Module ARCH54530: Museum Principles and Practice

Department: Archaeology

ARCH54530: Museum Principles and Practice

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• Familiarisation with principles of museological theory and practice.

Content

• This module is intended to provide students with a sound understanding of the key contemporary principles, practice and debates relating to professional museum work - especially collection management and museum management. It encourages students to develop a critical perspective and to use it in the assessment of museums. It also helps students to develop relevant professional skills, through seminars and workshops

Learning Outcomes

• Developments, current issues and debates in professional principles, policies and good practice relating to the management of collections and museums, particularly in the UK but also abroad.

• Evaluate the strengths and weaknesses of a museum or related institution, based upon a combination of personal experience and the application of subject-specific knowledge, with particular reference to policies and debates relating to present and future collections management and museum management in that institution.

• Use computer and information technology.
• Access library, museum, archive and World Wide Web resources.
• Undertake advanced independent study, research and problem solving.
• Communicate information and arguments effectively, in written, visual and computerised form, to both specialist and non-specialist audiences.
• Take responsibility for personal, professional and ethical development within the museum and cultural heritage sector or within academia, responding actively to critical feedback.
• Manage time effectively, working to timetables and meeting deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• TEACHING & LEARNING METHODS
• Lectures, comprising concise, accessible and interesting oral, visual and virtual presentations of key information, by tutors to the full programme cohort of students, supported by the extensive programme bibliography and summaries posted on the Blackboard Learn Ultra (LU) intranet. Lectures enable learners to gain a sound knowledge and critical understanding of the full range of subject-specific knowledge.
• Seminars, comprising structured oral and visual presentations and discussions of well-defined topics, by individual or groups of students to the rest of the full programme cohort and facilitated by tutors, supported by the programme bibliography and summaries posted on Blackboard Learn Ultra (LU) . Seminars enable learners to deepen their knowledge and critical understanding of a wide range of subject-specific knowledge, to enhance subject-specific skills in working with museum- and artefact-related research information, and to enhance key skills in the use of computer and information technology, accessing information resources, undertaking advanced independent study, participating responsibly in team work, communicating effectively, and managing time effectively.
• Practical class, involving demonstration and hands-on exercise, using materials, techniques and facilities relevant to museum work, undertaken in smaller sized student groups, with personal tuition from professionally trained and experienced tutors, and supported by resources posted on Blackboard Learn Ultra (LU) where appropriate. Practical classes enable learners to gain direct experience and competence in a wide range of subject-specific skills pertaining to museum and artefact-based work, and in key skills involving computer and information technology.
• Self-guided learning, comprising personal and group-based study, research, revision, problem-solving and evaluation associated with classes and assignments. Self-guided learning enables students to increase their knowledge and critical understanding of the full range of subject-specific knowledge, and to gain experience and competence in the full range of subject-specific skills and key skills.
• ASSESSMENT METHODS
• 1 essay comprising 2500 word critical evaluation of issues and themes related to collections management and museum management. The essay ensures demonstration of the achievement of a sound knowledge and critical understanding of a range of subject-specific knowledge relating to museums. This would identify an issue which is of current concern to the museum sector and potentially of interest to the student’s future career. The student would explore this in terms of its significance for museum critical thought and principles and for professional practice by examining the issue in depth, looking at relevant literature, capturing data as appropriate and exploring it the issue in depth, usually through a number of case studies. As appropriate, such an essay may end with a series of recommendations for the sector.
• 1 Report, of up to 2500 words, comprising EITHER a museum development plan OR a museum grant application focusing on a museum/collection/project of the student’s choice. The Museum Development will build on the key aspects of management principles and practices, including project management, strategic planning, financial management and people management covered in the Management Workshops. The Museum Grant application will build on the format used by the Heritage Fund for an application for funding for a project between £10,000 to £250,000.
• The formative assignments include:
• 2 Seminar Presentations, of between 10 and 20 minutes, help to consolidate knowledge and understanding of topics relating to museum studies, the management of collections and museums, artefact studies and museum communication, help to develop the subject-specific skill of working with research data, and help to develop a range of key skills, as well as helping to develop oral communication skills. Written feedback on seminar presentations deals with the following areas: choice of topic, including appropriateness of title; knowledge of the subject, including definition of its scope and key issues; clarity of explanations of key terms and concepts; clarity of structure; use of examples; use and clarity of appropriate visual materials; facilitation of discussion, including response to questions; presentation, including pace and tone of delivery, vocal clarity and projection; audience attention, including eye contact and audience response; and anxiety behaviour.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two 10-20 minute seminar presentations.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University