Centre of Teaching and Learning and Learning in the Humanities (CeHum) Address: Stockholm University, SE 106 91 Stockholm, Sweden, www.cehum.su.se Course coordinator: Berit Ljung, [email protected] Tel 08-1207 6676 Course administration: Kristina Löfstedt: [email protected] Tel 08-674 7901

(Updated January 25 2012 BL)

Student Guide Museum Education 2012 FC, 15 ECTS (Course-codes UH203F) • January 16 - March 15, Spring 2012 Course website: http://www.cehum.su.se/utbildning/studieinformation/kurshemsidor-vt12 Mondo – our course site is named Museum Education 2012

Contents: Student and Course Information ..................................................................................................... 2 The International Exchange Unit at Stockholm University ............................................................ 3 Schedule .......................................................................................................................................... 4 Course Assignments and Seminars. Part I and Part II..................................................................... 6 Intended learning outcomes of the course ....................................................................................... 6 Course Part I: Task 1 and Task 2. ................................................................................................... 7 Course Part II: Task 3. Seminars and Project group work .............................................................. 8 Project Paper Part II. Layout: .......................................................................................................... 9 Teachers, tutors and lectures ......................................................................................................... 11 Syllabus Museum Education 15 ECTS UH203F ......................................................................... 12 Required reading ........................................................................................................................... 16 Useful Internet Links for Museum Education ............................................................................... 18 * Cultural policy objectives in Sweden (from 2009) .................................................................... 19

Student Guide Museum Education 2012 (updated Jan

25)

1

Student and Course Information

Information on the web Via the www.su.se/english/study/student-services you got a lot of student information. The university has a central office for study and career counsellers located at A-building, 4th floor, Södra huset, Universitetsvägen 14 A, Stockholm. On the website “My university” http://mitt.su.se/index-en.html you find more important information For example how to get your The University Account . This is very important! On www.su.se/english/about you also find useful information. Computer halls Frescati See https://confluence.it.su.se/confluence/display/Support/Computer+halls+campus+Frescati

The Course Museum Education The course Museum Education is placed in our new Centre of Teaching and Learning in the Humanities (CeHum) The Centre (CeHum) is part of the Department of Ethnology, History of Religions and Gender studies (See more on http://www.erg.su.se/english/) Course administrator and student expedition, Kristina Löfstedt, [email protected] telephone: 08-674 7901 Universitetsvägen 10 B, B-building floor 4, Room B454. Course coordinator, teachers and tutors Berit Ljung (BL), Tel: 08- 1207 66 76, E-mail: Berit.Ljung@cehum .su.se Universitetsvägen 10 C,D (the paviljon, floor 2) Anne Lidén (AL), Tel. 08- 1207 6675, E-mail: [email protected] Lecturers: Mårten Jansson, The Swedish Travelling Exhibitions, [email protected] Stefan Bohman, Strindbergsmuseet, [email protected] Web-info web-site at CeHum : www.cehum.se.su Course website: Web-based individual evaluation form will be sent out by at the end of the course. Continuing information about the course schedule and the different seminars, lesson plans and assignments will be given in a digital conference program, Mondo. Our course site at Mondo is named “Museum Education 2012” Student recommendation letter. In order to facilitate your project work in the museums and schools you will receive a student recommendation letter in Swedish to show to the museum staff. This will hopefully also give you possibilities using video, photography e t c in the museums. Museum education officers, contact persons: Annika Williams, The Hallwyl Museum, www.hallwylskamuseet.se Hans Öjmyr, The City Museum of Stockholm: www.stadsmuseum.stockholm.se Student Guide Museum Education 2012 (updated Jan

25)

2

Wenke Rundberg, Nordiska Museet: www.nordiskamuseet.se Petter Ljunggren, Museum of National Antiquities: www.historiska.se Etnografiska museet Joachim Morath, tel: 08-519 550 33, [email protected] Naturhistoriska riksmuseet [email protected] [email protected], www.internationella–barnkonstmuseet.org [email protected], Kalmar County Museum A longer list of contact persons and tutors at the museums will be updated.

The International Exchange Unit at Stockholm University The International Office administers international student and teacher exchange agreements, and provides services to exchange students who are applying to Stockholm University and those already studying at the University.

Please feel free to consult the International Office on any practical matter concerning your stay at Stockholm University. For all academic matters (course selection, schedules, course literature etc), please contact the coordinator at the relevant department. Departmental Coordinators The International Office can be found on the 4th Floor, A-Building, Södra huset (the large pale-blue building) and has a walk-in reception Monday to Tuesday at 10.00 to 12.30 and on Wednesday to Thursday at 13.00 to 15.00. During the first two weeks of each semester you are welcome to visit us between 9.00 and 16.00. Our address and contact details: Stockholm University International Office SE -106 91 Stockholm [email protected]

Student Guide Museum Education 2012 (updated Jan

25)

3

Schedule Week 3 Monday the 16th of January 10.00 - 15.30 in D271 – (D-house, Campus Frescati, floor 2) Course start and introduction, schedule, lectures, literature etc. (Berit Ljung, Anne Lidén) 16.00 – 20.00 Orientation Day, Aula Magna, Stockholm University Friday the 20th of January 10.00-12.00 Visit to Natural History Museum, Stockholm. (In walking distance from the University, Be in time, please!) 13.15-15.30 Seminar 1 in D263, SU Frescati (Berit) Work groups, etc. Week 4 Monday 23th of January, 13.00-14.30 in E347, Group discussion and protocols from each group (literature reading and study visit 20/1) 15.00-17-00 in F299 Lecture by Mårten Janson, Riksutställningar, Exhibitions in a Global Perspective Wednesday 25th of January, cl 10 - 12. Lecture Berit Ljung F263 See also Mondo after lecture “PP sem 25 jan", 25 pages for futher discussion. Week 5 Monday 30th of January 10.00-12.30 Z310 OBS! Campus Konradsberg (Anne) Introduction Project Work, part 2 and Task 3. We will meet ten minutes before at the big entrance of the Kbuildning. Friday 3 of February, 13.00 – 16.00, F247 Presentation task 1. (Berit) week 6 Monday 6th of February, cl 13-15, in F315 (Frescati) Lecture by Stefan Boman, Director of Strindbergsmuseet. About Individual museums (Personmuseer) and info ICOM-Sweden. Thursday 9th of February cl 13-16, in E328, Lecture Berit Ljung week 7. Tuesday 14th of February, cl.10-13, in F320 Presentation Task 2 Visit Six Museums (Berit) Thursday 16 th of February, cl. 9-16 in F263. Lecture/ seminar (Anne) week 8 Wednesday 22th of February, (In the Paviljon = a small house between C- and D-house on the backside) Berit 10-14.30 Tutoring times for Group projects /Berit. (Before this day each group book day and time with your tutor, by mail please. Select times - see below.) week 9 Tutoring, group room in the Paviljon, Student Guide Museum Education 2012 (updated Jan

25)

4

Berit´s groups; Wednesday 29th Feb, cl.-10-15, Anne’s groups: Thursday 1st March and/or Friday 2nd March cl. 9-16. week 11 tutoring; group room Paviljon, Berit´s groups; Wednesday 7th of March, cl 10-16. week 11. Thursday 15th March, 9-16 O303 Campus KonradsbergPresentation Task 3 + Evaluation (Anne, Berit) Three tasks in the course: • The first task consists of a presentation of your own experience and perspectives on a museum in your home country. (Berit Ljung) •

The second task is Visit six museums, includes six different aspects on six museums (Berit Ljung)

•

The third task is a smaller Project work (Anne Lidén)

Student Guide Museum Education 2012 (updated Jan

25)

5

Course Assignments and Seminars. Part I and Part II. This course is built upon individual reading, group discussions, seminars, lectures, workshops, group project work and field studies/study visits.

Introduction. Planning the course. Work guidelines. Learning outcomes. Work Guidelines: Use your own experiences from your own country, other countries and from your stay here in Sweden. Raise issues from lectures, seminars and discussions, the literature and field studies. Share thoughts and reflections. Make good use of your fellow students during the writing processes. Describe similarities and differences between your country and Sweden in relations to the subjects discussed in the course. Develop your competence for international cooperation, intercultural and mutual understanding! Take all opportunities to plan and discuss your assignments, field studies and project work and visit museums together with your class mates.

Part I (16/1 – 14/2): Seminars, lectures, study visits at museum, literature reading, Task 1 and 2. Reading and discussing the literature, oral group reports, written individual or group reports. Information available on Mondo. The completed final papers of Part I: Task 1 should be handed in February 3 cl. 08.00, Task 2 should be handed in on February 13. Part II (15/2-15/3): Task 3: Project group work, report paper. In the project group work the students will work with optional themes, topics and subjects and with practical experiences in different museums and heritage sites. The students will be studying in groups of 2-3 persons. Choose your theme or problem in relation to museums, sites and schools that you plan to visit and study. Part II :Task 3 should be handed in on March 15.

Intended learning outcomes of the course After completion of the course, the student is expected to be able to: - support and organize democratic and educational processes for visitors, students and families where museums and exhibitions, design and media are used as educational resources and inspiration for all senses, - describe and analyze learning settings and museum education practices at different museums and exhibitions from comparative perspectives of democratic accessibility, cultural and artistic diversity, - analyse and apply theoretical concepts and research methods in an investigation of educational and aesthetical elements in museum practices, - describe and evaluate examples of educational and intercultural cooperation between schools and museums. Course Part I: Task 1 and Task 2. Seminars, lectures and papers.

Student Guide Museum Education 2012 (updated Jan

25)

6

Course Part I: Task 1 and Task 2. Museum as an educational resource (task 1) Choose a museum - preferably in your native country. Compare what Black (2012) write about sense of place on p. 104. Describe and analyze the museum as an educational resource in the light of (in relation to) the course literature: Black (2012). What kind of a museum is it? Your definition of the museum. What kind of a museum is it? What type of collection? Timeperiod? State/Municipal/Organisation/Private etc? Your sources and methods. What kind of sources have you used? Educational programs? Websites, books, scientific articles, evaluations, visitor interviews? What part of the museum will you show us? What part of the museum will you focus on? Educational department? Settings and space for educational practice? Workshops? Cooperation projects for museum and schools? Interactive media or website? Choose an approach! What kind of critical interpretative approach and perspective do you apply in your analysis and evaluation? Construction of knowledge? Shaping of Meaning? Visitors learning age? Life-long learning? Learning by doing? Learning with all senses? Communication? Democratic accessibility? Disabilities? Local/Tourist? Minorities? Cultural diversity? Or something else? Analyze! Compare and discuss critically different aspects of the museum. Describe, discuss and analyze different presentations, interpretations, displays and exhibitions. Use Black! Task 1 presentation: You will present your power-point (or similar presentation) at the seminar and at Mondo. 20 min./presentation

Student Guide Museum Education 2012 (updated Jan

25)

7

Task 2. Visit six museums Study visits, description, analyses and reflection. Choose and visit different museums in Stockholm from different disciplinary perspectives, ex.: Cultural History and History, Technology, Natural Science, Contemporary and Ancient Art or World cultures and Ethnography or for example Maritime, Toy museums or The Royal Palace. Document your visits in many ways. Describe the educational factors that are in focus of your visit. Fill in the digital form “Visit six museum” which is available on Mondo. See more instruction in the digital form page 1 Task 2: Oral presentation 14th February and deadline written report 14th February in Mondo.

Course Part II: Task 3. Seminars and Project group work Seminar 6. 10/2 10.00-16.00 Room O305. Start for planning the project work. Anne Lidén Seminar 8. 16/2 10.00-16.00 Room O303. Start Part II: Detailed plans. Anne Lidén Preliminary project ideas / plans should be handed in XXXXXXXXXXX At the Seminar on 16th of February the group will write a more detailed project work plan, which will then be sent to the tutors. The groups will discuss the project work and the project report papers in relations to the course compulsory literature of the course and theories of knowledge and museum education. Information about project ideas and project report layout you will find in this study guide on page 8-9. The preliminary project report papers should be handed in on March 12. Response groups will be coordinated Monday 14/3 for the final presentation Thursday 15th March

Student Guide Museum Education 2012 (updated Jan

25)

8

Project Paper Part II. Layout: Title Page: Title Authors (group participants in alphabetical order) Project Paper. Museum Education (Course-code UH203F) Tutor: xxxxx xxxxx Centre of Teaching and Learning in the Humanities (CeHum) Stockholm University Spring 2012 Introduction (+ Theoretical perspective) Method or Design Results and Analyses Discussion and Conclusion Word Format with Font 12 Times or Times Roman with 1.5 line spacing Quotations in italics or in quotation marks. Choose specific systems when citing sources and references. Either: The Harvard system (Black 2005, p. 29). Footnotes or endnotes according to MLA or the Oxford system. 1 References All genres of sources must be listed, also interviews (with dates), TV-programs etc. which you have used in your paper. Example: Best Museum Show, Svt2 09-02-03. Other sources: Interview with Christer Fuglesang, Stockholm 2011-03-04 (disc recording). Bibliography Black, Graham (2005). The engaging museum. Developing Museums for Visitor Involvement. London: Routledge. Internet-addresses in a separate list (with date when you visited the web site)

1

Black, Graham (2005) The Engaging Museum: Developing Museums for Visitor Involvement. p. 29.

Student Guide Museum Education 2012 (updated Jan

25)

9

Museum Education Spring 2012.

Examples of project work.

1. Survey of museums, heritage sites and other environments of learning. Study how the museum education officers and guides are working. Follow their practical work and document with film, photos etc. Make interviews with the educational museum staff. Study different kind of pedagogical work and workshops, drama and role-plays. What are your impressions of how the young students learn at the museum? Make visitors studies. Study the museum artefacts and items as didactical devices. How do the visitors of different age groups move in the room, use the information and the exhibition in their learning process. Is the museum a place of “informal” learning? 2. Proposals for communication and cooperation between schools and museums. Proposal for cooperation between schools and museums. Present different subjects, topics and issues where the museum can be the “second classroom” for the students learning processes. How can the teachers in the school prepare the visit to the museum? How can the museum education officer work together with the teachers and the students before and after the studies at the museum. What kind of school subjects are appropriate for the museum that you have chosen? What kind of themes, rooms, items, artefacts, methods of guiding and teaching will be the best, do you think? How would you like to plan a visit to a museum for a whole day? Transportation? Communication? Places? Food? Time-schedule? Etc. 3. International cooperation between museums and young children and students. Survey of ongoing international projects, e.g. SAMP (Swedish-African Museum Program) How can young people around the world meet and cooperate through the museums? Proposals for different kind of cooperation and communication between schools and museums in Sweden and in your native country? International childrens art museum in Stockholm? Kalmar museum? 4. Proposals for new exhibitions, science centres and museum with multimodal media. How will museums and exhibitions develop in the future? Present and describe how new kinds of media and communication devices can be applied in museums; rooms, design, ways of information, interactivity, hands-on possibilities, experiments, touch and play? Build your vision of the museum of the future! Make your “dream-model”. Describe and analyse it according to the literature of the course. How will this museum be a better place for learning? 5. Study programs, plans and information for pedagogical work at the museum. Examine programs and plans for the pedagogical work at the museum, different kind of document, public information, websites etc. What are the objectives of the museum? What kind of educational and pedagogical concepts and theories do you see in the material? Do they include new audiences? Will they make the museum more accessible for all visitors? 6. Critical examination and analysis. Choose a topic, an issue or an educational perspective in your examination of the museum. Cultural identity, democracy, influence, accessibility, multiculturalism, globalisation. How should the museum meet the challenges of the new young generation of the world? 7. Museum education officer, guide and teacher – the professional role? How do the museum education officers look upon their profession and their role in the organisation of the museum management? What are the most important part of the job?

Student Guide Museum Education 2012 (updated Jan

25)

10

Teachers, tutors and lectures Berit Ljung, PhD, Senior Lecturer, Course coordinator E-mail: [email protected], Tel: 08- 1207 6676, (Mobil – only if very urgent - 073-586 34 71) Address: Stockholm University, Centre of Teaching and Learning in the Humanities (CeHum) SE- 106 91 Stockholm, Sweden Berit Ljung, PhD in Educational Sciences. Her dissertation Museipedagogik och erfarande (2009) is focused on museum education, experience, and communication- from a criticalpragmatic theoretical perspective, mainly interpreted with the help of John Dewey. Her Licentiate thesis (2004) is about Museum Education in Sweden and her latest study deals with young people’s experiences in relations to the exhibition Gränser (Boundaries) at The Living History Forum in Stockholm. In 1997 and 1999, two evaluations were implemented at the Vasa Museum and also one at Skansen. Teaching in teacher education and in museum education courses. Experiences of research and evaluation of teacher education, schools and child-care and in the museum field can also be mentioned. National coordinator of ICOM/CECA, correspondent in the international committee CECA Europe and responsible for the international coordination within UHS, Stockholm University. (Abstract and summary from the Dissertation (2009) is available in English). Anne Lidén, PhD, senior lecturer E-mail: [email protected] Tel: 08- 1207 66 75, Mobile: 070- 692 41 27 Address: Stockholm University, Centre of Teaching and Learning in the Humanities (CeHum) Stockholm University, SE- 106 91 Stockholm, Sweden Anne Lidén is senior lecturer in Art and Museum Education at the UHS (PhD in Art History medieval art, at Stockholm University 1999). She also coordinates and teaches at several courses in Art and Museum Education, Art History and she tutors different teacher degree projects. She has experience as museum Education consultant and researcher at different museums in Stockholm (and around Scandinavia). She has also worked as graduated art teacher in the Swedish compulsory secondary school. Present research projects deal with regional identity, visual reception, cooperation between museums, teacher education and universities and schools in an international perspective. Member of ICOM/CECA. (Anne´s articles and abstracts are also available in English). Stefan Bohman, PhD, docent, Museum director at Strindbergsmuseet E-mail: Stefan.Bohman @strindbergsmuseet.se Address: Strindbergsmuseet, Drottninggatan 85, level 4, Stockholm Mårten Janson Web Editor and Global perspectives at The Swedish Travelling Exhibition [email protected] Artillerigatan 33A, 621 38 Visby (on the island of Gotland)

Student Guide Museum Education 2012 (updated Jan

25)

11

Syllabus Museum Education 15 ECTS UH203F Course content

Core content of the course

Part 1: Museums as an Educational and Cultural Resource, 7,5 ECTS - museums as cultural, educational and aesthetical resources in teaching and learning processes, - educational theoretical concepts of learning, curriculum programmes in schools, preschools and leasuretime centres, and critical methods for documentation and evaluation, - analyses of educational settings and methods, visit activities and creative workshops in different museums practices; presentations, dialogues, time travels, role-playing and creative experiments or treasure hunting and adventure-tours, - comparative perspectives of gender, cultural diversity, intercultural dialogue and cooperation.

Part 2: Project Work, 7, 5 ECTS - educational theme-based study undertaken at different museums and/or schools, exhibitions, - research theories and methods of inquiry and analysis are applied in systematic and critical investigation of the educational theme, - scholarly standards for academic writing, guidelines for independent critical reflection,

Learning outcomes After completion of the course, the student is expected to be able to: - support and organize democratic and educational processes for visitors, students and families where museums and exhibitions, design and media are used as educational resources and inspiration for all senses, - describe and analyze learning settings and museum education practices at different museums and exhibitions from comparative perspectives of democratic accessibility, cultural and artistic diversity, - analyse and apply theoretical concepts and research methods in an investigation of educational and aesthetical elements in museum practices, - describe and evaluate examples of educational and intercultural cooperation between schools and museums.

Education The students are given opportunities to use a digital web-based conference program is used for learning support throughout the course. Teaching methods include teacher-led seminars, lectures and study visits with mandatory individual and group assignments. Student participation entails reading the course literature and completing individual and group tasks. Students are given opportunities to meet museum educators and experience guided tours, participate in experiments and workshop practices at different museums, exhibitions and science centres. Part 2 of the course involves a group project to be presented and discussed in a group seminar. A multimedia presentation form is optional, submission of a written project report is mandatory. The final project seminar provides students with practice participating in critical response groups. Students will be given the opportunity to shape pedagogical methods during the course. Halfway through the course an informal mid-term evaluation is conducted, with a formal web-based evaluation taking place at the end of the course.

Forms of examination a. The evaluation and assessment of student achievement and acquisition of knowledge is integrated into the course via oral presentations, written and practical exercises and mandatory tasks at seminars, and: Part 1 is examined by two individual tasks Student Guide Museum Education 2012 (updated Jan

25)

12

- a paper in which the issues and literature addressed in the course are exemplified, critically analysed and discussed, and which meets the standards of academic scholarship; - submission of written observation reports from study visits and experiences at ten museums. Part 2 is examined by one group task: - a written project report detailing an independent investigation into a theme or problem undertaken at chosen museums/schools, which treats, exemplifies and discusses the course literature and meets the standards of academic scholarship. The project work and the project report is presented, evaluated and receives critical feedback at a group seminar. The use of a multimedia presentation form is optional. The number of examinations is subject to special decision. Students who have passed the course will receive course certificates on request. Grading and numbers of examination Grading of the whole course will be set according to a goal related seven-point grading scale: A = Excellent B = Very Good C = Good D = Satisfactory E = Sufficient Fx = Fail F = Fail Students that have received grade F or Fx is entitled to another four examinations, as long as the course is offered. Students that have received grade E is not entitled to be re-examined to be able to improve grade. Students that have twice received grade Fx or F, is entitled to another examiner. Requests should be send to the Head of Department

Student Guide Museum Education 2012 (updated Jan

25)

13

Grading criteria for the course Museum Education, Spring 2012 Course-code UH203F, UH07BL.15 ECTS. First cycle.(Part I, 7, 5 ECTS and Part II 7, 5 ECTS). Basis for assessment are different elements of assignments in the course structure. Grade

1. Seminar Assignment 7-gr scale A-F Seminar assignments, dokumentation

A Excellent

Distinctive solutions. High linguistic level. Independent and critical analyses and perspectives. High clarity in argumentation Highly innovative Creative solutions. Very good in use of material and text in comparative discussion and arguments. Very good conclusions. Innovative partly.

B Very good

C Good

2 Presentation 4-gr scale B/E-F Oral and media presentation. Response work. Same as B

3. Written reports Task 1, 2, 3 7 gr scale A-F Written assignments Task 1-2, Project report Task 3

Very good presented, planned and grounded. Very good ability of communication. Very good use of media. High interactivity.

Very good design of inquiry, research and written presentation. Very good classification, comparative analyses and independent interpretation Innovative partly. Rich documentation of sources.

Well accomplished task and Same as E clearly relevant to the problems and literature of the course. Critical methods and perspectives. Broad documentation of sources.

High degree of independence and critical analyses and perspectives. Excellence and linguistic clarity in argumentation and discussion Highly innovative

All parts of task is treated in a good way. Good linguistic presentation. Argumentation is clear, relevant and interesting. Good use of critical methods and analytic skills. Good use of scholarly standard. Broad documentation of sources.

The subjects, problems and Same as E D Satisfactory literature of the course are treated and discussed. Relevant and clear references to compulsory literature. Critical approach to sources. E Sufficient Assignments performed in all parts according to minimum criteria. Some evidence of familiarity with the subject. Use of scholarly scientific standards. Minor errors

Fx

Some further work and

Student Guide Museum Education 2012 (updated Jan

The subjects, problems and literature of the course are treated and discussed. Relevant and clear references to compulsory literature. Coherent work and familiarity with the subject. Critical approach to sources. Presentation of task. Task accomplished in all parts. Some evidence of Relevant choice of problem/subject. familiarity with the Some evidence of familiarity with subject. Ability of the subject. Proof of cooperation. communication Relevant references to compulsory Relevant choice of course literature and other sources. media. Scholarly standard according to minimum criteria. Minor errors Some further work

25)

14

Some further work and

Grade

Fail

F Fail

1. Seminar Assignment 7-gr scale A-F Seminar assignments, dokumentation

2 Presentation 4-gr scale B/E-F Oral and media presentation. Response work. complementary addition is and complementary required. Parts missing addition is required. Too reproductive approach. Performance Compulsory literature not unclear. treated and discussed. Errors in scholarly standard

3. Written reports Task 1, 2, 3 7 gr scale A-F Written assignments Task 1-2, Project report Task 3

Assignment not accomplished. Irrelevant issue or subject. Major errors in scholarly standard.

Report not accomplished. Irrelevant issue, subject Major errors in research design and scholarly standard.

Presentation not performed. No complementary addition.

complementary addition is required. Parts missing. Too reproductive approach. Compulsory literature not treated and discussed. Errors in research design, presentation and scholarly standard. No cooperation proved.

Scale and values of ECTS. The grades of the course are based on assessment of three different elements in the course structure. The value of the course 15 ECTS contains of three elements of assignment basis, (more information will come) The grades of the scale are built upon each other. Exemple: For grade A is also requiered all criteria for the grades B-E.

Student Guide Museum Education 2012 (updated Jan

25)

15

Required reading Compulsory literature: (I = suggested reading part I and II = part II) I and II. Black, Graham (2012). Transforming Museums in the Twenty First Century. London: Routledge. II. Dean, David (1996). Museum Exhibition. Theory and Practice. London: Taylor &Francis. (192 s.) Electronic resource. (Selected readings p. 1-102). (Best access and free if you log in by Stockholm University; http://site.ebrary.com/lib/sthlmub/search.action?p00=Museum+Exhibition ) II. Fischer, Douglas et al. (2005). Challenging the Classroom Standard Through Museum-based Education: School in the Park. Lawrence Erlbaum Associates. (Paper copy from Anne?) I. Frøyland, Merethe (2003). “Multiple experiences in multiple settings- MEMUS, a theoretical framework for museum for museum pedagogy”. Nordisk museologi 2003:2 (p. 51-70). Electronic resource. (ca 38 p.) (I. Hooper-Greenhill, Eilean. (Ed.) (1999). The educational role of the museum. 2 ed. Leicester Museum Studies Readers. London: Routledge. (346 p.) (Selected readings 100 p.)) I: Hooper-Greenhill, Eilean. (2007). Museums and Education. Purpose, Pedagogy, Performance. London: Routledge. (231 p.). (Selected readings p. 1-62) I: Illeris, Helene (2006). Illeris, Helene (2006): “Museums and galleries as performative sites for lifelong learning: Constructions, deconstructions and reconstructions of audience positions in museum and gallery education”. Museum and Society March 2006. (pp 15-26) Electronic resource. (10 p). // See Mondo// II. Moffat, Hazel & Woollard, Vicky (Ed.) (2000). Museum and gallery education: a manual of good practice. Professional museum and heritage series. London: Stationary Office. (197 p). (Selected readings 50 p. (Paper copy from Anne?)) II. Smeds, Kerstin (2007).The Escape of the Object? - Crossing borders between collective and individual, physical and virtual. Department of Culture & Media, Umeå University. (Electronic resource. (9 p.) //In Mondo//) Optional literature: In addition students will select about 1000 pages or other multimedia learning aids in consultation with the tutor. Anderson, David (1999). A Common Wealth: Museums in the Learning Age: a Report to the Department for Culture, Media and Sport. London: Stationery Office. (151 p). (Selected readings ca 100 p). Csikszentmihalyi, Mihaly (1999). ”Intrinsic motivation in museums: Why does one want to learn?” In Hooper-Greenhill. (ed.) (1999) The Educational Role of the Museum. London : Routledge. Dernie, David (2007). Exhibition Design. London: Laurence King. (192 p.) Diamond, Judy (1999). Practical evaluation guide: tools for museums and other informal educational settings. Walnut Creek, Californien: AltaMira Press. (198 p). Falk, John H. & Dierking, Lynn D. (2000). Learning from museums : visitor experiences and the making of meaning. Walnut Creek, Californien: AltaMira Press. (272 p). Student Guide Museum Education 2012 (updated Jan

25)

16

Falk, John H, Dierking, Lynn D. & Foutz, Susan (eds.) (2007) In principle, In Practice: Museums as Learning Institutions. Lanham: AltaMira Press. (315 p.) Hooper-Greenhill, Eilean (Ed.) (2001). Cultural Diversity: Developing Museum Audiences in Britain. London. Leicester University Press. (256 p). Hjorth, Jan (2003). Exhibitions!: the nature of exhibitions: what are they and could they be better?: the Swedish travelling exhibitions experience. Lic. Avh. Avd. För kulturvård, Inst. för miljövetenskap och kulturvård. Göteborgs universitet. Göteborg. (Electronic resource.) (140 p.) Insulander, Eva (2005). Museums and Learning. (Museer och lärande. En forskningsöversikt). Statens museer för världskultur & Didaktik Design Lärarhögskolan i Stockholm. Electronic Resource in Mondo. (38 p). James, Alison (1996). Positive Thinking: Creative Approaches to Providing Museum and Gallery Education. London: Museums & Galleries Commission. (38 p). Lang, Caroline m. fl. (Ed.)(2006). The Responsive Museum. Working with Audiences in the Twenty-First Century. Hampshire: Ashgate. (275 p.) Leinhardt, Gaea & Knutson, Karen (2004): Listening in on Museum Conversations. Walnut Creek, Calif, Altamira Press. (199 p.) (Selected readings 150 p). Lindström, Lars (2005). “The Multiple Uses of Portfolio Assessment”. In Studies in Educational Policy and Educational Philosophy (E-journal), No. 1, pp. 1-15. (15 p.) (can not find) Lindström, Lars (2006). “Creativity: What is it? Can you assess it? Can it be taught?” In The International Journal of Art & Design Education, 25 (1), p. 53-66. (13 p.) Lord, Barry mfl Ed. (2002). The Manual of Museum Exhibitions. Walnut Creek, Calif: AltaMira. (544 p). (Selected readings ca 100 p). Marstine, Janet (Ed.) (2006) New Museum Theory and Practice. An Introduction. Oxford: Blackwell. (322 p). Museum Learning Initiative, MLI. What is Object-based learning?. Albany Instititute of History of Art. Electronic resource. (10 p). Pierroux, Palmyre (2005). Dispensing with Formalities in Art Education Research. Nordisk Museologi 2005:2. (p 76-88). (10 p.) Pierroux, Palmyre (2006). ”Communicating Art in Museums”. In Journal of Museum Education vol 28 no 1, p. 3- 8. Electronic resource. (5 p). Rekdal, Per Bjørn (2001). “Norwegian Museums and the Multicultural Challenge: Principles and Practices in Exhibition and Education.” In Norwegian museum authority NMU 2001:3. Electronic resource. (130 p). Sandell, Richard (2002). Museums, Society, Inequality. London: Routledge. (268 p.) (Selected readings 100 p). Serrell, Beverly (2006). Judging exhibitions: a framework for assessing excellence. (CD-Rom inclused). Walnut Creek, CA. (187 s.). Sheppard, Beverly (Ed. )(2000). Building museum & school partnerships. Harrisburg, PA: Pennsylvania Federation of Museums and Historical Organizations. Washington DC: American Assn. of Museums. (101 p.) Simon, Nina (2010) The Participatory Museum. Museum 2.0, CA. (352 s.) (Elektronisk resurs se: www.participatorymuseum.org) Tucker, Pamela D. – Stronge, James H. & Gareis, Christopher (2003). Handbook on Teacher Portfolios for Evaluation and Professional Development. New York. Larchmont. (253 p.) Westergren Ebbe (red). (2004). Holy Cow – this is great!: report from a symposium on historic environment education and time travels in Vimmerby, Sweden, November 2004. Kalmar: Kalmar läns museum. (113 p). Ågren, Per-Uno & Nyman, Sophie (Ed.) (2002). Museum 2000. Confirmation or Challenge? Stockholm.Riksutställningar (Selected readings ca 200 p.)

Student Guide Museum Education 2012 (updated Jan

25)

17

Useful Internet Links for Museum Education To buy the course literature to the best prices on line http://www.bokus.com/generated/cms/eng-index.shtml http://www.adlibris.com/se/ (in Swedish) Course literature in: Akademibokhandeln Frescati, Universitetsvägen 9

* ICOM – International Council of Museums http://icom.museum/ (10 Jan 2012) ICOM is the international organisation of museums and museum professionals which is committed to the conservation, continuation and communication to society of the world's natural and cultural heritage, present and future, tangible and intangible.

ICOM Statutes (See http://icom.museum/statutes.html )

* CECA – one of ICOM´s 30 International Committees International Committee for Education and Cultural Action http://ceca.icom.museum/ (10 Jan 2011) * The Swedish Travelling Exhibitions (Riksutställningar): www.riksutstallningar.se

* Hooper-Greenhill (Emeritus Professor of Museum Studies) and University of Leicester http://www.le.ac.uk/museumstudies/research/research.html (12 Jan 2012) The Journal museum and society http://www.le.ac.uk/ms/museumsociety.html The new Routledge Museum and Heritage Studies e-catalogue is now online at http://www.routledge.com/catalogs/museum_studies/. It contains all our Leicester Readers in Museum Studies as well as many other Museum Studies titles.

* George Hein (Professor Emeritus, Lesley University Graduate School of Arts and Social Sciences, Cambridge, Massachusetts, USA) http://www.lesley.edu/faculty/ghein/index.html (retrieved 11 Jan. 2012)

* Falk & Dierking - USA John H. Falk, Lynn D. Dierking, Susan Foutz (2007) In Principle, in Practice: Museums as Learning Institutions http://books.google.se/books?id=YrxzIpjECZAC&dq=Falk+%26+Dierking&source=gbs_summa ry_s&cad=0 Student Guide Museum Education 2012 (updated Jan

25)

18

* Lynda Kelly – Australia Audience Research http://australianmuseum.net.au/Audience-Research-What-is-audience-research (4 jan 2011) http://amarclk.blogspot.com/ (4jan 2011)

* Cultural policy objectives in Sweden (from 2009) The Culture is to be a dynamic, challenging and independent force based on the freedom of expression. Everyone is to have the opportunity to participate in cultural life. Creativity, diversity and artistic quality are to be integral parts of society’s development. To achieve the objectives, cultural policy is to: • • • • •

promote opportunities for everyone to experience culture, participate in educational programmes and develop their creative abilities; promote quality and artistic renewal; promote a dynamic cultural heritage that is preserved, used and developed; promote international and intercultural exchange and cooperation in the cultural sphere; and pay particular attention the rights of children and young people to culture.

You can read more about the cultural policy objectives on

Swedish Art Council (Kulturrådet): www.kulturradet.se/en/In-English/ Swedish Arts Council (Kulturrådet) is a government authority whose principal task is to implement national cultural policy determined by the Parliament

* The Swedish School System www.skolverket.se/sb/d/190 * The Government and the Government Offices of Sweden www.sweden.gov.se/

* How the sight “Visit Sweden” present some Swedish Museums: http://www.visitsweden.com/sweden/Attractions/Culture/Museums-of-Sweden/ www.visit-stockholm.com/ •

Museums in Stockholm

http://www.stockholmmuseum.com/museums/ Museums of World Culture (in Sweden) http://www.smvk.se/smvk/jsp/polopoly.jsp?d=140 (1 Dec 2011)

Student Guide Museum Education 2012 (updated Jan

25)

19