflect on if the course helped you see that despite differences, there is more that unites people and reasons to celebrate contributions to the Humanities.
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The document discusses how museums construct narratives about culture through the curation and display of objects. It notes that while museums aim to educate the public, the process of classifying and presenting objects is culturally specific and can convey implicit messages about what cultures are seen as "civilized" versus "primitive." It also describes current trends in museums toward incorporating multiple cultural perspectives and using new technologies to improve intercultural communication and engagement with visitors.
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What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise? A Meandering Exploration of the Many Meanings of
Objects in Museums
Author(s): Elaine Heumann Gurian
Source: Daedalus, Vol. 128, No. 3, America's Museums (Summer, 1999), pp. 163-183
Published by: The MIT Press on behalf of American Academy of Arts & Sciences
Stable URL: http://www.jstor.org/stable/20027571 .
Accessed: 20/11/2013 15:30
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
The MIT Press and American Academy of Arts & Sciences are collaborating with JSTOR to digitize, preserve
and extend access to Daedalus.
http://www.jstor.org
This content downloaded from 134.53.245.62 on Wed, 20 Nov 2013 15:30:42 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=mitpress
http://www.jstor.org/action/showPublisher?publisherCode=amacad
http://www.jstor.org/stable/20027571?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Elaine Heumann Gurian
What is the Object of this Exercise?
A Meandering Exploration of the
Many Meanings of Objects in
Museums
CC^^T^Thy
did the serbs and Croats shell each other's historic
\ \ /
sites when they had so little ammunition and these
W were not military targets?" I routinely ask my
mu
seum-studies graduate students this question when I lecture.
"To break their spirit," is always the instantaneous answer.
Museums, historic sites, and other institutions of memory, I
would contend, are the tangible evidence of the spirit of a
civilized society. And while the proponents of museums have
long asserted that museums add to the quality of life, they have
not understood (as the graduate students did when confronted
by the example of war) how profound and even central that
"quality" was.
Similar examples reveal the relationship between museums
and "spirit" in sharp detail. Why did the Russians proclaim,
one day after the Russian r?volution had succeeded, that all
historic monuments were to be protected even though they
most often represented the hated czar and the church? Why did
Hitler and Stalin establish lists of acceptable and unacceptable
art and then install shows in museums to proclaim them while
sending the formerly acclaimed, now forbidden, art to storage?
Why did the Nazis stockpile Jewish material and force interned
Elaine Heumann Gurian is acting director of the Cranbrook Institute of Science in
Bloomfield Hills, Michigan.
163
This content do.
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise? A Meandering Exploration of the Many Meanings of
Objects in Museums
Author(s): Elaine Heumann Gurian
Source: Daedalus, Vol. 128, No. 3, America's Museums (Summer, 1999), pp. 163-183
Published by: The MIT Press on behalf of American Academy of Arts & Sciences
Stable URL: http://www.jstor.org/stable/20027571 .
Accessed: 20/11/2013 15:30
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
The MIT Press and American Academy of Arts & Sciences are collaborating with JSTOR to digitize, preserve
and extend access to Daedalus.
http://www.jstor.org
This content downloaded from 134.53.245.62 on Wed, 20 Nov 2013 15:30:42 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=mitpress
http://www.jstor.org/action/showPublisher?publisherCode=amacad
http://www.jstor.org/stable/20027571?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Elaine Heumann Gurian
What is the Object of this Exercise?
A Meandering Exploration of the
Many Meanings of Objects in
Museums
CC^^T^Thy
did the serbs and Croats shell each other's historic
\ \ /
sites when they had so little ammunition and these
W were not military targets?" I routinely ask my
mu
seum-studies graduate students this question when I lecture.
"To break their spirit," is always the instantaneous answer.
Museums, historic sites, and other institutions of memory, I
would contend, are the tangible evidence of the spirit of a
civilized society. And while the proponents of museums have
long asserted that museums add to the quality of life, they have
not understood (as the graduate students did when confronted
by the example of war) how profound and even central that
"quality" was.
Similar examples reveal the relationship between museums
and "spirit" in sharp detail. Why did the Russians proclaim,
one day after the Russian r?volution had succeeded, that all
historic monuments were to be protected even though they
most often represented the hated czar and the church? Why did
Hitler and Stalin establish lists of acceptable and unacceptable
art and then install shows in museums to proclaim them while
sending the formerly acclaimed, now forbidden, art to storage?
Why did the Nazis stockpile Jewish material and force interned
Elaine Heumann Gurian is acting director of the Cranbrook Institute of Science in
Bloomfield Hills, Michigan.
163
This content do ...
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Overview
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1
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More Related Content
Similar to In your first paragraph Share one or two of the.pdf
Displaying Cultures (1)
This session looks at the decisions we make in displaying artifacts and how those relate to a particular episteme or world-view.
FP Henry
The document discusses a proposed museum exhibit to display Mexican exvotos in a way that replicates their natural habitat in chapels. The exhibit aims to attract Mexican and Mexican-American audiences by presenting the exvotos in a context that is meaningful to their cultural heritage and experiences. Concrete information about exvotos would be provided through signage and materials, while their abstract quality of mass devotion would be conveyed through grouping themes and displaying most in a chaotic wall-like mass as they are typically seen in chapels.
Introducing the Museum
This session reviews the interview you conducted last week and begins to look at the question: what is a museum?
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise? A Meandering Exploration of the Many Meanings of
Objects in Museums
Author(s): Elaine Heumann Gurian
Source: Daedalus, Vol. 128, No. 3, America's Museums (Summer, 1999), pp. 163-183
Published by: The MIT Press on behalf of American Academy of Arts & Sciences
Stable URL: http://www.jstor.org/stable/20027571 .
Accessed: 20/11/2013 15:30
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
The MIT Press and American Academy of Arts & Sciences are collaborating with JSTOR to digitize, preserve
and extend access to Daedalus.
http://www.jstor.org
This content downloaded from 134.53.245.62 on Wed, 20 Nov 2013 15:30:42 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=mitpress
http://www.jstor.org/action/showPublisher?publisherCode=amacad
http://www.jstor.org/stable/20027571?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Elaine Heumann Gurian
What is the Object of this Exercise?
A Meandering Exploration of the
Many Meanings of Objects in
Museums
CC^^T^Thy
did the serbs and Croats shell each other's historic
\ \ /
sites when they had so little ammunition and these
W were not military targets?" I routinely ask my
mu
seum-studies graduate students this question when I lecture.
"To break their spirit," is always the instantaneous answer.
Museums, historic sites, and other institutions of memory, I
would contend, are the tangible evidence of the spirit of a
civilized society. And while the proponents of museums have
long asserted that museums add to the quality of life, they have
not understood (as the graduate students did when confronted
by the example of war) how profound and even central that
"quality" was.
Similar examples reveal the relationship between museums
and "spirit" in sharp detail. Why did the Russians proclaim,
one day after the Russian r?volution had succeeded, that all
historic monuments were to be protected even though they
most often represented the hated czar and the church? Why did
Hitler and Stalin establish lists of acceptable and unacceptable
art and then install shows in museums to proclaim them while
sending the formerly acclaimed, now forbidden, art to storage?
Why did the Nazis stockpile Jewish material and force interned
Elaine Heumann Gurian is acting director of the Cranbrook Institute of Science in
Bloomfield Hills, Michigan.
163
This content do.
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise? A Meandering Exploration of the Many Meanings of
Objects in Museums
Author(s): Elaine Heumann Gurian
Source: Daedalus, Vol. 128, No. 3, America's Museums (Summer, 1999), pp. 163-183
Published by: The MIT Press on behalf of American Academy of Arts & Sciences
Stable URL: http://www.jstor.org/stable/20027571 .
Accessed: 20/11/2013 15:30
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
The MIT Press and American Academy of Arts & Sciences are collaborating with JSTOR to digitize, preserve
and extend access to Daedalus.
http://www.jstor.org
This content downloaded from 134.53.245.62 on Wed, 20 Nov 2013 15:30:42 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=mitpress
http://www.jstor.org/action/showPublisher?publisherCode=amacad
http://www.jstor.org/stable/20027571?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Elaine Heumann Gurian
What is the Object of this Exercise?
A Meandering Exploration of the
Many Meanings of Objects in
Museums
CC^^T^Thy
did the serbs and Croats shell each other's historic
\ \ /
sites when they had so little ammunition and these
W were not military targets?" I routinely ask my
mu
seum-studies graduate students this question when I lecture.
"To break their spirit," is always the instantaneous answer.
Museums, historic sites, and other institutions of memory, I
would contend, are the tangible evidence of the spirit of a
civilized society. And while the proponents of museums have
long asserted that museums add to the quality of life, they have
not understood (as the graduate students did when confronted
by the example of war) how profound and even central that
"quality" was.
Similar examples reveal the relationship between museums
and "spirit" in sharp detail. Why did the Russians proclaim,
one day after the Russian r?volution had succeeded, that all
historic monuments were to be protected even though they
most often represented the hated czar and the church? Why did
Hitler and Stalin establish lists of acceptable and unacceptable
art and then install shows in museums to proclaim them while
sending the formerly acclaimed, now forbidden, art to storage?
Why did the Nazis stockpile Jewish material and force interned
Elaine Heumann Gurian is acting director of the Cranbrook Institute of Science in
Bloomfield Hills, Michigan.
163
This content do ...
HANJunghyounThesis2015
This chapter discusses the history of museum education in the United States. It describes how Charles Wilson Peale opened the first public museum in Philadelphia in 1794 and worked to promote the new concept of museums to the public. Peale exhibited a wide range of collections and used various strategies to educate visitors and convey important ideas. Education was emphasized from the early days of museums in America. Following philosophers also envisioned museums as educational institutions for the public.
Social science
This document provides an introduction to the subject of Social Science. It discusses Social Science as an academic discipline that aims to understand all aspects of society. The main subjects that make up Social Science are listed as History, Geography, Political Science, Sociology, and Economics. The document then discusses the evolution of human beings, noting that the earliest humans emerged around 2 million years ago and lived nomadic lives during the Stone Age. It provides details on the different stages of the Stone Age. The purpose of this document is to introduce students to the key concepts and topics within the field of Social Science.
The Social Museum
This thesis examines how interactive technologies can be designed to promote social interaction in art museums. It discusses three psychological modes - intellectual, emotional, and social - that people engage with when experiencing art objects. The intellectual mode focuses on information and analysis, the emotional mode on personal feelings and expression, and the social mode on interacting with others. Historically, art museums have primarily focused on the intellectual mode, but new technologies allow them to foster the emotional and social modes as well. The thesis analyzes case studies of museums that have created interactive experiences targeting these different modes. The goal is to better understand how interactive technologies can help visitors form deeper connections with art objects and each other through cultivating all three psychological experiences.
Papish V. Board Of Curator Case Study
The document discusses Papish v. Board of Curators of the University of Missouri, a 1973 Supreme Court case concerning a student's expulsion from the University of Missouri for distributing an indecent student newspaper on campus. While universities can regulate speech on campus, the Supreme Court ultimately ruled in favor of the student, finding that the university could not enforce unreasonable limits on student expression. The case was significant as it affirmed students' First Amendment rights at public universities.
QuestionConsider an artwork, or an artifact from your Ham.docx
This document provides information about an introductory course that examines how images shape cultural perceptions from both historical and modern perspectives. The course will analyze various socio-cultural constructs through critical lenses like Berger's Ways of Seeing and theories about ancient aliens and their influence on human development. Students will explore intersections of religion, mythology, science, and the idea of government cover-ups. They are prompted to write a 3-4 page paper on a work of art or scene from a film, describing it and analyzing how the artist blurs boundaries between life and art or object and behavior, addressing notions of mystification and culture. They must cite references from required course readings.
A journey companion by Ariel Dagan
This document provides information about an archaeology activity kit called "Antika" that is designed to introduce students to archaeology. The kit includes replica pottery shards from ancient Israeli archaeological sites that students can reconstruct like a puzzle. It comes with a companion guidebook to help educators incorporate the activity into various subjects like social studies, science, math, and religious education. The guidebook explains how the hands-on activity of reconstructing artifacts can help students learn about the Bible and biblical times in an engaging way by making history come alive. It also describes how the multidisciplinary approach allows core subjects to be taught through the archaeological theme.
HUM 200 Pr
HUM 200 Project Part One: Exploration Document Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part One, you will demonstrate your mastery of the following course outcomes:
Illustrate the impact of the humanities on personal and professional experiences
Select appropriate and relevant resources in the humanities in investigating expressions of human creativity
Communicate effectively to specific audiences in examining fundamental aspects of human culture
Apply essential principles of the humanities in exploring major themes of human culture and creativity
Prompt
Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and
sculpture, and so on. Then, identify a common theme and compare your examples to one another as expressions of the same theme in different cultural
artifacts. Chapters 3 through 6 in the Soomo webtext will walk you through this process.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II.
Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
1
III. Explain how the theme you identified is related to your personal experience. ...
Surviving the Ancient Trial HSC
Here are summaries of the 15-mark questions:
2011: Describe what the evidence reveals about people's life in this period in Sparta. In your answer refer to Source R and other ancient sources and writers.
2010: Explain the changes in Spartan society from the period of Lycurgus to the Battle of Leuctra in 371 BC.
As one of the major lessons from this it is.docx
This document provides instructions for a research paper assignment. Students are asked to select an object from a museum collection that interests them and answer questions about who created it, what its uses and inspirations were, where it was used, and why it was important, both historically and today. The paper should connect the object to broader course themes and include citations. For the final draft, the paper must be 5 pages, discuss the object's background museum, relate it to course themes, and include citations and an image of the object. Suggested museums to research are provided.
As one of the major lessons from this it is.docx
This document provides instructions for a research paper assignment. Students are asked to select an object from a museum collection that interests them and answer questions about who created it, what its uses and inspirations were, where it was used, and why it was important, both historically and today. The paper should connect the object to broader course themes and include citations. For the final draft, the paper must be 5 pages, discuss the object's background museum, relate it to course themes, and include citations and an image of the object. Suggested museums to research are provided.
Similar to In your first paragraph Share one or two of the.pdf (15)
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise A Meandering Exploration .docx
What Is the Object of This Exercise A Meandering Exploration .docx
QuestionConsider an artwork, or an artifact from your Ham.docx
QuestionConsider an artwork, or an artifact from your Ham.docx
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