1.5. MOLÉCULAS DE ADHESIÓN CELULAR NEURAL
1.5.4. Modificaciones post-traduccionales de las moléculas
Martin Schmidt, Niedersächsisches Landesmuseum Hannover
Exhibiting artefacts is more than simply putting them in a showcase and producing a label. This lecture will deal with aspects such as text, light, climate, supports, design and decoration. However, this is only one side of exhibiting. One must also be aware of the ethics, politics, message(s), poetics, context and storytelling surrounding arte- facts.
In this section, we will browse through the most important issues to be considered when exhibiting artefacts. We will start with a presentation, followed by a discussions and a practical component.
To prepare for this lecture, visit different museum displays and also look at brand or flagship stores, warehouses etc. Compare the exhibition techniques and their openly expressed and underlying messages. For example, an expansive brand store in Bond Street is exhibiting its “artefacts” quite differently from a “one-pound-shop” in your neighbourhood.
Recommended Reading
Parman, A. & Flowers, J.J. 2008, Exhibit Makeovers. A Do-IT-Yourself Workbook For Small Museums. Lanham, Altamira Press. INST ARCH ME 3 PAR
Monti, F., Keene, S. 2013. Museums and silent objects: designing effective exhibitions. Farnham, Ashgate. INST ARCH ME 3 MON
Cameron, D. 1968. A viewpoint: the museum as a communication system and implications for museum education. Curator 11/1, 33-40. On-line
Hooper-Greenhill, E. (ed) 1999. The Educational Role of the Museum (second edition). Lon- don, Routledge, 3-27. (chapters 1-4), INST ARCH MF 4 HOO, ISSUE DESK IOA HOO 9
Knez, E. I., Wright, G. 1970. The museum as a communication system: an assessment of Cameron’s viewpoint. Curator 13/3, 204-212. On-line
Belcher, M. 1991. Exhibitions in Museums. Leicester University Press. INST ARCH ME 3 BEL
Serrell, B. 1996. Exhibit labels: An interpretive approach. Altamira Press. INST ARCH ME 3 SER
Websites
Browse this site: Museum Ideas, www.museum-id.com
Anon 2002 The Exhibition Handbook; A Student Guide for Creating & Presenting Exhibitions, The New School of Northern Virginia, Fairfax, VA, online:
http://www.newschoolva.com/files/Exhibition_Handbook.pdf Helpsheet; Exhibition and Display Basics,
http://mavic.asn.au/assets/Info_Sheet_11_Display_Basics.pdf
Museum of New Zealand Te Papa Tongarewa, 2005, Low-cost exhibition display techniques, He Rauemi Resource Guides, October, issue 7, online:
http://www.tepapa.govt.nz/SiteCollectionDocuments/NationalServices/Resources/LowCostEx hibitionTechniques.pdf
Boylan, P. J (ed), 2004, Running a museum; a practical handbook. ICOM – International Council of Museums, Maison de l’UNESCO. Online
http://unesdoc.unesco.org/images/0014/001410/141067e.pdf
Also browse also through course handbooks of IoA Museum Studies for a wider look on ex- hibition and display issues.
STRAND C – RESEARCH PROJECT PROPOSALS
Developing relevant methodologies for addressing archaeological
research questions
Term II, Tuesday 11-1, Room 410 (in addition to two full days in Reading Week, term 2)
In this part of the course you will use specific case studies to consider how the analy- sis of artefact assemblages can be used to address wider research questions. The intention is to encourage a critical discussion of the problems and potentials of inte- grating the analyses of distinctive artefact types. The class will be subdivided in groups and assigned specific projects. For each project, a particular site, period, landscape, or museum collection will be chosen and a specific research question highlighted. Each team will be given one hour to present the overall project and how the individual members will contribute to it. The presentation will include overarching introduction and conclusions, as well as presentations by each specialist outlining the material of his or her choice (metals, lithics, pottery, wood etc.) discussing how these artefacts could be recorded and what analytical techniques could be adopted to tackle the research question that the group has chosen to address.
For example, for a project presentation on medieval Novgorod, you could explore how to study the development of craft specialisation. One student could take on the role of pottery ‘specialist’ and discuss what methods of collection, and sampling they would choose, which analytical techniques are most capable of providing data rel- evant to the research question, and how the interpretation of ‘their’ pottery could be used to assess the presence of specialist potters, or full-time cooks, at the site. Other students might look at the potential of wood, metal, or leather, to address similar is- sues of craft-specialisation and economic organisation.
It is hoped that the projects will provide the opportunity for a wider discussion of how diverse data sets; analytical techniques and sampling methods can be co-ordinated most effectively. In other words, we are expecting you to draw on what you have learned in strands A and B.
The precise choice of issues, sites and materials will therefore be defined in consul- tation with the students and with reference to the available literature and in-house expertise of Institute staff.
The following paragraphs provide an outline of how this part of the course will be or- ganised. The first session of Term II will be devoted to further clarify this and solve any questions you may have, in addition to giving you a mock-up project presentation to provide an example.
Preparation
After choosing a site and research topic each Work Group (usually consisting of 3-4 students, and including students from both the MA and the MSc) will be appointed a member of staff who will provide initial advice and orientation with regard to the re- search topic and available literature. After this you are encouraged to work together as a group in preparing a one-page outline of your research topic as well as another page prepared by each student summarising their specialist contribution. This short
document should be discussed with your appointed staff member at least one week prior to the Reading Week presentation.
One week before the presentation, you should upload a handout containing some basic information (maps, chronology, the main research questions and the methods to be used) on the Moodle with a selected bibliography, to give your fellow students the chance to prepare for your presentation. For MSc-students: remember that not everyone is up to date in analytical methods and the latest acronyms. A short idiot's guide/list of acronyms may be useful here!
The conference
During Reading Week (16.-20. February, specific date to be confirmed) we will hold a MA/MSc Conference where every group will present their project proposals as if they were applying for funding to undertake these projects. You should also provide each of the class members with a your one-page handout. Staff members present as well as the other groups will act as the review panel to assess the merits of each project proposal presented, ask questions and provide feedback. Each team will be ap- pointed as the main designated review panel for another team, but everyone is ex- pected to contribute to the discussion of all proposals.
Each team will be given one hour for their joint presentation, to be followed by dis- cussion. Remember that the primary aim of any visual aid should be to clarify your ideas or to assist in presenting a clear summary of materials and techniques to the audience.
We will have strict time keeping. Make sure you do a mock-up presentation to make sure everything works and the time frame was assessed correctly. Powerpoint can be difficult to start, USB-sticks tend to misbehave, etc!
The formal review
On the week following the conference, every student will have to submit a formal re- view of the proposal they have been assigned to review, using the peer-review form from the Arts and Humanities Research Council (AHRC) as a template. This will al- low everyone to obtain further feedback on their project design and presentation skills. Together, we will try to agree on which one of the projects presented deserves the funding to go through.
The project paper
By the end of week 8 (i.e. three weeks after your presentation), you are required to write a 3000-3500 word Project Paper based on the topic of your seminar presenta- tion, hopefully adjusting your project in the light of the feedback obtained during pre- vious weeks.
This Project Paper will usually consist of a 2000-2500 word research-proposal dis- cussing how you would analyse your chosen material. This should normally include the following topics:
• introduction to the material you are studying
• a brief outline previous work relating to the study of this material;
• a proposal for appropriate methods for collecting, sampling and analysing your chosen material discussing how this will contribute to the specified research questions
• if you wish, you may briefly consider how the expense and duration of the re- search work would affect the prioritisation, or timetabling, of the proposal. In addition to your own research proposal, you should also work with the rest of your group to collaboratively write a c. 500-1000 word introduction to the project, its theo- retical framework and the research question you want to address, thus making each essay a total of 3000-3500 words (if you wish you may also use part of this joint 500- 1000 word allocation to write a co-operative conclusion, but this is not essential).
Please print the common parts in italics. Illustrate your text with images that help ex-
plain the material and your choice of research methods. Remember that illustrations have to be properly referenced as well!
The cohesion of your independent paper towards a unified research design for the chosen site will be assessed as well.
Avoid empty wordage, try to be as concise as possible. Remember that in real life, reviewers have to read quite a lot of grant proposals. They will not be impressed by your immortal prose (though correct grammar, spelling, and short, concise sentences do help), they want to know what you plan to find out and how, and why this is im- portant for somebody who has never even heard the name of your site, let alone knows in which country it is located in.
The mark for this Project Paper contributes 3/10 to your overall coursework mark for this course, with the mark for the powerpoint/keynote presentation being 10% of this. It is hoped that preparing your seminar presentation and the Project Paper will help to prepare you to integrate your data analysis in relation to a suitable research ques- tion within your final dissertation.
Your submission should also include a printout of your slide presentation (at 6 slides per page), including introductory and concluding slides used for the joint parts of the presentation (which should be clearly marked as such), as well as the handout.