Methods of Museum Interpretation TNPRFT 450
Stephanie Lile, Lecturer in Museum Studies, UWT
Contact Information:
Stephanie Lile: StephanieTLile@gmail.com or liles@uw.edu
Phone: 253-677-4870 or 253-798-5878; Box: IAS Office
Description: In Methods of Museum Interpretation, students delve into the
theories, practices, and evaluation of interpretation in its greatest sense—from
programs and exhibits to educational product development. Cross-disciplinary in
nature, this course applies to the presentation of history, art, literature, and science.
Prerequisite: Museum Studies.
Class Information
Student Evaluation: 40% Project work and evaluation; 25% Assignments &
Exams; 20% Writing Improvement; 15% Class participation
Learning Objectives:
A. Students will gain an understanding of informal education
B. Students will learn the theories behind interpretive strategies
C. Students will be able to identify and demonstrate various techniques of
interpretation D. Students will be able to identify best practices in museum
interpretation as well as the most suitable settings for the application of various
techniques
Course Overview:
In Methods of Museum Interpretation, students delve into the theories, practices,
and evaluation of interpretation in its greatest sense—from programs and exhibits
to educational product development. Cross-disciplinary in nature, this course
applies to the presentation of history, art, literature, and science.
Interpretation is a term applied to the various forms of sharing knowledge relating
to a museum, natural setting, or historic site. Interpretive products can range from
text panels to video feeds. The key is to understand the best application for the
location and the messaging required. In this course, we cover the theories developed
and applied to the field as well as various techniques used for interpretive projects.
Due to the nature of the subject and the need to try various techniques in order to
understand them, this is as much a studio class as much as a lecture-based class.
Prerequisite: Museum Studies TNPFT 449
Required Texts:
Interpretation: Making A Difference on Purpose. Sam H. Ham. Fulcrum
publishing, 2013.
And other noted and/or linked works per class session topic. See schedule below.
Other Reference Works:
Identity and the Museum Visitor Experience. John Falk. Left Coast Press, 2009.
Interpretive Planning for Museums: Integrating Visitor Perspectives in Decision
Making. Marcella Wells, Barbara Butler, Judith Koke. Left Coast Press, 2013.
The Museum Experience Revisited. John Falk, Lynn Dierking. Left Coast Press, 2012.
Theory of Multiple Intelligences: Howard Gardner, Ph.D.
http://howardgardner.com/multiple-intelligences/
National Association for Interpretation website: www.interpnet.com
National Association for Museum Exhibition website (various articles from The
Exhibitionist): http://name-aam.org/
Mundane Objects: Materiality and Non-verbal Communication. Pierre Lemonnier. Left
Coast Press, 2012
Interpretation By Design: Graphic Design Basics for Heritage Interpreters by Paul
Caputo, Shea Lewis, and Lisa Brochu, 2008 (purchase through NAI,
http://www.naimembers.com/store/acatalog/books.html)
Interpretive Writing by Alan Leftridge, 2006 (purchase through NAI,
http://www.naimembers.com/store/acatalog/books.html)
A History of the World in 100 Objects. (book and recordings)
http://www.bbc.co.uk/ahistoryoftheworld/about/british-museum-objects/
Course Schedule
Note: The basic plan is to have directed readings on Mondays from which summary
papers will be due, and active on-site museum classes on Wednesdays that will start at
3pm and finish around 5:30pm. Students are expected to complete all assignments
listed here.
****
Class 1 (Mon, March 30): Introductions, Class Overview
-Introduction to course, readings, and expectations
-Lenses of interpretation
-Identifying interpretation around us
Class 2 (Weds, April 1): Identifying Interpretive Elements
**Class meeting at Washington State History Museum, 3pm.
Required Reading (to be read BEFORE class):
Natural Settings section of the WSHM Field Guide
http://www.washingtonhistory.org/files/library/FGNaturalSettings.pdf
Assignment Due: Summary of above reading answering these questions:
1. What are the key interpretive elements of the piece (i.e. particular types of
information presented to the reader).
2. What questions did the reading leave you with and why?
3. What do you think the overall interpretive purpose of the WSHM Field Guide
is? (The answer to this question is available online if you’re clever enough to
figure out where to look.)
Class 3 (Mon, April 6): Understanding TORE
Required Reading: Chapters 1 & 2 of Interpretation: Making a Difference on Purpose
Assignment Due on Weds: Summary of reading that includes YOUR thoughts on why
the TORE approach is important, applying it if you can to a recent museum, zoo, or
botanical garden GUIDED experience.
Class 4 (Weds, April 8): Reimagining Interpretive Elements
***Meet at Washington State History Museum at 3pm
Required Reading:
1. Ernest Oglby Punkweiler and the Fabulous-Miraculous Time Intrusionator
(book will be supplied)
2. Read and listen blog entries, exhibit pages, and audio story at
https://eopunkweiler.wordpress.com
Assignment in class: Compare the Time Intrusionator exhibit to another temporary
exhibit of your choice. For each, apply the TORE strategy to evaluate the exhibit,
identifying in a simple bulleted list, its THEME, its ORGANIZATION, how it is
RELEVANT to visitors, and what makes (or doesn’t make) it ENJOYABLE.
Class 5 (Mon, April 13): The Endgame of Interpretation
Required Reading:
-Chapters 3, 4, & 5 in Interpretation: Making a Difference on Purpose
-Label Writing Winners AAM for 2014 http://aam-us.org/about-us/grants-awardsand-competitions/excellence-in-label-writing
Assignment Due on Weds: One-page summary of chapter readings AND a sample
application of TORE to a label set of your choice (from the 2014 winners). How does
(or doesn’t) the label set meet the Theme, Organization, Relevance, and Enjoyable
requirements for a purposeful endgame?
Class 6 (Weds, April 15): Theory to Strategies: The Art of the Label
***Meet at Tacoma Art Museum Studio Space at 3pm
In-class Investigations: Museum label writing and other print interpretation (Object,
Lens, Audience)
Class 7 (Mon, April 20): The Purpose and Evaluation of Themes
Required Reading: Chapters 6 & 7 of Interpretation: Making a Difference on
Purpose
YouTube Video: Jeff the Nature Guy on the Illegal Wildlife Trade
(https://www.youtube.com/watch?v=wvTeMvn6ajM&list=PLZHkcEMHhg8bo13D9KgctPeIrtHoyJ0D&index=15)
Assignment Due on Weds: Summary of reading including the answer to “What makes
a strong theme and why?” and how this is demonstrated by Jeff’s video. Also, a “zootalk” outline is due in preparation for Weds visit to zoo (see below).
Class 8 (Weds, April 22): Interpretive Applications
***Meet at Point Defiance Zoo main entrance 3pm (or if possible meet at 12:30
to allow access to keeper talks)
Required reading/pre-class review: Review of Point Defiance Zoo & Aquarium’s
website [http://www.pdza.org ] and identification of your “adopted animal” of
choice [http://www.pdza.org/animal-sheets]. Each student will give a short talk on
his/her animal (no more than 5 minutes) including information that IS NOT
available to the visitor in the immediate zoo setting. Develop your short talk using
the TORE method and be prepared to turn in your talk outline in class.
Class 9 (Mon, April 27): What You Mean, What People Take Away
Required Reading: Chapters 8 & 9 Interpretation: Making a Difference on Purpose
Assignment Due for Weds: Summary of Reading answering the questions:
-What is the zone of tolerance?
-What is sequential theme development?
-What are the primary differences between interpretation of art, animals, and
cultural history?
Class 10 (Weds, April 29): The Delicate Art of Cultural Interpretation
***Meet at Washington State History Museum, 3:00 pm
Required Reading: Read through the “First Australians” pages of the Museum of
Australia’s web site [http://australianmuseum.net.au/the-spread-of-people-toaustralia] and review the Clovis information we read earlier in the quarter.
Assignment: Prior to class, develop a set of 3-5 questions based on the differences of
interpretation between the two approaches. Why do you think there are such vast
differences in the amount and type of information?
EXTRA MANDATORY CLASS DAY: Saturday, May 2 in Seattle. Meet at the Chihuly
Garden at 10am, Seattle Center. We will be spending the day in Seattle visiting various
sites to see and evaluate different forms of interpretation.
Class 11 (Mon, May 4): Creating Your Interpretive Concept
Required Reading: Chapter 10 and Appendices 1-4 of Interpretation: Making a
Difference on Purpose
Assignment due on Weds: Summary of reading with specific thoughts on
- the differences between sequential and non-sequential theme development
- Captive vs. noncaptive audiences
- How you would use this information to begin developing an interpretive
“menu” consisting of a talk/tour, object label, and online element.
Class 12: (Weds, May 6) Developing a Theme: Designing Site Interpretation
***Meet at Gig Harbor BoatShop, Harborview Drive, Gig Harbor
Prep Assignment: Review Gig Harbor BoatShop’s website
Post Assignment: Using the template provided, come up with a basic plan for site
interpretation at the BoatShop.
Class 13 (Mon, May 11): Mid-Term Jeopardy Quiz
***Meet in classroom at 4:15pm
Test will be on everything we’ve talked and read about over the first half of the
quarter, done Jeopardy style!
Class 14 (Weds May 13): Interpreting Across a Theme/Project Preparation
***Meet in classroom at 4:15pm
Over the next week, you will develop and present an interpretive experience that
has two components: 1. A public presentation; 2. A print or media element that
supports/augments your presentation. The focus will be on a particular Greek myth
as shown through objects past and present that convey elements of that myth.
Professor will present one example of how you may develop your presentation and
interpretive product but you may create an experience of your own design based on
the criteria sheet provided.
These presentations and products will be due on Wednesday, May 27.
Class 15 (Monday May 18): Interpreting Objects (Theory & Practice)
Required Reading: Interpreting Objects and Collections, essay collection edited by
Susan Pearce, University of Leicester. Read essays 1 “Museum Objects,” 4 “Objects as
Meaning,” and 5 “Death’s Head, Cherub, Urn and Willow”
http://is.muni.cz/el/1423/jaro2013/SAN105/um/Susan_Pearce_Interpreting_Obje
cts_and_Collection.pdf
Assignment Due on Weds, May 27: Summary of readings
Project Work: Interpreting Across a Theme (Greek Mythology)
Class 16 (Weds, May 20-NO CLASS, professor at conference): Interpreting
Objects (Application & Planning)
Required Reading: Interpreting Objects and Collections, essay collection by Susan
Pearce, University of Leicester. Read essays 6 “Behavioral Interaction With Objects,”
10 “A View From a Bridge,” and 15 “Cannibal Tours, Glass Boxes…”
http://is.muni.cz/el/1423/jaro2013/SAN105/um/Susan_Pearce_Interpreting_Obje
cts_and_Collection.pdf
Assignment Due on Weds, May 27: Summary of readings
Project Work: Interpreting Across a Theme (Greek Mythology)
Class 17 (Mon May 25): NO CLASS MEMORIAL DAY
Class 18 (Weds May 27): Project Presentations
Required Reading: Greek Myths as compiled by Edith Hamilton
Assignment Due: Final and practiced version of your two-part Greek Myth (through
objects) project.
Class 19 (Monday June 1): Understanding Interpretive Plans
***Meet in Classroom, 4:15pm
Required Reading: Interpretive Plan Samples
Assignment Due: Summary of reading including three questions about the process
and purpose of interpretive planning.
Class 20 (Weds, June 3): The Challenges of Interpreting a Collection
**Meet at the Washington State Historical Society Research Center, 315 N.
Stadium Way, Tacoma 98403
Required Reading: None
Assignment Due:
Final (Weds June 10): The Great Object Interpretation Challenge! The Test of
Observation, Analysis, and Ideas
**Meet in classroom, 4:15pm
Evaluations and wrap up**
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