MCH8503 : Communicating and Learning in Museum/Gallery/Heritage Studies
- Offered for Year: 2017/18
- Module Leader(s): Mr Gerard Corsane
- Lecturer: Dr Aron Mazel, Mr Iain Wheeldon, Dr Alexandra Galani
- Teaching Assistant: Ms Jennifer Locke
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
The aims of the module are to provide students with an introduction to:
The intellectual framework of communication and learning theories and their applications;
An understanding of visitors/users and their engagement;
Communication and interpretation planning and programming;
Exhibition; theory; and practice with regards to space, layout, exhibition hardware, and communication media;
The potential, value, use, and application of digital technologies and social media in communication and interpretation;
Writing interpretive text for communicating to visitors/users;
A range of media approaches and types used to guide visitor/user engagement; and
The evaluation of communication and interpretation venues, media, and technologies.
Outline Of Syllabus
The module addresses the characteristics of the visitors/users of MGH venues, and examines the diverse ways information and ideas are communicated to these visitors/users through a range of media and public programmes. Concurrently, it considers the composition of the non-visitor/non-users and ways of engaging with them. Throughout the module, an emphasis is placed on the visitor/user being an active participant in the meaning-making, communicating and learning processes. Communicating and learning is presented within a constructivist framework that can increase visitor/user enjoyment.
Topics normally covered in the module include: communication and learning theory; understanding communication strategic planning and programming; theory and practice related to the development of exhibitions; theory and practice of developing written text to communicate through display panels and exhibition labels; range of media approaches and types used to guide visitor/user engagement; and the evaluation process and associated tools.
|Guided Independent Study||Assessment preparation and completion||1||50:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Directed research and reading||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||9||2:00||18:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||workshop on case studies|
|Guided Independent Study||Student-led group activity||2||2:00||4:00||Launch event|
|Guided Independent Study||Student-led group activity||1||3:00||3:00||associated with practical, where time may be distributed over several meetings|
|Guided Independent Study||Independent study||1||71:00||71:00||N/A|
Teaching Rationale And Relationship
Students will experience scheduled learning and teaching activities, however, the majority of their learning on this module comes from guided interdependent study. The scheduled time is mixed between one-hour lectures and two-hours practical work, where the student is exposed to key knowledge and skills to facilitate the learning objectives. These latter activities typically are coordinated by programme area and allow students to work in smaller groups. The module leader offers weekly scheduled office hours (drop-in/surgery) during the semester this module is on offer.
A formal taught session (normally delivered to the whole cohort on a module) which consists largely of the exposition of theory, themes, methodologies and techniques.
Small group teaching
Small group sessions based on reading and discussion and sometimes on students’ presenting in seminar groups, workshops to study issues and ideas, practical activities and debates.
Undertaking work outside the university to collect data and develop skills e.g. field trips; archaeological excavation; site visits; cinema and theatre visits; visits to museums and galleries.
GUIDED INDEPENDENT STUDY
This broad category refers to independent student activity and covers the range from reading and preparation through to situations where students are required to work in groups without staff supervision or where students are required to undertake very specific pieces of work.
The format of resits will be determined by the Board of Examiners
|Report||1||M||100||3500 words = 1) exhibition brief; or 2) evaluation case study.|
Assessment Rationale And Relationship
This module is designed to introduce students to the need for effective communication and learning/education strategies and practices in a range of different areas in the Museum/Gallery/Heritage sector, and to provide them with some theories and basic tools to use in 'real life' situations. The exhibition brief, or evaluation case study, assesses the students understanding of the theories introduced in the module and their comprehension of how they are applied in practice. The student will select a Museum/Gallery/Heritage venue of their choosing for their individual exhibition brief, or evaluation case study, which they have or plan to visit during the semester the module is on offer.
- Reading List Website : rlo.ncl.ac.uk