University College London
Institute of Archaeology
MA Principles of Conservation 2015/16
ARCLG141 Issues in conservation: the context of conservation
2015/16
Coordinator: Renata Peters m.peters@ucl.ac.uk
Room 107, 1st floor - 020 76795583
Teaching Assistant: Chiara Rech ms.chiara.rech@gmail.com
Lectures on Wednesdays 9:00-11:00 (room 209)
Seminars on 15.10-15.55 (room 107); or 16:15-17:00 (room B13); or 17:10-17:55 (room B13)
ARCLG141 Issues in Conservation: Contexts of Conservation
MA in Principles of Conservation
L ectures:
Wednesdays: 9:00-11:00 (room 209)
Seminars:
Group 1: 15.10-15.55 (room 107) (6 places available)
Group 2: 16.15-17.00 (room B13) (8 places available)
Group 3: 17.10-17.55 (room B13) (8 places available)
Course coordinator: Renata Peters m.peters@ucl.ac.uk
T eaching Assistant: Chiara Rech ms.chiara.rech@gmail.com
Moodle webpage: https://moodle.ucl.ac.uk/course/view.php?id=2112
O nline Reading L ist: http://readinglists.ucl.ac.uk/modules/arclg141.html
Blog: http://uclconversationsonconservation.blogspot.co.uk
F acebook page: https://www.facebook.com/ConversationsOnConservation
T urnitin:
The Turnitin 'Class ID' for this course is 2970997 and the 'Class Enrolment
Password' is IoA1516.
Contents
O V E R V I E W .................................................................................................................................................................... 2
I N T R O D U C T I O N ........................................................................................................................................................... 3
C O U RSE W O R K ............................................................................................................................................................. 5
SU B M ISSI O N PR O C E D U R ES ..................................................................................................................................... 9
SC H E D U L E A N D SY L L A B US ................................................................................................................................... 11
R E C O M M E N D E D R E A D I N G .................................................................................................................................... 11
R E A D I N G F O R SE M I N A RS ...................................................................................................................................... 22
O N L I N E R ESO U R C ES ............................................................................................................................................... 23
A D D I T I O N A L I N F O R M A T I O N ................................................................................................................................ 24
A PP E N D I X A : P O L I C I ES A N D PR O C E D U R ES 2015-16 (P L E ASE R E A D C A R E F U L L Y) ............................. 25
ARCLG141 2015-16
1
OVERVIEW
Week
1
Date
7 O ct
Lecture
What is conservation?
Brief history of
conservation (Renata F.
Peters)
Seminar
1) Defining
conservation (RFP)
Tutorials
-
Other
-
2
14 O ct
Museums in the
contemporary context;
concepts in conservation
(RFP)
No seminar due to
Photoshop
workshop
One-on-one tutorials
(practice essay) (Chiara
Rech) (15 O ct - book
on Moodle)
Photoshop
workshop
(14 O ct, 14.0017.00)
3
21 O ct
Contemporary
conservation and
participatory processes
(RFP)
7KHµREMHFWLYLW\¶
of conservation
(CR)
Small group tutorials
(charter presentations)
(CR) (22 O ct - book
on Moodle)
-
4
28 O ct
Conservation charters
and guidelines (RFP +
students)
No seminar due to
BL visit
One-to-one sessions to
discuss coursework
(CR) (29 O ct - book
on Moodle)
5
4 Nov
Conservation and the
public (RFP)
Small group tutorials
(RFP + CR) (5 Nov book on M oodle)
Reading
week
11 Nov
-
3) An interface
between science
and conservation:
investigative
conservation (RFP)
-
Visit to BL
Conservation
Centre
(28 O ct, 14.0015.00)
Visit to an
exhibition
(T B C)
-
-
6
18 Nov
Ownership and the illicit
trade in antiquities
(Kathy Tubb)
One-to-one tutorials to
discuss coursework
(CR) (19 Nov - book
on Moodle)
7
25 Nov
8
2 Dec
The parallel paths of
conservation of
contemporary art and
Indigenous collections
(RFP)
Conservators and
exhibitions (Sarah
Morton)
4) Visit to BM
galleries ±contested
objects (normal
seminar groups
and times) (CR)
5) Topic to be
decided in
consultation with
students (RFP)
9
9 Dec
Unsolicited
interventions, vandalism
and street art (RFP)
10
16 Dec
Putting People
First: Hinemihi, the
Maori meeting house
(Dean Sully)
6) Topic to be
announced during
the term (Sarah
Morton)
-
-
One-to-one tutorials to
discuss coursework
(RFP + CR) (23 + 26
Nov ± book on
Moodle)
One-to-one tutorials to
discuss coursework
(RFP) (2 + 3 Dec ±
book on M oodle)
One-to-one tutorials to
discuss coursework
(RFP + CR) (5, 7 + 9
Dec ± book on
Moodle)
-
ARCLG141 2015-16
-
-
-
-
2
INTRODUC TION
This handbook contains basic information about the content and administration of this course. If you have
queries about the objectives, structure, content, assessment or organisation of the course, please consult the
Course Coordinator. Further important information, relating to all courses at the Institute of Archaeology, is
to be found at https://wiki.ucl.ac.uk/display/archadmin/For+Masters+Students and in the general MA
handbook. It is your responsibility to read and act on it. It includes information about: originality, submission
and grading of coursework; disabilities; communication; attendance; and feedback.
1.1
Course Description
This course examines the nature and history of conservation, and discusses practical, professional and ethical
issues. It focuses on the role of conservation in related disciplines, on political, cultural and institutional
contexts and their effects on conservation practice. The course is linked to ARCLG142 Issues in Conservation:
Understanding Objects and together these make up one of the two main core courses for the MA in Principles
of Conservation.
1.2
Basic T exts
x
A vrami, E ., M ason, R. & de la Tor re, M . (2000) Values and Heritage Conservation: Research Report. Los
Angeles: The Getty Conservation Institute.
http://www.getty.edu/conservation/publications_resources/pdf_publications/values_heritage_research_report.
html
x
C lavir, M . (2002) Preserving what Is Valued: Museums, Conservation, and First Nations. Vancouver, British
Columbia: UBC Press. INST ARCH L CLA, ISSUE DESK IOA CLA 7, ANTHROPOLOGY T 9 CLA
x
M uñoz-V iñas S. (2005) Contemporary Theory of Conservation. Oxford: Elsevier Butterworth-Heinemann.
All relevant, but start with Chapter 1. What is conservation? 1-25. INST ARCH L MUN, ISSUE DESK IOA
MUN 1 and ART T MUN
x
Stanley-Price, N. et al. (1996) Historical and Philosophical Issues in the Conservation of Cultural Heritage.
Los Angeles: The Getty Conservation Institute. All relevant, but start with Part III: The Emergence of
Modern Conservation Theory. INST ARCH KN STA, and ISSUE DESK INST ARCH KN STA
x
Jokilehto, J. (2009) Conservation Principles in the International Context. In Richmond, A. & Bracker, A.
(eds.) Conservation: Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann in
association with the Victoria and Albert Museum, 73-83. INST ARCH L RIC, and ISSUE DESK IOA RIC 9
x
de la Tor re, M . (ed.) (2002) Assessing the Values of Cultural Heritage: Research Report. Los Angeles: The
Getty Conservation Institute.
http://www.getty.edu/conservation/publications_resources/pdf_publications/values_cultural_heritage.html
1.3
Basic Internet Resources
x
x
x
x
x
A I C The American Institute for Conservation of Artistic & Historic Works http://www.conservation-us.org/
CoO L Conservation online http://cool.conservation-us.org/
I C O M -C C International Council for Museums-Committee for Conservation http://www.icom-cc.org/home/
I C O N Institute of Conservation http://www.icon.org.uk/
I I C International Institute for Conservation for Historic and Artistic Works http://www.iiconservation.org/
ARCLG141 2015-16
3
1.4
Methods of Assessment
The course is assessed through a poster (800 words) accompanied by a paper (3,500 words).
Topics, and submission deadlines are given below. If you are unclear about the nature of the assignment,
you should contact the course coordinator. She will be willing to discuss an outline of your approach to any
part of the assessment, provided this is planned suitably in advance of the submission date.
1.4.1
Word-count
The following should not be included in the word-count: title page, contents pages, lists of figures and
tables, abstract, preface, acknowledgements, bibliography, captions and contents of tables and figures, and
appendices.
Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for using
fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the
sort of length that is expected.
1.4.2
Penalties for over-length coursework
For work that exceeds the specified maximum length by less than 10% , the mark will be reduced by ten
percentage marks; but the penalised mark will not be reduced below the pass mark, assuming the work
merited a pass.
For work that exceeds the specified maximum length by 10% or more, a mark of zero will be recorded.
T eaching Methods
1.5
The course is taught during Term 1, through weekly two-hour lectures, seminars and one-to-one tutorials.
L ectures will be held on Wednesdays from 9:00 to 11:00, in room 209.
Seminars are held on Wednesdays in 3 sessions - 15:10-15:55 (room 107), 16:15-17:00 (room B13), and
17:10-17:55 (room B13). Students will choose one of these 3 groups on the Moodle website for this course.
1.6
Wor kload
There will be 20 hours of lectures, 8 hours of seminars, and additional small group or one-to-one tutorials.
Students are expected to undertake around 90 hours of reading, plus 60 hours preparing for and producing
the assessed work. This adds up to a total workload of around 180 hours for the course.
Students are strongly encouraged to participate in the discussions on the Moodle website of this course, on
the UCL Conversations on Conservation blog http://uclconversationsonconservation.blogspot.com and/or
the Conversations on Conservation Facebook Page
https://www.facebook.com/ConversationsOnConservation.
1.7
A ttendance
Except in the case of illness, the 70% minimum attendance requirement applies to lectures and seminars.
A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email.
'HSDUWPHQWVDUHUHTXLUHGWRUHSRUWHDFKVWXGHQW¶VDWWHQGDQFHWR8&/5HJLVWUy at frequent intervals
throughout each term.
ARCLG141 2015-16
4
1.8
Prerequisites
This course does not have a prerequisite. However, students are expected to be proficient in Microsoft
Word, Microsoft PowerPoint and/or Photoshop computer programmes. (A Photoshop workshop will be
available in Week 2.)
I M P O R T A N T : If you have no previous experience with these computer programmes you should try to
develop your skills. UCL offers a range of training courses which you can take advantage of. Information
can be found at http://www.ucl.ac.uk/isd/students/help - VHH³WUDLQLQJ´DQG³UHVRXUFHPDWHULDOV´
1.9
A ims and O bjectives
This course aims to examine and discuss the history and nature of the conservation discipline. Each lecture
will focus on a different facet of conservation and discuss some of the cultural, ethical, social, political
and/or institutional issues this particular context brings about.
At the end of the course, you should:
‡8nderstand the history and development of western conservation, and the roles conservators play in the
study and appreciation of cultural heritage
‡%e familiar with the ethical principles which normally govern conservation processes
‡8nderstand the effects of context and specialism on the approach to conservation
‡8nderstand socio-political factors that may affect conservation decision-making processes and possible
effects/impact of conservation intervention
‡%e aware of cur rent developments in the conservation profession
‡%e familiar with different modes of communicating conservation to fellow professionals and to the
public
‡%e able to discuss and present cur rent conservation issues
C O U RSE W O R K
1.10 Project on Communicating Conservation
This piece of coursework consists of designing a poster that will communicate an aspect of conservation. The
poster should contain images and texts (600-800 words). The poster will be accompanied by a paper where
you will explain the rationale behind your poster and discuss the topic in depth (3,325-3,675 words).
The list of suggested topics are below.
The details will be discussed in Seminar 1. In addition, small group tutorials and one-on-one tutorials will be
offered to those students who want to discuss their ideas with the course coordinator and teaching assistant.
Times will be publicised on Moodle.
In preparation for the seminars you may want to take a look at previous posters here:
http://www.homepages.ucl.ac.uk/~tcrnfr2/ARCLG141201314.html
http://www.ucl.ac.uk/~tcrnmrf/ARCLG141POSTERS201112.html
Suggested Deadline : 4th December 2015
Target for return: second week of Term 2 (January 2016)
Please vote for your preferred deadline here: https://moodle.ucl.ac.uk/mod/choice/view.php?id=2077787
ARCLG141 2015-16
5
1. Poster
x Conceive your poster as if it was going to be displayed in a conservation conference.
x Use A2 format (594 x 420 mm), either in portrait or landscape orientation.
x Use both images and text.
x YRXUSRVWHUVKRXOGEHLQIRUPDWLYHEXWWU\WRXVHDPRUHµMRXUQDOLVWLF¶ODQJXDJH600 to 800 words).
x Try to establish different hierarchies in the text by changing font types, sizes, colours, etc.
x Only use images of excellent quality.
x Make sure your images do not have any copyright issues. Remember, this is going online!
x Use either PowerPoint or Photoshop to design your poster.
x Contact Renata and/or Chiara if you have any difficulties.
You may also want to look at these pages:
x µ&RPEDWLQJSRVWHUIDWLJXH¶http://www.sciencedirect.com/science/article/pii/0166223689900398
x µGuidelines for preparing posters¶American Anthropological Association
http://www.aaanet.org/meetings/upload/how-to-create-anthropology-posters.pdf
x µ3RVWHU'HVLJQ7LSV¶/RQGRQ6FKRRORI(FRQRPLFVDQG3ROLWLFDO6FLHQFHVhttp://clt.lse.ac.uk/posterdesign/
2. Paper
You are also required to write a paper accompanying the poster (3,325-3,675 words). The paper will be an
opportunity to develop your topic further. It should also have the following supporting information:
x
x
x
x
x
x
x
Discussion of your topic (this is the most important part of the paper)
Bibliography
An A4 image of your poster
Indication of both audience and context for which the poster is designed, and why you chose this audience.
Brief overview of how you explored the topic, and why you consider it is important to communicate it.
Brief discussion on how you approached the design.
Form A. This forms includes the abstract and the specifications on how you want your poster to go online.
Email Renata and Chiara:
x
x
x
The paper
A JPEG or PPT of your poster
Form A
Use the Drop Box https://www.ucl.ac.uk/dropbox/ for large files. If you use PowerPoint, send us the final
PowerPoint file. If you use Photoshop, save it to a maximum of 1700 pixels at 72 pixels/inch.
ARCLG141 2015-16
6
1.11 Suggested topics:
a. Discuss how approaches to conservation may vary between conservators, the reasons for these
differences, and whether it is desirable, or even possible, for these various approaches to be united
within a single theoretical framework.
b. Discuss how different factors (local and international politics, socio-economic issues, local history,
cultural identities, etc.) can influence the conservation process.
c. Does the way objects were collected influence the conservation process? Is it relevant to know how,
why and when they were collected? How would that affect the conservation process?
d. Participatory conservation and decision-making processes: consider how the conservator can
benefit society through participatory processes and the possible involvement of non-professionals in
conservation activities/decisions.
e. Consider conservation as an expression of values and explore how this can relate to cultural and
individual identities. You may want to use case studies and discuss which values are being
prioritised/projected in each case, and why.
f. Notions of neutrality, objectivity and reversibility are often associated with the principles of
conservation and even used to justify conservation interventions and/or policies. How
attainable/useful are these ideas for contemporary conservators?
g. ³:K\VKRXOG,FDUHDQ\WKLQJDERXWposterity":KDWKDVSRVWHULW\HYHUGRQHIRUPH"´*URXFKR
Marx). How would you reply?
h. Discuss the many facets of deliberate damage through history and/or in the contemporary world,
and how this damage may affect conservation decision-making processes. You may want to
consider: WKHPRWLYDWLRQVIRUWKHVHDFWLRQVRUWKHRSLQLRQVRIWKHDFWXDODJHQWVRIµFKDQJH¶DQG
groups related to them; the implications of deliberate damage and the roles it may play in the
understanding of the past/present; prevention and responses.
i. Conservators and the illicit trading of antiquities.
j.
Un-commissioned interventions in the urban environment (Or: Street art).
k. Conservation public outreach.
l. Issues in the conservation of contemporary art.
m. Topic of your choice (to be discussed with Renata Peters).
ARCLG141 2015-16
7
Form A: Poster Details
Name of Student:
T itle of Poster :
A bstract (40 to 80 words)
Note that the abstract will go online. It will be used as the caption of your poster.
Include any credits or acknowledgments you would like to go online.
T arget A udience
This will go online.
A uthorship
Please specify how you want us to identify the authorship of your poster:
I want my poster to go online with my full last name (e.g. Poster designed by J. Smith)
I want my poster to go online with my initials only (e.g. Poster designed by J.P.)
I want my poster to go online anonymously
I do not want my poster to go online
Do you want your poster to go on the blog and the Facebook page as well?
Remember this will maximize impact!
Yes
No
ARCLG141 2015-16
8
SU B M ISSI O N PR O C E D U R ES
The coursework must be stapled to a completed blue coversheet (available online, OR from outside Room
411A, OR at Reception) and submitted to the Course CRRUGLQDWRU¶VSLJHRQKROHYLDWKH5HG(VVD\%R[DW
Reception by the appropriate deadline. Late submission will be penalised, unless permission has been granted
and an Extension Request Form (ERF) completed. Please see the Coursework Guidelines document at
http://www.ucl.ac.uk/archaeology/handbook/common/ (or your MA Handbook) for further details on the
required procedure.
1.12 6XEPLVVLRQRI&RXUVHZRUNWRµ7XUQLWLQ¶
UCL has stringent penalties for late submission. Late submission will be penalised in accordance with these
regulations, unless permission has been granted and an Extension Request Form (ERF) completed.
Date-VWDPSLQJZLOOEHYLDµ7XUQLWLQ¶VHHEHORZVRLQDGGLWLRQWRVXEPLWWLQJa hard copy, students must also
submit their work to Turnitin by midnight on the day of the deadline.
Students who encounter technical problems submitting their work to Turnitin should email the nature of the
problem to ioa-turnitin@ucl.ac.uk in advance of the deadline in order that the Turnitin Advisers can notify
the Course Co-ordinator that it may be appropriate to waive the late submission penalty.
If there is any other unexpected crisis on the day of submission, students should telephone or (preferably) email the Course Co-ordinator, and follow this up with a completed ERF. Please see the Coursework Guidelines
on the IoA website (or your Degree Handbook) for further details of penalties.
The Turnitin 'Class ID' for this course is 2970997 and the 'Class Enrolment Password' is IoA1516. Make sure
you upload the whole of each piece of coursework to Turnitin. You should not remove the bibliography,
images or appendices ± these are not included in the word count. Further information is given on the IoA
website.
1.13 New U C L-wide penalties for late submission of coursewor k
The full allocated mark should be reduced by 5 percentage points for the first working day after the deadline
for the submission of the coursework or dissertation.
The mark will be reduced by a further 10 percentage points if the coursework or dissertation is submitted
during the following six calendar days.
Providing the coursework is submitted before the end of the first week of Term 3 (for undergraduate courses)
or by a date during THUPGHILQHGLQDGYDQFHE\WKHUHOHYDQW0DVWHU¶V%RDUGRI([DPLQHUV(for postgraduate
taught programmes), but had not been submitted within seven days of the deadline for the submission of the
coursework, it will be recorded as zero but the assessment would be considered to be complete.
Where there are extenuating circumstances that have been recognised by the Board of Examiners or its
representative, these penalties will not apply until the agreed extension period has been exceeded.
ARCLG141 2015-16
9
1.14 T imescale for return of coursewor k
You can expect to receive your marked work within four calendar weeks of the official submission deadline.
If you do not receive your work within this period, or a written explanation from the marker, you should notify
WKH,R$¶V$cademic Administrator, Judy Medrington.
1.15 K eeping Copies
Please note that it is an Institute requirement that you retain a copy (this can be electronic) of all coursework
submitted. When your marked hard copy is returned to you, you should return it to the marker within two
weeks. You may keep a copy of the comments if you are likely to wish to refer to these later.
1.16 C iting Sources
&RXUVHZRUNVKRXOGEHH[SUHVVHGLQDVWXGHQW¶VRZQZRUGVJLYLQJWKHH[DFWVRXUFHRIDQ\LGHDVLQIRUPDWLRQ
diagrams etc. that are taken from the work of others. A ny direct quotations from the wor k of others must
be indicated as such by being placed between inverted commas. Plagiarism is regarded as a very serious
ir regularity, and can car ry very heavy penalties. It is your responsibility to read and abide by the
requirements for presentation, referencing and avoidance of plagiarism to be found in the Coursework
Guidelines document at http://www.ucl.ac.uk/archaeology/handbook/common/ (or in your MA Handbook)
ARCLG141 2015-16
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SC H E D U L E A N D SY L L A B US
1.17 Course Schedule
The course is taught during Term 1, through weekly two-hour lectures and seminars.
L ectures will be held on Wednesdays from 9:00 to 11:00, in room 209.
Seminars are held on Wednesdays in 3 sessions - 15:10-15:55 (room 107), 16:15-17:00 (room B13), and
17:10-17:55 (room B13). Students will choose one of these 3 groups on the Moodle website for this course.
You are expected to take an active role in discussions in the lectures, seminars, and online (Moodle, Blog
and/or Facebook page).
Students are expected to complete short quizzes on the assigned reading each week (available on Moodle).
Each lecture has recommended reading, and you are expected to complete some of this in advance, to enable
you to follow and contribute to discussion. You are not expected to read everything on the list, but to be
selective in the light of availability and of your own needs and interests.
RE C O M M E NDE D RE ADING
The following is an outline for the course as a whole, and identifies essential and supplementary readings
relevant to each session. Information is provided as to where in the UCL library system individual readings
are available. Their location and Teaching Collection (TC) number, and status (whether out on loan) can
also be accessed on the UCL Library Explore online catalogue (http://uclprimo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?vid=UCL_VU1&reset_config=true )
This list is also available as an electronic reading list here:
http://readinglists.ucl.ac.uk/lists/3E6D3FE6-DE9E-A11A-C1C7-567F06CF80A4.html
If you have difficulty getting hold of any item, speak to Renata Peters - she may be able to lend you a copy.
1.17.1 Week 1
7th O ctober - L E C T U R E 1 - Introduction to the course. W hat is conservation? B rief history of
conservation (R. Peters)
This session introduces the recent history of conservation in the western world, its development from a
VNLOOHG FUDIW WR ZKDW LV QRZ RIWHQ GHVFULEHG DV D µVFLHQWLILF GLVFLSOLQH¶ 7KH PDLQ DLP LV WR GLVFXVV D
definition for conservation and understand how the different contexts where conservation is carried out
may affect conservators and their decision-making processes.
Essential Reading
x
x
x
x
Caldararo, L. C. (1987) An Outline History of Conservation in Archaeology and Anthropology as Presented
through its Publications. Journal of the American Institute for Conservation 26/2, 85-104. Available
electronically. http://www.jstor.org/stable/3179458
Clavir, M. (1998) The Social and Historic Construction of Professional Values in Conservation. Studies in
Conservation 43/1, 1-8. Available electronically http://www.jstor.org/stable/1506631
Oddy, W.A., (1992) The Art of the Conservator . London: British Museum Press. (Start with the Introduction).
Available electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49533.pdf
Philippot, P. (1996) Historic Preservation: Philosophy, Criteria, Guidelines I. In N. S. Price, M. K. Talley Jr.
and A. M. Vaccaro (eds.), 1996. Historical and Philosophical Issues in the Conservation of Cultural Heritage .
ARCLG141 2015-16
11
x
Los Angeles: The Getty Conservation Institute, 268-274. Available electronically. http://lstlss.ucl.ac.uk/course-materials/ARCLG141_49534.pdf
Plenderleith, H.J. (1998) A History of Conservation. Studies in Conservation 43, 129-143. Available
electronically. http://www.jstor.org/stable/1506740
F urther reading
x
x
x
x
x
Caple, C. (2000) Conservation Skills: Judgement, Method and Decision Making. London: Routledge.
(Chapters 3 and 5) L CAP
de Guichen, G. (2007) Forbes Prize Lecture. Studies in Conservation 52/1, 69-73. Available electronically:
http://www.jstor.org/stable/20619480
Muñoz Viñas S. (2005) Contemporary Theory of Conservation. Oxford: Elsevier Butterworth-Heinemann.
(Start with Chapter 1: What is conservation?), 1-25. INST ARCH L MUN and ISSUE DESK IOA MUN 1
Peters, R. & Romanek, D. 2008. Approaches to access: factors and variables. In D. Saunders and J. Townsend
(eds.), IIC London Congress: Conservation and Access. James & James: London, 1-6. Available
electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49552.pdf
Sease, C., and Tubb, K. 1996. A Short History of Archaeological Conservation. In A. Roy and P. Smith (eds.),
Archaeological Conservation and its Consequences: Preprints of the Contributions to the Copenhagen
Congress. London: IIC, 157-161. Issue Desk IOA ROY & INST ARCH LA Qto ROY
1.17.2 Week 2
14th O ctober - L E C T U R E 2 ± M useums in the contemporary context. Concepts in conservation (R.
Peters)
This session examines the contemporary context of museums and discusses its impact on conservation
practice. Subsequently, we will examine concepts commonly found in the conservation literature such as
µDUWLVW¶VLQWHQWLRQ¶µPLQLPDOLQWHUYHQWLRQ¶µUHYHUVLELOLW\¶HWF7KHPDLQDLPLVWRGLVFXVVKRZPDWHULDO
heritage should be conserved, and the different ways to justify conservation interventions.
Essential reading
x
x
x
x
Avrami, E. (2009) Heritage, Values, and Sustainability. In A. Richmond and A. Bracker (eds.), Conservation:
Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann in association with the
Victoria and Albert Museum, 177-183. INST ARCH L RIC and ISSUE DESK IOA RIC 9
Caple, C. (2000) Conservation Skills: Judgement, Method and Decision Making. London: Routledge, 46-58.
Available electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49535.pdf
Jokilehto, J. (2009) Conservation Principles in the International Context. In A. Richmond and A. Bracker
(eds.), Conservation: Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann in
association with the Victoria and Albert Museum, 73-83. ISSUE DESK 10A RIC 9 ARCH and INST ARCH
L RIC
Muñoz Viñas, S. M. (2009) Minimal Intervention Revisited. In A. Richmond and A. Bracker (eds.),
Conservation: Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann in
association with the Victoria and Albert Museum, 47-59. INST ARCH L RIC AND ISSUE DESK IOA RIC
9
F urther reading
x
'\NVWUD6:7KH$UWLVW¶V,QWHQWLRQVDQGWKH,QWHQWLRQDO)DOODF\LQ)LQH$UWV&RQVHUYDWLRQJournal of
the American Institute for Conservation 35/3, 197-218. Available online: http://cool.conservationus.org/jaic/articles/jaic35-03-003.html
ARCLG141 2015-16
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x
/LQGVD\:7LPH3HUVSHFWLYHV:KDWµWKH)XWXUH¶0HDQVWR0XVHum Professionals in Collections
Care. The Conservator 29/1, 51-61. Available from Moodle:
https://moodle.ucl.ac.uk/pluginfile.php/1155675/mod_resource/content/0/Lindsay_TimePerspectives.pdf
x
Pye, E., 2001 Caring for the Past: Issues in Conservation for Archaeology and Museums. London: James &
James, 37-56. Available electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49545.pdf
Stanley-Price, N. et al., 1996. Historical and Philosophical Issues in the Conservation of Cultural
Heritage. Los Angeles: The Getty Conservation Institute. Part IV: Historical Perspective KN STA, and ISSUE
DESK KN STA
Stanley-Price, N., 2008. The Reconstruction of Ruins: Principles and Practice. In A. Richmond and A.
Bracker (eds.), Conservation: Principles, Dilemmas and Uncomfortable Truths. London: ButterworthHeinemann in association with the Victoria and Albert Museum. INST ARCH L RIC AND ISSUE DESK
IOA RIC 9. Available
x
x
1.17.3 Week 3
21st O ctober - L E C T U R E 3 - Contemporary conservation and participatory processes (R. Peters)
Museums have gone through deep changes in the last 30 years. Ultimately, this means museum
professionals today have to consider and respond to wider factors than those directly linked to their
institutions and laboratories. This session examines some of the implications of a more socially, politically
and economically aware approach, and discusses how to conduct consultation sessions with different
interest groups. Case study: The Khipu of San Cristobal de Rapaz.
Essential reading
x
x
x
x
Anyon R., Ferguson T. J. and Welch, J. R. (2000) Heritage Management by American Indian Tribes in the
Southwestern United States. In F. P. McManamon and A. Hatton (eds.), Cultural Resource Management in
Contemporary Society: Perspectives on Managing the Past . London: Routledge, 120-141. Available
electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_65901.pdf
Clavir, M. (2002) Preserving What is Valued: Museums, Conservation and F irst Nations. Vancouver and
Toronto: UBC Press. (Particularly 69-97 First Nations perspectives on preservation and museums). INST
ARCH L CLA, ISSUE DESK IOA CLA 7, ANTHROPOLOGY T 9 CLA
Peters, R., Salomon, F., González, R. C. and González, R. C. (2008) Traditional Use and Scholarly
Investigation: A Collaborative Project to Conserve the Khipu of San Cristóbal de Rapaz. In C. Dignard, K.
Helwig, J. Mason, K. Nanowin and T. Stone (eds.), Symposium 2007: Preserving Aboriginal Heritage:
Technical and Traditional Approaches. Canadian Conservation Institute: Ottawa, 95-100. Available
electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_59428.pdf
Sillar B. (2005) :KR¶V,QGLJenous? Whose Archaeology? In B. Sillar and C. Fforde (eds.), Conservation,
Identity and Ownership in Indigenous Archaeology. Special issue of the Journal Public Archaeology 4/2&3,
71-94. Available electronically. http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49491.pdf
F urther reading
x
x
x
Anyon R. (1991) Protecting the Past, Protecting the Present: Cultural Resources and American Indians. In G.
S. Smith and J. E. Ehrenhard (eds.), Protecting the Past. Boca Raton, FL.: CRC Press, 215-222. Available
electronically: http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49550.pdf
Brydon-Miller, M., Greenwood, D. and Maguire, P. (2003) Why Action Research? Action Research 1/1, 9-28.
Available electronically: http://arj.sagepub.com/content/1/1/9.full.pdf+html
Bunjilaka Aboriginal Cultural Centre at Melbourne Museum http://museumvictoria.com.au/bunjilaka/
ARCLG141 2015-16
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x
x
x
x
x
x
x
x
x
x
x
Ferguson T. J., Anyon, R. and Ladd, E. J. (2000) Repatriation at the Pueblo of Zuni: Diverse Solutions to
Complex Problems. In D. A. Hihesuah (ed.), Repatriation Reader: Who Owns American Indian Remains.
Lincoln, NE: Bison Books, University of Nebraska Press, 239-265. Available electronically: http://lstlss.ucl.ac.uk/course-materials/ARCLG141_49549.pdf
Fforde C., Hubert, J. and Turnbull, P., (eds.) (2002) The Dead and their Possessions: Repatriation in
Principle, Policy and Practice. London: Routledge. One World Archaeology 43. INST ARCH AG FFO,
ANTHROPOLOGY D 9 FFO
Hitchens, C. (1997) The Elgin Marbles: Should they be returned to Greece?. London and New York: Verso.
INST ARCH YATES M 32 HIT
Hurst Thomas, D. (2000) Skull Wars: Kennewick Man, archaeology and the Battle for Native American
Identity. New York: Basic Books. INST ARCH DED 100 THO
Museum of New Zealand Te Papa Tongarewa
http://tepapa.govt.nz/ResearchAtTePapa/CollectionCareAndAccess/HistoryOfCollections/Pages/Maoricollecti
on.aspx
Native American Grave Protection and Repatriation Act (1990), text available on National NAGPRA ±
National Park Service http://www.cr.nps.gov/nagpra/
Peters, R. (2008) The Brave New World of Conservation. In J. Bridgland et al. (eds.) Diversity in Heritage
Conservation: Tradition, Innovation and Participation - Preprints of the ICOM-CC 15th Triennial Conference.
New Delhi: Allied Publishers, 185-190. INST ARCH LA Qto ICO
https://www.academia.edu/2180522/Peters_R._2008._The_Brave_New_World_of_Conservation._In_Diversit
y_in_Heritage_Conservation_Tradition_Innovation_and_Participation_-_Preprints_of_the_ICOMCC_15th_Triennial_Conference._Allied_Publishers_Pvt_Ltd_New_Delhi_Vol_1_185-190
Repatriation Issues on the Society for American Archaeology Web site (including SAA policy)
http://www.saa.org/AbouttheSociety/GovernmentAffairs/RepatriationIssues/tabid/214/Default.aspx
Smithsonian National Museum of the American Indian http://www.nmai.si.edu/
United Nations High Commissioner for Human Rights ± Guidelines on Indigenous Peoples Issues
http://www2.ohchr.org/english/issues/indigenous/docs/guidelines.pdf
UNESCO 1972 Convention Concerning the Protection of World Cultural and Natural Heritage
http://whc.unesco.org/en/convention
1.17.4 Week 4
28th O ctober - L E C T U R E 4 ± Conservation charters and guidelines (R. Peters & volunteers
Conservators can calibrate their ethics through several international and national conventions, charters,
codes of professional ethics, guidelines for conservation practice, museum missions, and local standards
of practice. Do these documents serve any practical purpose? For this session, students will be divided
into groups and each group will present a critical overview of one of these documents. Details will be
discussed during the course.
1.17.4.1 Suggested topics
x
x
x
AIC (American Institute for Conservation of Historic and Artistic Works) (1996) Code of Ethics and
Guidelines for Practice. In AIC Directory Washington D.C: AIC. http://www.conservationus.org/index.cfm?fuseaction=page.viewPage&PageID=858&E:\ColdFusion9\verity\Data\dummy.txt
Athens Charter http://www.icomos.org/en/charters-and-texts/179-articles-en-francais/ressources/charters-andstandards/167-the-athens-charter-for-the-restoration-of-historic-monuments
Burra Charter http://australia.icomos.org/wp-content/uploads/BURRA-CHARTER-1999_charter-only.pdf
ARCLG141 2015-16
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x
x
x
x
x
x
x
x
x
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ECCO (2010) Competences for access to the conservation-restoration profession
http://www.skr.ch/fileadmin/skr/pdfs/Grundlagentexte/ECCO/Competences_for_access_to_the_profession_E
CCO.pdf
ICOMOS (1996) Declaration of San Antonio http://www.icomos.org/en/pub/179-articles-enfrancais/ressources/charters-and-standards/188-the-declaration-of-san-antonio
ICOM-CC (2008) New terminology. Available from Moodle or http://www.icom-cc.org/54/document/icomcc-resolution-terminology-english/?id=744
IFA Codes, standards and guidelines http://www.archaeologists.net/codes/ifa
NAGPRA http://www.cr.nps.gov/nagpra/
Venice Charter http://www.icomos.org/charters/venice_e.pdf
Vermillion Accord http://www.worldarchaeologicalcongress.org/site/about_ethi.php#code2
http://www.worldarchaeologicalcongress.org/site/about_ethi.php#code2
UNESCO, Convention 1970 http://portal.unesco.org/en/ev.phpURL_ID=13039&URL_DO=DO_TOPIC&URL_SECTION=201.html
UNESCO (1972) Convention Concerning the Protection of World Cultural and Natural Heritage. Paris:
UNESCO. http://whc.unesco.org/en/conventiontext/
UNESCO (1994) Nara Document on Authenticity http://www.icomos.org/charters/nara-e.pdf
UNIDROIT (1995) http://www.unidroit.org/english/presentation/statute.pdf
1.17.5 Week 5
4th November - L E C T U R E 5 - Conservation and the public (R. Peters)
8OWLPDWHO\FRQVHUYDWLRQLVXQGHUWDNHQIRUµWKHSXEOLF¶DQGPXFKRILWLVDOVRIXQGHGWKURXJKWD[SD\HUV¶
(i.e. public money). Public support for conservation is clearly important. Is the work of conservators
appreciated? This session discusses the need for public engagement and how to communicate
conservation more effectively.
Essential reading
x
x
x
x
Brooks, M. M. (2008) Talking to Ourselves. Why Do Conservators Find it so Hard to Convince Others of the
Significance of Conservation? In J. Bridgland et al . (eds.) Diversity in Heritage Conservation: Tradition,
Innovation and Participation - Preprints of the IC OM-C C 15th Triennial Conference. New Delhi: Allied
Publishers, 1135-1140. INST ARCH LA Qto ICO
Drago, A. (2011) µ,)HHO,QFOXGHG¶7KH&RQVHUYDWLRQLQ)RFXVExhibition at the British Museum. Journal of
the Institute of Conservation 34/1, 28-38. London: Routledge. Available online:
http://www.tandfonline.com.libproxy.ucl.ac.uk/doi/pdf/10.1080/19455224.2011.566473
McCoy, R. (2009) &ROODERUDWLQJLQWKH3XEOLF¶V'RPDLQ&H52$UW
http://ceroart.revues.org/index1159.html
Williams, E. (2013) The Public F ace of Conservation. London : Archetype Publications in association with
Colonial Williamsburg. INST ARCH L Qto WIL. Also available electronically:
http://www.flipsnack.com/9ECE8CF569B/fzksvaal.html
F urther reading
x
x
Corfield, M. (1988) Towards a Conservation Profession. In V. Todd (ed.), Conservation Today: Preprints for
the U KIC 30th Anniversary Conference . London: UKIC, 4-7 Available electronically: http://lstlss.ucl.ac.uk/course-materials/ARCLG141_49494.pdf
Hooper-Greenhill, E. (ed.) (1997) Cultural Diversity: Developing Museum Audiences in Britain. London:
Leicester Press. INST ARCH MB 3 HOO and ISSUE DESK IOA HOO 3
ARCLG141 2015-16
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Merriman, N. (1991) Beyond the Glass Case: The Past, the Heritage and the Public in Britain. Leicester; New
York: Leicester University Press. INST ARCH MB 2 MER
Museums and Galleries Commission (1997) Ours for Keeps? A Resource Pack for Raising Awareness of
Conservation and Collection Care. London: Museums and Galleries Commission. INST ARCH L Qto MUS
and ISSUE DESK IOA MUS 1
Prentice, R., Davies, A. and Beeho, A. (1997) Seeking Generic Motivations for Visiting and not Visiting
Museums and like Cultural Attractions. Museum Management & Curatorship 16/1, 45-70. Available
electronically: http://www.sciencedirect.com.libproxy.ucl.ac.uk/science/article/pii/S0260477997890784
Radley, A. (1990) Artefacts, Memory and a Sense of Past. In: Middleton, D. and Edwards, D (ed.), Collective
Remembering. London: Sage Publications. pp. 46-9. INST ARCH AH MID
1.17.6 Week 6
18th November - L E C T U R E 6 - O wnership and the illicit trade in antiquities ( K athy T ubb)
Ownership (e.g. personal, public, institutional) of artefacts has an effect on conservation priorities. This
session looks at contested ownership in the form of looting and illicit trade of antiquities and examines
its impact. The session addresses instances when conservators may be caught up (either wittingly or
unwittingly) in supporting looting and the financial profit involved in the trade.
Essential reading
x
x
x
x
x
x
Brodie, N., Doole, J. and Watson, P., 2000. Stealing History: The Illicit Trade in Cultural Material .
Cambridge: McDonald Institute for Archaeological Research. ISSUE DESK IOA BRO 8 Archaeology and
INST ARCH AG Qto BRO
Brodie, N., 2007. Irreconcilable Differences? Problems with Unprovenanced Antiquities. Papers of the
Institute of Archaeology 18. Available electronically. http://ls-tlss.ucl.ac.uk/coursematerials/ARCLG141_49528.pdf
Stone, P. G. and Bajjaly, J. F. (eds.), 2008. The Destruction of Cultural Heritage in Iraq. Woodbridge:
Boydell. INST ARCH DBB 100 STO
Sease, C., 1998. Codes of Ethics for Conservation. International Journal of Cultural Property 7, 98-114.
Oxford: Oxford University Press. Available online:
http://journals.cambridge.org.libproxy.ucl.ac.uk/action/displayAbstract?fromPage=online&aid=279298&fileI
d=S0940739198770092
Tubb, K.W. (ed.), 1995. Antiquities: Trade or Betrayed: Legal, Ethical and Conservation Issues. London:
Archetype. 6WDUWE\UHDGLQJ3DOPHU¶VDQG7XEE¶VSDSHUV$*78%DQGLVVXHGHVN$*78%
Tubb, K. W., (2013). Shifting Approaches to Unprovenanced Antiquities among Conservators. In L. V. Prott,
R. Redmond-Cooper and S. Urice (eds.), Realising Cultural Heritage Law: Festschrift for Patrick O ' Keefe .
Builth Wells: Institute of Art and Law, 145-162.
F urther reading
x
x
x
x
Bogdanos, M., 2005. The Casualties of War: The Truth about the Iraq Museum. A merican Journal of
Archaeology 109, 477-526. Available electronically.
http://www.jstor.org/discover/10.2307/40026122?uid=3738032&uid=2&uid=4&sid=21102702467807
Chasing Afrodite - Chasingaphrodite.com is a blog set up by investigative journalists who are interested in
uncovering significant information that relates to the illicit trade in antiquities.
Emberling, G. and Hanson, K., 2008. &DWDVWURSKH7KH/RRWLQJDQG'HVWUXFWLRQRI,UDT¶V3DVW. Chicago:
Oriental Institute Museum. INST ARCH DBB 100 Qto EMB
Felch, J. and Frammolino, R., 201&KDVLQJ$SKURGLWH7KH+XQWIRU/RRWHG$QWLTXLWLHVDWWHK:RUOG¶V
Richest Museum. Boston: Houghton Mifflin Harcourt.
ARCLG141 2015-16
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x
x
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x
x
x
x
x
x
x
x
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International Observatory on Illicit Traffic in Cultural Goods http://obs-traffic.museum/
-DHVFKNH +HOHQD µ7KH &RQVHUYDWLRQ 7UHDWPHQW RI /RRWHG $QWLTXLWLHV DQG WKH 5HVSRQVLELOLWLHV RI
&RQVHUYDWRUV¶,Q$5R\DQG36PLWKHGVArchaeological Conservation and Its Consequences. London: IIC,
82-5.
Kila, Joris and Balcells, Mark, eds. 2015. Cultural Property Crime: An Overview and Analysis of
Contemporary Perspectives and Trends. Leiden: Brill.
Looting Matters http://lootingmatters.blogspot.com/
Lost Treasures from Iraq http://oi.uchicago.edu/OI/IRAQ/iraq.html
Mackenzie, S. 2005. Going, Going, Gone: Regulating the Market in Illicit Antiquities. Leicester: Institute of Art
and Law.
O'Keefe, P. and Prott, L. V. (eds.), 2011. Cultural Heritage Conventions and Other Instruments: A Compendium
with Commentaries. Builth Wells, Wales: Institute of Art and Law.
Polk, M. and Schuster, A. M. H., 2005. The Looting of the Iraq Museum, Baghdad: The Lost Legacy of Ancient
Mesopotamia. New York: Abrams. INST ARCH DBB 300 SCH
SAFE (Saving Antiquities for Everyone) http://www.savingantiquities.org/
Stone, P. G. and Bajjaly, J. F. (eds.), 2008. The Destruction of Cultural Heritage in Iraq. Woodbridge: Boydell.
INST ARCH DBB 100 STO
Tubb, K. and Sease, C., 1996. Sacrificing the Wood for the Trees: Should Conservation Have a Role in the
Antiquities Trade? In A. Roy and P. Smith (eds.), Archaeological Conservation and its Consequences: Preprints
of the Contributions to the Copenhagen Congress. London: IIC. 193-197 LA Qto ROY
Tubb, K.W., 2012. Extreme or Commonplace: The Collecting of Unprovenanced Antiquities. In G: Were and
J. C. H. King (eds.), Extreme Collecting: Challenging Practices for 21st Century Museums. New York;
Oxford: Berghahn Books, 57-74
The Virtual Museum of Iraq http://www.virtualmuseumiraq.cnr.it/homeENG.htm
Watson, P. and Todeschini, C., 2006. The Medici Conspiracy: The Illicit Journey of Looted Antiquities, From
,WDO\¶V7RPE5DLGHUVWRWKH:RUOG¶V*UHDWHVW0XVHXPV. New York: Public Affairs.
1.17.7 Week 7
25th November - L E C T U R E 7 - T he parallel paths of conservation of contemporary art and
Indigenous collections (R. Peters)
The conservation of contemporary art and Indigenous collections both offer a range of complex challenges
IRUFRQVHUYDWRUV7KLV VHVVLRQXVHVDVHULHVRI FDVHVWXGLHVWR GLVFXVVKRZRULJLQDOXVHDUWLVW¶VLQWHQW
PXVHXP¶VPLVVLRQVWKHDUWPDUNHWSHUFHSWLRns of sacredness, and respect for the ancestors of originators,
may influence conservation decision-making processes.
Essential reading
x
x
x
Dignard, C., Helwig, K., Mason, J., Nanowin, K., Stone, T. (eds.), 2008. Symposium 2007: Preserving
Aboriginal Heritage: Technical and Traditional Approaches. Ottowa: Canadian Conservation Institute. (All
articles in this volume are relevant to the lecture). INST ARCH LA
Getty Conservation Institute, 2009. Conservation of Modern and Contemporary Art. G CI Newsletter 24 (2)
http://www.getty.edu/conservation/publications_resources/newsletters/24_2/
Lodder, C., 2007. Naum Gabo and the Quandaries of the Replica. In B. Bery (ed), Tate Papers Autumn 2007,
Issue 8. Inherent Vice: The Replica and Its Implications in Modern Sculpture. London: Tate.
http://www.tate.org.uk/download/file/fid/7364
ARCLG141 2015-16
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x
x
Stable, C., 2012. Maximum Intervention: Renewal of a Maori Waka by George Nuku and National Museums
Scotland. Journal of Conservation and Museum Studies 10/1. http://www.jcmsjournal.com/article/view/jcms.1011202
Van de Vall, R., 1999. Painful Decisions: Philosophical Considerations on a Decision-Making Model. In D.
Sille and I. Hummelen (eds.), Modern Art: Who Cares? London: Archetype Publications, 196-200.
http://www.incca.org/files/pdf/resources/van_de_vall_r._painful_decisions_philosophical_considerations_on_
a_decision-making_model.pdf
F urther reading
x
x
x
x
x
x
Clavir, M., 2002. Preserving What Is Valued: Museums, Conservation and F irst Nations. Vancouver and
Toronto: UBC Press. (Particularly 69-97 First Nations perspectives on preservation and museums). INST
ARCH L CLA, ISSUE DESK IOA CLA 7, ANTHROPOLOGY T 9 CLA
Kaminitz, M. and West, R. W. with contributions from Enote, J. Q. C. and Yatsattie, E., 2008. Conservation,
Access and Use in a Museum of Living Cultures. In A. Richmond and A. Bracker (eds.), Conservation:
Principles, Dilemmas and Uncomfortable Truths. London: Butterworth-Heinemann in association with the
Victoria and Albert Museum, 197-209. INST ARCH L RIC, and ISSUE DESK IOA RIC 9. Available from
Moodle.
SBMK, 1997. The Decision-Making Model for the Conservation and Restoration of Modern and
Contemporary Art. http://www.incca.org/files/pdf/resources/sbmk_icn_decision-making_model.pdf
Sille, D. and Hummelen, I. (eds.), 1999. Modern Art: Who Cares? London: Archetype Publications. ART T
MOD and INST ARCH LA HUM
Stallabras, J., 2007. Inherent Vice: The Replica and Its Implications in Modern Sculpture. Tate Papers
Autumn 2007, 8. London: Tate. http://www.tate.org.uk/research/publications/tate-papers/issue-08
Thorn, A., 2008. Access Denied: Restricted Access to Indigenous Cultural Sites. In D. Saunders, J. H.
Townsend and S. Woodcock (eds.), Conservation and Access: Contributions to the London Congress.
London: International Institute for Conservation of Historic and Artistic Works, 209-213.
1.17.8 Week 8
2nd December - L E C T U R E 8 ± Conservators and exhibitions (Sarah Morton)
The launch of an exhibition can be a testing time for conservators working in museums. Even if they were
properly brought in at the planning stage, the necessary practical work (and associated deadlines) can be
very demanding. In this session we discuss soPHDVSHFWVRIH[KLELWLRQVIURPWKHFRQVHUYDWRU¶VSHUVSHFWLYH
and the different skills necessary to succeed in various stages of exhibitions.
Essential reading
x
x
x
x
Ashbridge, R., 2006. Planning the Packing for a Touring Exhibition V&A Conservation Journal 53, 4-5.
http://www.vam.ac.uk/res_cons/conservation/journal/number_53/pack_tour/index.html
Jackson, K., 2009. New Views at the Pitt Rivers Museum. IC ON News 22, 17-20. INST ARCH Pers
MacKay, A., 2008. A String of Beads Unbroken: Continuity and Collaboration in an Exhibition of Iroquois
Beadwork. In J. Bridgland et al. (eds.), Diversity in Heritage Conservation: Tradition, Innovation and
Participation - Preprints of the IC OM-C C 15th Triennial Conference. New Delhi: Allied Publishers, 171-177.
INST ARCH LA Qto ICO and IoA ISSUE DESK CD ICO
Raphael, T.J., 2005. Preventive Conservation and the Exhibition Process: Development of Exhibit Guidelines
and Standards for Conservation. Journal of the American Institute for Conservation 44, 245-257. Available
electronically: http://www.jstor.org/stable/40025154
ARCLG141 2015-16
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F urther reading
x
x
x
x
x
x
x
x
x
x
x
x
Ashley-Smith, J., 2000. Museum Lighting: Who Is It for? Museum Practice 14, 46-55. Available
electronically. http://readinglists.ucl.ac.uk/items/2117A25C-8C53-45B4-6400-E02AB90DD357.html
Bendix, C., Calnan, C. and Hickey, S., 2003. An Unfolding Exhibition: Conservation and Registrar
Perspectives. The Paper Conservator 27, 87-95. INST ARCH Pers
Brown, H. and Lambeth, R., 2008. Mount Making for the Medieval & Renaissance Exhibition Tour. V&A
Conservation Journal 56, 16-17.
http://www.vam.ac.uk/res_cons/conservation/journal/number_56/mountmaking/index.html
Dawson, J., 2006. Conserving Ancient Egypt in Cambridge. IC ON News 7, 30-34. INST ARCH Pers
McCormick, S. & Whitford, R., 2003. The Story of Time: Managing a Major Loans-in Exhibition at the
National Maritime Museum. The Paper Conservator 27, 79-86. INST ARCH Pers
Nightingale, C., 2005. Designing an Exhibition to Minimise Risk to Costume on Open Display. The
Conservator 29, 35-49. INST ARCH Pers
Reuss, M., Scott, G. and MacKinnon, F., 2005. Conservation of Exhibition: Making a Maintenance Program
Work. In I. Verger et al . (ed.), IC OM 14th Triennial Meeting, The Hague 12-16 September 2005: ICOM
Committee for Conservation Preprints, 693-699. INST ARCH L Qto ICO
Sixsmith, M., 1995. Touring Exhibitions. Oxford: Butterworth-Heinemann. INST ARCH ME 3 SIX and
ISSUE DESK IOA SIX 1
Swain, H., 2007. An Introduction to Museum Archaeology. Cambridge: Cambridge University Press. (Read
Chapters 12 -13). INST ARCH MG 2 SWA
Thickett, D. and Lee, L. R., 2004. The Selection of Materials for the Storage or Display of Museum Objects.
London: British Museum Press. The British Museum Occasional Papers 11. INST ARCH LA QtoLEE and
INST ARCH LA Qto LEE
Thompson, C., 2006. Developing the Islamic Middle East Gallery and Touring Exhibition. V&A Conservation
Journal 53/2&3 http://www.vam.ac.uk/res_cons/conservation/journal/number_53/ismideastgall/index.html
Tsang, M-J. & Blyzinsky, M., 2008. A Practical Collaborative Approach for Long Term Displays. In J.
Bridgland et al. (eds.), Diversity in Heritage Conservation: Tradition, Innovation and Participation: Preprints
of the ICOM-CC 15th Triennial Conference. New Delhi: Allied Publishers, 791-797. INST ARCH LA Qto
ICO and IoA ISSUE DESK CD ICO
1.17.9 Week 9
7th December - L E C T U R E 9 - Unsolicited interventions, vandalism and street art (R. Peters)
Unsolicited interventions, street art and vandalism are very polarizing topics. This session discusses
some historic and contemporary cases and focuses on how to approDFKVXFKµLQWHUYHQWLRQV¶&DVH
studies include works by Banksy, Jacob Epstein and Prophet Kindness.
Essential reading
x
x
x
English Heritage, 2013. Heritage Cri me Prevention: A Guide for Owners, Tenants and Managers of Heritage
Assets. http://www.english-heritage.org.uk/publications/heritage-crime-prevention-guide/hc-preventionguidance.pdf
González-Ruibal, A., 2008. Time to Destroy: An Archaeology of Supermodernity. Current Anthropology
49/2, 247-279.
http://www.jstor.org/stable/pdfplus/10.1086/526099.pdf?acceptTC=true&acceptTC=true&jpdConfirm=true
Tate Modern 2008. Street Art 23 May to 25 August 2008. http://www.tate.org.uk/whats-on/tatemodern/exhibition/street-art
ARCLG141 2015-16
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F urther reading
x
x
x
x
x
x
x
x
x
Benefiel, R., 2010. Dialogues of Graffiti in the House of Maius Castricius at Pompeii. American Journal of
Archaeology 114/1, 59-101. http://www.jstor.org.libproxy.ucl.ac.uk/stable/20627644
The Berlin Wall http://www.berlin.de/mauer/index.en.html
Casa Árabe, 2012. Revolution Paintings. Graffiti and Arab Public Spaces. http://en.casaarabeieam.es/news/revolution-paintings-graffiti-and-arab-public-spaces
Cork, R., 1999. Jacob Epstein (British Artists). London: Tate Gallery Publishing. ART MU 29 EPS
Dolff-Bonekämper, G., 2002. The Berlin Wall: An Archaeological Site in Progress. In J. Schofield, W. G.
Johnson and C. M. Beck (eds.), Matériel Culture: The Archaeology of Twentieth Century Conflict. London;
New York: Routledge, 236-248. One World Archaeology Series. INST ARCH AG SCH and ISSUE DESK
IOA SCH 7
Feversham, P. and Schmidt, L., 2007. The Berlin Wall: Border, Fragment, World Heritage? In J. Schofield
and W. Cocroft (eds.), Fearsome Heritage: Diverse Legacies of the Cold War. Walnut Creek, CA.: Left Coast
Press, 193-209. One World Archaeology Series 50. INST ARCH AG SCH
Graves-Brown, P. and Schofield, J. 2011. The Filth and the Fury: 6 Denmark Street (London) and the Sex
Pistols. Antiquity 85/330, 1385-1401. http://antiquity.ac.uk/ant/085/ant0851385.htm
Peters, R., 2010. Graffiti around UCL Campus. In U CL Conversations on Conservation 2010. Published on 11
December 2010. http://uclconversationsonconservation.blogspot.com/2010/12/graffiti-around-uclcampus.html#comments
6FKDHU&/LWWOH,VOHIW7RGD\RIWKH&ROG:DU¶VPRVW)DPRXV0RQXPHQWSpiegel Online
(16/07/2009). http://www.spiegel.de/international/germany/0,1518,636586,00.html
1.17.10 Week 10
16th December - L E C T U R E 10 ± Putting People F irst: H inemihi, the M aori meeting house
(wharenui), C landon Par k, Sur rey, U K (Dean Sully)
This session will discuss the approach to conservation in terms of material, values and peoples-based
approaches. This will use the case study of the conservation of Hinemihi, the Maori Meeting house at
Clandon Park UK, to engage a discussion about the state of heritage conservation. This will utilise aspects
RIWKH³/LYLQJ+HULWDJH$SSURDFK´GHYHORSHGE\,&&520IRUWKHFRQVHUYDWLRQRIFRPSOH[REMHFWV
Reading
x
x
x
x
x
x
x
x
Chessum, Sophie., Rowell, Christopher. 2002. Clandon Park Guidebook. National Trust Enterprises.
&ODYLU0LULDPµ&RQVHUYDWLRQDQG&XOWXUDO6LJQLILFDQFH,Q Conservation Principles, Dilemmas and
8QFRPIRUWDEOH7UXWKV¶ A. Richmond, A. Bracker (eds.). Oxford: Butterworth-Heinemann, 139-149.
Gallop, Alan. 1998. The House with the Golden Eyes. Sunbury-on-Thames: Running Horse Books.
*UDYHVHQ&HFLOHµ%HWZHHQ+XPDQVDQG2WKHU7KLQJV&RQVHUYDWLRQDV0DWHULDO)DEULFin
&RQWHPSRUDU\$UW¶Journal of Conservation and Museum Studies, Vol 10, No 1.
+HQDUH$+ROEUDDG0:DVWHOO6Dµ,QWURGXFWLRQ7KLQNLQJ7KURXJK7KLQJV¶,Q$+HQDUH0
Holbraad, S. Wastell (eds.) Thinking Through Things, Theorising Artefacts Ethnographically. London:
Routledge, 1-31.
Jones, Samuel & Holden, John. 2008. ,W¶VD0DWHULDO:RUOG&DULQJIRUWKH3XEOLF5HDOP London: DEMOS.
Download as a PDF http://www.demos.co.uk/publications/materialworld
Hooper-*UHHQKLOO(LOHDQµ3HUVSHFWLYHVRQ+LQHPLKL$0DRUL0HHWLQJ+RXVH¶,Q7LP%DUULQJHUDQG
Tom Flynn (eds.) Colonialism and Its Objects: E mpire, Material Culture and the Museum. London:
Routledge, 129-143.
Hooper-*UHHQKLOO(LOHDQµ6SHDNLQJIRUKHUVHOI"+LQHPLKLDQGKHUGLVFRXUVHV¶,Q(+RRSHU-Greenhill
Museums and the Interpretation of Visual Culture London: Routledge, 49-75.
ARCLG141 2015-16
20
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Mason5DQGDOOµ$VVHVVLQJ9DOXHVLQ&RQVHUYDWLRQ3ODQQLQJPHWKRGRORJLFDOLVVXHVDQGFKRLFHV¶,Q
Assessing the Values of Cultural Heritage: Research Report, (ed.) Marta de la Torre. Los Angeles: The Getty
Conservation Institute, 5-30.
McCarthy, C. 2007. Exhibiting Ourselves: A History of Colonial Cultures of Display. The Museum of New
Zealand Te Papa Tongarewa, Te Papa Press.
McNiven, I. J., Russell, L. 2005. Appropriated Pasts, Indigenous Peoples and the Colonial Culture of
Archaeology. Alta Mira Press, Oxford.
6FKXVWHU-DPHVµ+LQHPLKLDQG1JDWLWULEH+LQHPLKL¶,Q Decolonising Conservation; Caring for
Maori Meeting Houses Outside New Zealand, D. Sully (ed.). Walnut Creek: Left Coast Press , 175-198.
6FKXVWHU-DPHV:KLWLQJ'HDQµ0DUDHFRQVHUYDWLRQLQ$RWHDURD¶,Q Decolonising Conservation;
Caring for Maori Meeting Houses Outside New Zealand, D. Sully (ed.). Walnut Creek: Left Coast Press, 7188.
Smith, Linda. Tuhiwai. 1999. Decolonizing methodologies: research and indigenous peoples. London: Zed
Books.
Smith, Laurajane. 2006. Uses of Heritage . Oxon and New York: Routledge.
6PLWK&:LQNHOEDXHU+&RQVHUYDWLRQRID0ƗRULHHOWUDSSUDFWLFDODQGHWKLFDOLVVXHV,Q(
Saunders, J. Townsend, S. Woodcock (eds.) The Object in Context: Crossing Conservation Boundaries.
Contributions to the Munich Congress 28 August ± 1 September 2006. London: IIC, 128-132.
Sully, Dean. (ed.). 2007. Decolonising Conservation: Caring for Maori Meeting Houses Outside New
Zealand. Walnut Creek: Left Coast Press.
6XOO\'HDQDQG&DUGRVR,VDEHO3RPERµ3DLQWLQJ+LQHPLKLE\1XPEHUV3HRSOHV-Based Conservation
DQGWKH3DLQW$QDO\VLVRI+LQHPLKL¶V&DUYLQJV¶LQStudies in Conservation. Volume 59, Number 3, 180-193.
Sully, Dean., Raymond, Rosanna., Hoete, Anthony. 2014. µ/RFDWLQJ+LQHPLKL¶V3HRSOH¶Journal of Material
Culture Vol. 19(2) 209±229.
:KDUWRQ*OHQQµ,QGLJHQRXV&ODLPVDQG+HULWDJH&RQVHUYDWLRQ$Q2SSRUWXQLW\IRU&ULWLFDO'LDORJ¶
Public Archaeology, Volume 4 Nos. 2 and 3.
Wharton, Glenn. 2012. 7KH3DLQWHG.LQJ$UW$FWLYLVPDQG$XWKHQWLFLW\LQ+DZDL¶L. Honolulu: University of
+DZDL¶L3UHVV
Whiting, Dean. 2005. ³&RQVHUYLQJ0DUDH%XLOGLQJV´, in Stovel, H., Stanley-Price, N. and Killick, R. (eds)
Conservation of Living Religious Heritage . ICCROM Conservation Studies 3 (ICCROM, Rome)
ARCLG141 2015-16
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R E A D I N G F O R SE M I N A RS
1.17.11 Week 1
7th O ctober - SE M I N A R 1 - Defining conservation (R. Peters)
x
x
x
x
x
Avrami, E., Mason, R. and de la Torre, M., 2000. Values and Heritage Conservation. Research Report. Los
Angeles: The Getty Conservation Institute, 3-11.
http://www.getty.edu/conservation/publications_resources/pdf_publications/pdf/valuesrpt.pdf
de Guichen, G. 2007. Forbes Prize Lecture. Studies in Conservation 52/1, 69-73. INST ARCH Pers Available
electronically: http://www.jstor.org/stable/20619480
Muñoz-Viñas, S., 2005. Contemporary Theory of Conservation. Oxford: Elsevier Butterworth-Heinemann, 125. INST ARCH L MUN and ISSUE DESK IOA MUN 1
Philippot, P. 1996. Historic Preservation: Philosophy, Criteria, Guidelines I. In N. Stanley-Price, M. K. Talley
Jr. and A. M. Vaccaro (eds.), 1996. Historical and Philosophical Issues in the Conservation of Cultural
Heritage. Los Angeles: The Getty Conservation Institute, 268-274. Available electronically: http://lstlss.ucl.ac.uk/course-materials/ARCLG141_49534.pdf
de la Torre, M. (ed.) Assessing the Values of Cultural Heritage. Research Report. Los Angeles: Getty
Conservation Institute, 3-4. Available electronically:
http://www.getty.edu/conservation/publications_resources/pdf_publications/pdf/assessing.pdf
1.17.12 Week 5
4th November ± SE M I N A R 3 ± A n interface between science and conservation: investigative conservation
and the First World W ar (R. Peters)
Conservators have knowledge and skills that may be used to facilitate and enhance the work of various other
professionals. This session explores cross-disciplinary aspects of conservation by focusing on investigative
conservation and the challenges and benefits of cross-disciplinary collaborations.
3OHDVHZDWFKµ,QYHVWLJDWLYH&RQVHUYDWLRQDQGWKH$UFKDHRORJ\RIWKH:HVWHUQ)URQW¶EHIRUHWKH
seminar: https://www.youtube.com/watch?v=ClGW_oDUhv0
If you are interested in the interface between science and conservation, you should cover the following
reading.
Essential reading
x
x
x
x
Dacome, L. and Peters, R., 2008. Fabricating the Body: The Anatomical Machines of the Prince of Sansevero.
In V. Greene (ed.), Post-Prints of the Objects Specialty Group 35th Annual Meeting of the American Institute
of Conservation. AIC: Washington. Available electronically. http://ls-tlss.ucl.ac.uk/coursematerials/ARCLG141_59430.pdf
de Guichen, G., 1991. Scientists and the Preservation of Cultural Heritage. In N. S. Baer, C. Sabbioni and A.
I. Sors (eds.) Science, Technology and European Cultural Heritage . Oxford: Butterworh-Heinemann, 17-26.
Available electronically. http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49551.pdf
Hancock, M., 2005. The Object Centred Environmental Analysis Network at the V&A. V&A Conservation
Journal 46. http://www.vam.ac.uk/res_cons/conservation/journal/number_46/ocean/index.html
McCrady E. R., 1997. Can Scientists and Conservators Work Together? In S. Bradley (ed.), The Interface
between Science and Conservation, London: The British Museum, 243-247. British Museum Occasional
Paper 116. Available electronically. http://ls-tlss.ucl.ac.uk/course-materials/ARCLG141_49548.pdf
ARCLG141 2015-16
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x
Webber, P., 2005. Rising Damp: A History of the Conservation Department. V&A Conservation Journal 50.
http://www.vam.ac.uk/res_cons/conservation/journal/number_50/rising_damp/index.html
F urther reading
x
x
x
x
x
x
x
Ambers, J., Hook, D., Spencer, N., Shearman, F., La Niece, S., Stacey, R. and Cartwright C., 2008. A New
Look at an Old Cat: A Technical Investigation of the Gayer-Anderson Cat. The British Museum Technical
Research Bulletin 2. London: Archetype Publications. Available electronically.
http://www.britishmuseum.org/PDF/BMTRB-2-Ambers.pdf
Arts and Humanities Research Council (AHRC): Science and Heritage Programme
http://www.heritagescience.ac.uk/
van Bellegem, M., Fletcher, P., Craddock, P., La Niece, S. and Blurton, R., 2007. The Black Bronzes of
Burma. The British Museum Technical Research Bulletin 1. London: Archetype Publications.
http://www.britishmuseum.org/pdf/TRB2007_Van%20Bellegem.pdf
Podany J. and Scott, D., 1997. Looking through both Sides of the Lens: Why Scientists and Conservators
6KRXOG.QRZHDFK2WKHU¶V%usiness. In S. Bradley (ed.), The Interface between Science and Conservation.
London: The British Museum, 211-220. British Museum Occasional Paper 116. INST ARCH L Qto BRA
Price C. A., 1999. Are Conservation Scientists real Scientists? In University Postgraduate Curricula for
Conservation Scientists. Rome: ICCROM, 75-80. (There are many other relevant papers in the same
volume.) INST ARCH L INT
Sease, C., 1992. A Conservation Manual for the F ield Archaeologist . UCLA: Los Angeles.
http://www.ioa.ucla.edu/publications/pdfs/Conservation%20Manual.pdf
Tennent, N., 1997. Conservation Science: A View from Four Perspectives. In S. Bradley (ed.), The Interface
between Science and Conservation. London: The British Museum, 15-24. British Museum Occasional Paper
116. INST ARCH L Qto BRA
Reading for the other seminars will be assigned in consultation with students, week by week. See details
on Moodle.
O N L I N E R ESO U R C ES
1.18 Coursewor k guidelines
Institute of Archaeology coursework guidelines can be found here:
http://www.ucl.ac.uk/archaeology/handbook/common/marking.htm
1.19 O nline reading list
The online reading list for this course can be found here:
http://readinglists.ucl.ac.uk/lists/3E6D3FE6-DE9E-A11A-C1C7-567F06CF80A4.html
1.20 Moodle
This course is complemented by Moodle, an e-learning platform. You will receive more details in the first
lecture of the course. You can also find details on https://moodle.ucl.ac.uk/login/index.php
ARCLG141 2015-16
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ADDITI ONA L INF OR M A TIO N
1.21 L ibraries and other resources
The British Museum Conservation Department kindly allows Institute conservation students to use its library.
Details are given on request.
1.22 Dyslexia
If you have dyslexia or any other disability, please make your lecturers aware of this. Please discuss with
your lecturers whether there is any way in which they can help you. Students with dyslexia are reminded to
indicate this on each piece of coursework.
1.23 Feedback
In trying to make this course as effective as possible, we welcome feedback from students during the course
of the year. All students are asked to give their views on the course in an anonymous questionnaire which
will be circulated at one of the last sessions of the course. These questionnaires are taken seriously and help
the Course Co-ordinator to develop the course. The summarised responses are considered by the Institute's
Staff-Student Consultative Committee, Teaching Committee, and by the Faculty Teaching Committee.
If students are concerned about any aspect of this course we hope they will feel able to talk to the Course Coordinator, but if they feel this is not appropriate, they should consult their Personal Tutor, the Academic
Administrator (Judy Medrington), or the Chair of Teaching Committee (Dr. Karen Wright).
1.24 H ealth and safety
The Institute has a Health and Safety policy and code of practice which provides guidance on laboratory work,
etc. It is revised annually. All work undertaken in the Institute is governed by these guidelines and students
have a duty to be aware of them and to adhere to them at all times. This is particularly important in the context
of laboratory work and fieldwork which may be undertaken as part of the course.
1.25 Communication
If any changes need to be made to the course arrangements, these will normally be communicated by email.
It is therefore essential that you consult your U C L e-mail account regularly.
ARCLG141 2015-16
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A PP E N D I X A : PO L I C I ES A N D PR O C E D U R ES 2015-16 (PL E ASE R E A D C A R E F U L L Y)
This appendix provides a short précis of policies and procedures relating to courses. It is not a substitute for
the full documentation, with which all students should become familiar. For full information on Institute
policies and procedures, see the following website: http://wiki.ucl.ac.uk/display/archadmin
For UCL policies and procedures, see the Academic Regulations and the UCL Academic Manual:
http://www.ucl.ac.uk/srs/academic-regulations ; http://www.ucl.ac.uk/academic-manual/
G E N E R A L M A T T E RS
A T T E N D A N C E:
A minimum attendance of 70% is required. A register will be taken at each class. If you are unable to attend
a class, please notify the lecturer by email.
D YSL E X I A:
If you have dyslexia or any other disability, please discuss with your lecturers whether there is any way in
which they can help you. Students with dyslexia should indicate it on each coursework cover sheet.
C O U RSE W O R K SU B M ISSI O N PR O C E D U R ES:
You must submit a hardcopy of coursework to the Co-ordinator's pigeon-hole via the Red Essay Box at
Reception (or, in the case of first year undergraduate work, to room 411a) by stated deadlines. Coursework
must be stapled to a completed coversheet (available from IoA website; the rack outside Room 411A; or the
Library). You should put your C andidate Number (a 5 digit alphanumeric code, found on Portico. Please
note that this number changes each year) and Course Code on all coursework. It is also essential that you
put your C andidate Number at the start of the title line on T urnitin, followed by the short title of the
coursewor k (example: YBPR6 Funerary practices).
L A T E SU B M ISSI O N:
Late submission is penalized in accordance with UCL regulations, unless permission for late submission has
been granted. The penalties are as follows: i) A penalty of 5 percentage marks should be applied to coursework
submitted the calendar day after the deadline (calendar day 1); ii) A penalty of 15 percentage marks should be
applied to coursework submitted on calendar day 2 after the deadline through to calendar day 7; iii) A mark
of zero should be recorded for coursework submitted on calendar day 8 after the deadline through to the end
of the second week of third term. Nevertheless, the assessment will be considered to be complete provided the
coursework contains material than can be assessed; iv) Coursework submitted after the end of the second week
of third term will not be marked and the assessment will be incomplete.
G R A N T I N G O F E X T E NSI O NS: New UCL-wide regulations with regard to the granting of extensions for
coursework have been introduced with effect from the 2015-16 session. Full details will be circulated to all
students and will be made available on the IoA intranet. Note that Course Coordinators are no longer
permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together
with supporting documentation, via -XG\ 0HGULQJWRQ¶V Rffice and will then be referred on for
consideration. Please be aware that the grounds that are now acceptable are limited. Those with long-term
difficulties should contact UCL Student Disability Services to make special arrangements.
ARCLG141 2015-16
25
T U R N I T I N:
Date-stamping is via Turnitin, so in addition to submitting hard copy, you must also submit your wor k to
T urnitin by midnight on the deadline day. If you have questions or problems with Turnitin, contact
ioa-turnitin@ucl.ac.uk.
R E T U R N O F C O U RSE W O R K A N D R ESU B M ISSI O N:
You should receive your marked coursework within four calendar weeks of the submission deadline. If you
do not receive your work within this period, or a written explanation, notify the Academic Administrator.
When your marked essay is returned to you, return it to the Course Co-ordinator within two weeks. You must
retain a copy of all coursework submitted.
W O R D L E N G T H:
Essay word-lengths are normally expressed in terms of a recommended range. Not included in the word count
are the bibliography, appendices, tables, graphs, captions to figures, tables, graphs. You must indicate word
length (minus exclusions) on the cover sheet. Exceeding the maximum word-length expressed for the essay
will be penalized in accordance with UCL penalties for over-length work.
C I T I N G O F SO U R C ES and A V O I D I N G PL A G I A R ISM:
Coursework must be expressed in your own words, citing the exact source (author, date and page number;
website address if applicable) of any ideas, information, diagrams, etc., that are taken from the work of others.
This applies to all media (books, articles, websites, images, figures, etc.). A ny direct quotations from the
wor k of others must be indicated as such by being placed between quotation mar ks. Plagiarism is a very
serious irregularity, which can carry heavy penalties. It is your responsibility to abide by requirements for
presentation, referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism
and the procedures and penalties as detailed in UCL regulations:
http://www.ucl.ac.uk/currentstudents/guidelines/plagiarism
R ESO U R C ES
M O O D L E:
Please ensure you are signed up to the course on Moodle. For help with Moodle, please contact Nicola
Cockerton, Room 411a (nicola.cockerton@ucl.ac.uk).
ARCLG141 2015-16
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