B5372 - Médiation Culturelle dans les Musées (1) (LM)

Learning outcomes

Students acquire critical knowledge of different orientations and strategies of museum mediation (interpretation) in museums. They are able to understand and to evaluate peculiarities and potentialities of museum mediation (interpretation), in the prospect of implementing initiatives that envisage active participation of the public. In particular, they are able to design museum mediation (interpretation) projects that promote the understanding and enhancement of the historical-artistic heritage in order to strengthen commitment to cultural accessibility of the institutions.

Course contents

The course is organized into two parts: a theoretical part and a practical part. In the first part, we will analyze the fundamentals of museum interpretation in order to understand and enhance cultural heritage. In the second part, we will focus on the role of exhibition texts as tools for producing/mediating meaning. During the lessons, writing exercises on museum texts (exhibition panels/labels) will be proposed.

 

Limited places for incoming exchange students:

Places for incoming students are limited and mainly reserved for students enrolled on art programmes at their home university. To check the availability of places, please write to amac@unibo.it

Readings/Bibliography

The exam consists of presenting a rewriting project for two exhibition texts (see below: Assessment Methods and Learning Outcomes), as well as reading one book from the following list:

• B. Serrell, Exhibit Labels. An Interpretative Approach, Rowman & Littlefield, New York, 2015.

• L. Ravelli, Museum texts. Communication frameworks, Routledge, London-New York, 2006 (available on Virtuale).

It is also recommended to read one chapter/article from the following list:

• D. Dean, Museum Exhibition: Theory and Practice, Routledge, London, 1996, pp. 110–131 (available on Virtuale).
• H. Gottesdiener, ed., Textes et public dans les Musées, "Publics et Musées", no. 1, 1992, pp. 4–103 (choose 1 article) (available on Virtuale).
• D. Jacobi, D. Miège, "La médiation écrite de l’art contemporain : tensions et paradoxes", Quaderns de Filologia. Estudis Lingüístics, vol. X, 2005, pp. 113–130 (available on Virtuale).
• D. Jacobi, Y. Jeanneret, "Du panneau à la signalétique : lecture et médiations réciproques dans les musées", Culture et Musées, Special Issue, 2013, pp. 47–72 (available on Virtuale).
• D. Jacobi, Les étiquettes dans les musées + Écrire sur l’art contemporain, in Id., Les musées sont-ils condamnés à séduire ?, MkF, Paris, 2017, pp. 72–104 (ch. 3), pp. 167–197 (ch. 6) (available on Virtuale).

 

 

 

 

Teaching methods

Lectures; Cooperative learning; Class exercices and presentations.

Assessment methods

The exam consists of an oral interview on the selected required book [plus the recommended article, if chosen] (see above) and a presentation of a rewritten version of 2 exhibition texts:

• a wall panel (length: 130–150 words)
• an interpretive object label (length: 50–70 words)

Students will present their rewritten texts directly on the day of the exam using their own device (no need to send them in advance). The presentation must include images of the two original texts (photos taken in the museum) alongside their rewritten versions, for a total of 4 slides. During the interview, students must be able to explain their lexical and structural choices in detail and indicate which aspects of the chosen book [or article] guided their project.

N.B. During the final days of the course, participating students will have the opportunity to present their rewriting project to the class to receive feedback and refine their final work. Students wishing to present their project to the class must inform the professor midway through the course. Presentations will be scheduled based on the number of participants.

The exam format and content are the same for both attending and non-attending students

 

Evaluation criteria:

1. In-depth knowledge of the context, originality of analysis and reflection, mastery of expression, and use of language appropriate to the target audience will be evaluated with marks of excellence.

2. Basic knowledge of the context, modest analytical skills, correct language but not always well suited to the target audience will result in moderately satisfactory evaluations.

3. Limited knowledge of the context, rewriting based on minimal adjustments, language not always well calibrated or appropriate for the target audience will lead to barely satisfactory evaluations.

4. Poor understanding of the context, failure to define a target audience and use of inappropriate language can only be evaluated negatively.

 

Students with specific learning disorders (SLD) or temporary/permanent disabilities should contact the appropriate University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) in advance. The office will be responsible for proposing adaptations to interested students. Such adaptations must be submitted to the teacher for approval at least 15 days before the exam session. The teacher will also evaluate the adaptations regarding the training objectives of teaching.

 

AI

During the study phase, AI may be a useful tool for further research, synthesis, and self-assessment activities; however, its use in any form is strictly prohibited during the oral presentation.

 

 

Teaching tools

PPT; video; teaching resources available on VIRTUALE.

Office hours

See the website of Chiara Tartarini