MUSE E-102: Writing Around the Museum
Spring 2015
Tuesdays, 5:30 p.m. to 7:30 p.m.
Web Conference Course, 4 credits
Dr. Christina Smiraglia
christina_smiraglia@mail.harvard.edu
Office hours by appointment
Course Syllabus
Prerequisite: a B or higher grade in EXPO E-34 or a satisfactory score on the mandatory test of
critical reading and writing skills. Proof of English proficiency is required of students whose
native language is not English.
The class format will include lectures, discussions and group work. Writing groups will be
assigned and used during class to develop writing skills through peer feedback and review. The
course centers on the creation of an exhibition proposal for a local museum and includes
administrative, collections management, educational, and exhibition writing assignments to
support the development of the proposal. The course culminates in presentations of proposals to
the class.
From this course, students will:
• Develop general writing skills
• Develop editing skills
• Develop oral presentation skills
• Gain exposure to a variety of the kinds of writing done in museum settings
• Practice different kinds of museum writing
Academic Integrity:
Students are required to review, understand, and comply with the Harvard University Extension
School Student Responsibilities: http://www.extension.harvard.edu/exams-gradespolicies/student-responsibilities.
Readings:
All readings are either available on the Internet or provided on the course website. All readings
are linked from the Course Readings page (under Pages) on the website, and the web readings
are linked in the syllabus below. Most readings are designed to provide models and information
that will be helpful in the development of the writing draft due that week (if one is due), so I
recommend you complete the reading before tackling drafts.
Format:
The course uses Blackboard Collaborate as the web conference platform. Please make sure to
make sure you can log into Collaborate in advance of the first course. Also, please make sure to
use a headset with both headphone and microphone so you can participate in class discussions
without feedback. Visit the first time users page on the Blackboard Collaborate website and
complete the four steps that are described on that page. You should go to the configuration room
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to set up and test your audio, and view the online orientation for first time users. If you have not
used Collaborate before, I strongly recommend participating in an Extension School training on
it before the semester begins.
If after going through the above materials, you have problems with Collaborate, please call (617)
495-4024 or email academictechnology@dce.harvard.edu. If you have an urgent issue when
trying to attend class, call (617) 998-8571.
Grading:
Note that all written assignments will be graded on both content and writing quality.
Assignment
Percent of Total
Draft Due
Final Due
Attendance and Participation
25%
Condition Report
10%
February 9
February 17
Object Labels
5%
February 23 March 3
Exhibition Proposal Memo
10%
March 2
March 7
Work-In-Progress Presentation
5%
March 31 or April 7
Educational Material
10%
April 13
April 28
Exhibition Proposal
25%
April 20
May 5
Proposal Presentation
10%
April 28, May 5 or 12
Attendance and Participation:
Learning is an active and shared activity, and there will be much work in small writing groups.
Students are expected to be present online and contribute at all class sessions. If you know you
will need to miss a class, please inform me as far in advance as possible. If an unexpected
emergency arises, please inform me as soon as possible. Unapproved absences or obvious lack
of participation will result in a decreased grade.
Assignment Submission and Feedback:
Assignments are due by 5:30pm on the deadline (just before class), and drafts are due the day
before they will be reviewed in class (by 11:59pm). Drafts and assignments must be submitted
as an editable text file (either .doc, .docx, .txt, or .rtf) and should be uploaded to the course
website. Drafts should be uploaded to the appropriate folder in your writing group’s Files area.
Final assignments should be submitted on the Assignments page. Instructor feedback will be
given on each final writing assignment.
Assignment Format:
Please use 12-point Times New Roman font, double-spacing, and 1-inch margins for written
assignments. Do not worry about design elements like color, layout, font, etc.; we are focused on
the writing itself. All outside sources used in writing assignments must be properly cited and
referenced. Page lengths do not include the Works Cited page/s. Assignments should follow
MLA style for paper formatting where appropriate and for all citations and references. MLA is
the style guide used by the Museum Studies Program. MLA manuals and handbooks can be
found in the Harvard Library system, and reference librarians can assist with questions. In
addition, a sample paper with information about MLA formatting, citations, and references is
available on the course site, and we will cover MLA basics in class.
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Writing Resources:
I highly recommend that everyone use the Extension School’s Writing Center at some point
throughout the semester, especially for the proposal itself. The opportunity to have a trained
tutor review your work is a great perk of being an Extension student that can help improve your
writing skills. You can take advantage of up to seven free 50-minute sessions per semester, with
Skype sessions available for distance students.
(http://www.extension.harvard.edu/resources/writing-center)
Late Submissions:
Late submissions of assignments will only be accepted with no grade loss if I am informed in
advance of a legitimate problem or if an unexpected serious emergency arises. Work turned in
late with no explanation will result in an automatically lowered grade of half a letter grade for
each 2 days it is late. Thus, an “A” paper submitted 2 days late would be given an A-, and one
submitted 4 days late would be given a B+. Deadlines are frequent in this course, so keeping up
with assignments is important. Also, assignment drafts are reviewed during class sessions with
your writing groups, so it is imperative that you submit drafts on time and ready to share.
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Assignment Details:
Condition Report, draft due February 9, final due February 17 – Write a 1-2 page (not
including images) condition report for an object that you are considering to be in your exhibition.
It is understood that you will not be able to conduct a thorough report on a displayed museum
object; just report on what you can observe. (10%)
Object Labels, draft due February 23, final due March 3 – Create two labels, one of
approximately 60 words and one of approximately 200 words, for an object you are considering
to be in your exhibition. Make sure to specify the context: the type of museum, kind of
exhibition, and target audience/s. (5%)
Exhibition Proposal Memo, draft due March 2, final due March 7 – Write a 2-page
(maximum) persuasive - but hypothetical - memo advocating for a new exhibition to the
administration of a local museum of your choosing. Try to choose a museum you will be able to
visit over the course of the semester (ideally multiple times). Be sure to discuss the theme and
rationale for the exhibition, target audience/s, some possible objects to include, and possible
galleries where the exhibition of the proposed size could be held. (10%)
Work-In-Progress Presentation, March 31 or April 7 – Share your current thoughts about the
exhibition you are proposing, including the museum, exhibition big idea, selected objects, and
possible educational materials in a short, 5-minute oral presentation. You are welcome to share a
one-page PowerPoint slide (of text and/or visuals) on the whiteboard if desired, but do not create
a multiple-slide presentation. Students will be randomly assigned to a time slot, so be prepared
to present the first day. Your slide, if used, should be emailed to me a day in advance, by March
30. (5%)
Educational Material, draft due April 13, final due April 28 – Develop a 1-3 page
educational piece for your proposed exhibition. This could include, but is not limited to, an
exhibition brochure, family guide, instructions & contents for an education kit, etc. Make sure to
indicate the audience/s targeted. Feel free to depart from the normal format requirements
(double spacing, paragraphs, etc.) if it makes sense for your piece. Do consider design elements
where appropriate, but focus more on content than design. (10%)
Exhibition Proposal, draft due April 20, final due May 5 – Develop a 5-7 page (not including
appendices or Works Cited page/s) exhibition proposal that includes the following:
• Cover letter summarizing proposal (1 page)
• A description of the exhibition including the title, big idea and any sub-themes, number
and type of objects, and gallery/ies to be used
• Connection between the exhibition and the museum’s mission, vision, and/or values as
well as relationship to prior or ongoing exhibitions at the museum
• Target audience/s and the rationale for the selection of those audiences
• Potential accompanying educational offerings (tours, classes, etc.)
• Potential retail opportunities (e.g. special items in the gift shop)
• Potential marketing outlets (e.g. billboard locations, magazines, or radio stations)
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• Potential outside partners (artists, local non-profits, schools, etc.) and their role, if
relevant, including any possible donors/funders
• Timing of the exhibition, including how long it will run, whether it will travel, and – if
relevant - the time of year or other special timing considerations
• An appendix listing budget items of anticipated expenses (specific numbers/costs are
unnecessary)
• An appendix listing all proposed objects to be included, including images of some or all
objects, depending on number of objects and image availability
(25%)
Exhibition Proposal Presentation, April 28, May 5 or May 12 – Share your proposal with the
class in a 15-minute oral presentation, which will be followed by a brief Q&A time for each
presenter. The order of the short, work-in-progress presentations will determine the order of the
final presentations (which will be announced in advance). (10%)
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Course Schedule:
January 27 – Snow Cancellation
February 3 – Introductions
We will review the syllabus, goals/expectations of the course, logistics, and get to know one
another. Writing groups will be announced and discussed. Groups will be assigned based on
your responses to the survey posted on the course website, so please make sure to complete that
by January 23.
Readings and activities to be completed prior to class:
• Review the course website.
• Read the syllabus.
• Review the First Time Users page on the Blackboard Collaborate website
(http://support.blackboardcollaborate.com/ics/support/default.asp?deptID=8336&task=knowl
edge&questionID=1473) and complete the steps that are described on that page, making sure
to test your settings in a configuration room (step 2).
• Read “Student Responsibilities.” Harvard Extension School. President and Fellows of
Harvard College, 2014. Web. <http://www.extension.harvard.edu/exams-gradespolicies/student-responsibilities>.
Assignment due by Friday, January 23:
• Complete the background survey on the course website.
February 10 – Writing Basics & Collections Documentation
We will discuss writing basics and consider writing related to the documentation of collections.
Writing groups will review condition report drafts.
Readings to be completed prior to class:
• “Characteristics of Good Writing.” Gonzaga.edu. Gonzaga University, n.d. Web.
<http://www.gonzaga.edu/academics/colleges-and-schools/School-of-BusinessAdministration/undergraduate/SBAWR/CGW.asp>.
• “Condition Reports: The Essentials.” MGNSW.org.au. Museums & Galleries of NSW,
n.d. Web. <http://mgnsw.org.au/sector/resources/online-resources/collectionmanagement/condition-reports-essentials>.
• “Condition Reports: A ‘How-To’ Guide.” MGNSW.org.au. Museums & Galleries of
NSW, n.d. Web. <http://mgnsw.org.au/sector/resources/online-resources/collectioncare/condition-reports-how-guide>.
• Museum of Danish America. “Cataloging and Condition Report Form.” RCAAM.org.
Registrars Committee of the American Alliance of Museums, n.d. Web.
<http://www.rcaam.org/cms/wp-content/uploads/2011/05/Inventory-and-ConditionForm.pdf>.
• The Grace Museum. “The Grace Museum – Condition Report-Art Collection.”
RCAAM.org. Registrars Committee of the American Alliance of Museums, 15 Nov.
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2011. Web. <http://0338c93.netsolhost.com/cms/wp-content/uploads/2011/05/ConditionReport-Art-Collections-Grace-Museum.pdf>.
The Grace Museum. “The Grace Museum – Condition Report-History Collection.”
RCAAM.org. Registrars Committee of the American Alliance of Museums, 15 Nov.
2011. Web. <http://0338c93.netsolhost.com/cms/wp-content/uploads/2011/05/ConditionReport-History-Collections-Grace-Museum.pdf>.
Colchester & Ipswich Museum Service. “Condition Report.” ShareMuseumsEast.org.uk.
SHARE Museums East, ca. 2011. Web. <http://sharemuseumseast.org.uk/wpcontent/uploads/2013/12/Condition-Report-Example-1.pdf>.
“Objects Catalog – Art Screen View.” Museumsoftware.com. PastPerfect Software, Inc.,
2014. Web. <http://museumsoftware.com/images/pp5screens/pp5objects_artJPG.jpg>.
“Objects Catalog – History Screen View.” Museumsoftware.com. PastPerfect Software,
Inc., 2014. Web.
<http://museumsoftware.com/images/pp5screens/pp5objects_historyJPG.jpg>.
“Objects Catalog – Natural History.” Museumsoftware.com. PastPerfect Software, Inc.,
2014. Web.
<http://museumsoftware.com/images/pp5screens/pp5objects_naturalhistJPG.jpg>.
Due by February 9:
• Condition Report draft
February 17 – Conducting Literature Research, MLA, and Pre-Writing
We will consider strategies for beginning a writing project, including conducting research using
literature sources, using MLA formatting, and pre-writing strategies. Come to class prepared to
share your planned exhibition topic (and the associated museum).
Readings to be completed prior to class:
• “Evaluating Sources.” (including the five sub-themes) Harvard Guide to Using Sources.
President & Fellows Harvard College, 2015. Web.
<http://usingsources.fas.harvard.edu/icb/icb.do?keyword=k70847&tabgroupid=icb.tabgro
up107786>.
• “A Scholar's Guide to Google.” Harvard Library. President & Fellows Harvard
University, 2010. Web. <http://guides.library.harvard.edu/googleguide>. (Skim through
the three sections - Google Web, Books, and Scholar - and review any pages in each on
topics with which you are unfamiliar.)
• “E-Research @ Harvard Libraries: Getting Started.” Harvard Library. President &
Fellows Harvard College, 2014. Web. <http://hul.harvard.edu/lib/eresearch/getting_started.html>.
• “Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard.”
Harvard Library. President & Fellows Harvard University, 2010. Web.
<http://guides.library.harvard.edu/sixreadinghabits>.
• “Prewriting and Outlining.” Effective Writing Center. University of Maryland University
College, 2015. Web.
<https://www.umuc.edu/writingcenter/writingresources/prewriting_outlining.cfm>.
• MLA reference paper on course website (available in the Files section as a .pdf and .doc)
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Review Purdue’s Online Writing Lab website for MLA:
https://owl.english.purdue.edu/owl/resource/747/01
Assignment due before class:
• Condition Report
• Be prepared to share your anticipated topic/theme/big idea for your exhibition
February 24 – Labels & Exhibition Writing
We will cover exhibition writing, focusing on goals/objectives and labels. You will revisit prewriting strategies to help you think about your exhibition proposal ideas. Writing groups will
review object labels.
Readings to be completed prior to class:
• Gregg, Gail. “Your Labels Make Me Feel Stupid.” ARTnews, 1 July 2010. Web.
<http://www.artnews.com/2010/07/01/your-labels-make-me-feel-stupid>.
• Trench, Lucy. “Gallery Text at the V&A: A Ten Point Guide.” V&A. Victoria & Albert
Museum, 2013. Web.
<http://www.vam.ac.uk/__data/assets/pdf_file/0009/238077/Gallery-Text-at-the-V-andA-Ten-Point-Guide-Aug-2013.pdf>.
• “Writing Effective Interpretive Text.” He Rauemi Resource Guides. Museum of New
Zealand Te Papa Tongarewa, Jan. 2006. Web.
<http://www.tepapa.govt.nz/SiteCollectionDocuments/NationalServices/Resources/Writi
ngEffectiveInterpretiveText.pdf>.
• “Excellence in Exhibition Label Writing Competition 2013.” AAM-US.org. American
Alliance of Museums, 2013. Web. <https://aam-us.org/docs/default-source/awards/viewthe-2013-winners.pdf>.
Due by February 23:
• Object Labels draft
March 3 – Exhibition Proposal Memos
We will discuss exhibition proposals and touch on persuasive writing. Writing groups will
review exhibition proposal memo drafts.
Readings to be completed prior to class:
• “Exhibition Proposal.” Museums Australia (Victoria). Museums Australia, n.d. Microsoft
Word file. Web.
<http://www.mavic.asn.au/assets/exhibitions_handbook/ExhibitionProposal.doc>.
• “Instructions on How to Present Exhibit Proposals to AMA.” Art Museum of the
Americas. Organization of American States, n.d. Microsoft Word file. Web.
<http://museum.oas.org/img/forms/exhibition-proposal-english.doc>.
• “Chocolate Exhibition Brief.” The Field Museum. The Field Museum, 2010. Web.
<http://fieldmuseum.org/sites/default/files/Chocolate Exhibition Brief September
2010_0.pdf>.
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“Canada on Canvas Exhibition Proposal.” Wag.ca. Winnipeg Art Gallery, n.d. Web.
<http://wag.ca/uploads/ck/files/newsletter/canada_on_canvas.pdf>.
Monaghan, Shelley. Meteorites Exhibition Brief. Harvard Mineralogical and Geological
Museum, 1991. Microsoft Word file. (available in the Files section of the course website)
“Persuasive Techniques.” Nipissing University. Nipissing University, 2015. Web.
<http://www.nipissingu.ca/departments/student-development-and-services/academicskills/resources/Documents/Persuasive Techniques.docx>.
Due by March 2:
• Exhibition Proposal Memo draft
Due before class:
• Object Labels
Also:
• Be sure to sign up for a time slot on the course website for the individual meetings next
week. Sign-up under the “Calendar” tab in Canvas, then go to “Scheduler.” You should
see “Individual Meetings” and can sign-up there.
March 10 – Proposal Open Session (one-on-one student/instructor meetings)
Fifteen-minute individual meetings with students to discuss exhibition proposal memos (due in
advance), either during the regularly scheduled class period or at another mutually agreeable
day/time this week via Collaborate. Sign up on the course website for a time; email Christina if
you are not available during any open times.
Assignment due by Saturday, March 7:
• Exhibition Proposal Memo
March 17 – Spring Break (NO CLASS)
March 24 – Independent Proposal Work (NO CLASS MEETING)
Work on the draft of your exhibition proposal and prepare your short presentation to share
current ideas for the exhibition.
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March 31 – Work-In-Progress Presentations
Share your current thoughts about the exhibition you are proposing in a brief, 5-minute oral
presentation. Question and answer time with the class will follow each presentation. Students
will be randomly assigned to a time slot, so be prepared to present the first day. Those who do
not present today will present next week.
Readings to be completed prior to class:
• “Planning an Effective Presentation.” University of Leicester. University of Leicester,
n.d. Web. <http://www2.le.ac.uk/offices/ld/resources/presentation/planningpresentation>.
• “Delivering an Effective Presentation.” University of Leicester. University of Leicester,
n.d. Web. <http://www2.le.ac.uk/offices/ld/resources/presentation/deliveringpresentation>.
Due by Monday, March 30:
• If using a (single) PowerPoint slide for the presentation, it must be emailed a day in
advance.
April 7 – Work-In-Progress Presentations Continued
April 14 – Educational Materials
This session will focus on educational written materials in museums, and writing groups will
review education material drafts.
Readings to be completed prior to class:
• “Developing Effective Family Guides.” Museum-Ed. Museum-Ed, 2015. Web.
<http://www.museum-ed.org/developing-effective-family-guides>.
• Smiraglia, Christina. Explore Outdoor Sculpture. J. Paul Getty Museum, 2007. Microsoft
Word file. (available in the Files section of the course website)
• “Museum Scavenger Hunt for High School Students.” Mu$eum of American Finance.
Museum of American Finance, 2015. Web.
<http://www.moaf.org/education/curriculum/high-school-scavengerhunt/_res/id=sa_File1/HS scavenger hunt.pdf>.
• “5 Senses Scavenger Hunt.” Children’s Museum of Virginia. City of Portsmouth,
Virginia, n.d. Web. <http://www.childrensmuseumva.com/pdf/Five-Senses-ScavengerHunt.pdf>.
• “Children’s Museum Explorer.” Children’s Museum of Virginia. City of Portsmouth,
Virginia, n.d. Web. <http://www.childrensmuseumva.com/scavengerhunts/Experiencethe-Childrens-Museum-of-Virginia.pdf>.
• “Going Beyond the Scavenger Hunt.” MOHistory.org. Missouri History Museum, n.d.
Web. <http://mohistory.org/files/education/file_upload/Going Beyond the Scavenger
Hunt.pdf>.
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“Reminiscing Kits.” Museum Victoria. Museum Victoria, n.d. Web.
<http://museumvictoria.com.au/education/reminiscing-kits>. (Examine a few kits that
look interesting to you.)
Due by April 13:
• Educational Materials draft
April 21 – Reviewing Proposals
We will revisit the topic of exhibition proposals and discuss the upcoming presentations. Writing
groups will review proposal drafts.
Readings to be completed prior to class:
• Review the readings on proposals from February 24 and March 3
• “Budgeting an Exhibition.” The Exhibition Alliance. The Exhibition Alliance, n.d. Web.
<http://www.exhibitionalliance.org/index.php/download_file/view/11/75/>.
• “Forever Changed: La Florida 1513-1821 Budget.” Museum of Florida History. State of
Florida, 2015. Web.
<http://www.museumoffloridahistory.com/exhibits/permanent/foreverchanged/budget.cf
m>.
Due by April 20:
• Exhibition Proposal draft
April 28 – Exhibition Proposal Presentations
Five students will present 15-minute presentations of their exhibition proposal. A brief question
and answer session with the entire class will follow each presentation. The order of the short,
work-in-progress presentations will determine the order of the final presentations (which will be
announced in advance).
Readings to be completed prior to class:
• Review the readings on presentations from March 31
Assignment due before class:
• Educational Material
May 5 – Exhibition Proposal Presentations Continued
Assignment due before class:
• Exhibition Proposal
May 12 – Exhibition Proposal Presentations Continued
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