2022 Folio 1: Collecting the NowTopic Group 1: Culture - The Material World |
Due datesDRAFT End of lesson Thursday week 4 (24th February)
FINAL End of lesson Thursday week 5 (3rd March) Submit Final via Daymap unless otherwise arranged Maximum of 1,500 words, 7 minutes or equivalent. |
Task Overview
There are four parts to your task as outlined below. You could submit the assignment as one written document, or as a text-rich or narrated powerpoint. You may wish to separate out the proposal section and address it to Lindl Lawton, Senior Curator at the History Trust, in the form of a letter or video presentation. Speak with Ms Grant about your preferred format.
1) Introduction (300 words, 90 seconds, or equivalent)
Demonstrate your understanding of the purpose of social history museums in society and their connection to our topic, the Material World.
Strengthen your answer by considering power structures and social change in terms of how social history museums collect artefacts of everyday life and "ordinary" people. Think about what is and what isn't collected and what that says about museums and society.
Outline why social history museums are especially keen to collect artefacts from the years 2020, 2021 and 2022.
Strengthen your answer by considering power structures and social change in terms of how social history museums collect artefacts of everyday life and "ordinary" people. Think about what is and what isn't collected and what that says about museums and society.
Outline why social history museums are especially keen to collect artefacts from the years 2020, 2021 and 2022.
2) Proposal to the History Trust of South Australia (2 x 400 words, 2 x 110 seconds, or equivalent)
This part should take up the majority of your assignment.
Recommend two artefacts that the History Trust should add their collection from the years 2020, 2021 or 2022. Include photographs or videos of the artefacts.
The first must be of personal significance to you, and the second should be of significance to South Australians. Some inspiration can be found here:
www.nytimes.com/2020/08/01/arts/design/virus-design-objects.html
Remember, the artefact itself doesn't need to be exciting - it's the story behind it that matters.
You should consider the four key concepts covered in our formative learning (see the diagram under heading 3). It should adopt a persuasive tone but be backed up with evidence.
Deciding to collect an artefact is actually a big investment, and one that curators take very seriously. This photo story from the Auckland Museum shows how much effort goes into adding an artefact to a collection and caring for it for future generations:
https://www.aucklandmuseum.com/your-museum/at-home/read-more/collecting-covid
Can you convince the History Trust that your artefacts are worth the $$$? (taxpayer dollars!)
You may wish to make suggestions about how the artefacts could be used in future exhibitions or for research into this era.
Recommend two artefacts that the History Trust should add their collection from the years 2020, 2021 or 2022. Include photographs or videos of the artefacts.
The first must be of personal significance to you, and the second should be of significance to South Australians. Some inspiration can be found here:
www.nytimes.com/2020/08/01/arts/design/virus-design-objects.html
Remember, the artefact itself doesn't need to be exciting - it's the story behind it that matters.
You should consider the four key concepts covered in our formative learning (see the diagram under heading 3). It should adopt a persuasive tone but be backed up with evidence.
Deciding to collect an artefact is actually a big investment, and one that curators take very seriously. This photo story from the Auckland Museum shows how much effort goes into adding an artefact to a collection and caring for it for future generations:
https://www.aucklandmuseum.com/your-museum/at-home/read-more/collecting-covid
Can you convince the History Trust that your artefacts are worth the $$$? (taxpayer dollars!)
You may wish to make suggestions about how the artefacts could be used in future exhibitions or for research into this era.
3) Conclusion (400 words, 110 seconds, or equivalent)
Conclude your assignment by discussing an alternative way of collecting the contemporary material world.
Briefly describe the COVID Letters project in your own words. Explain how it is different to the History Trust's method of collecting.
Give your informed opinion on the success of the project. It is OK to critique it. You can use the catalogue to give examples.
Extend your response by considering:
Briefly describe the COVID Letters project in your own words. Explain how it is different to the History Trust's method of collecting.
Give your informed opinion on the success of the project. It is OK to critique it. You can use the catalogue to give examples.
Extend your response by considering:
- social change in relation to the history of the Foundling Hospital, the aims of the Foundling Museum, and/or the connection between William Hogarth and Jonny Banger;
- power structures in relation to the voice of children in museums, plus children's experiences of the pandemic. You could also discuss how the project "speaks back" to Boris Johnson as a power figure or how displaying an artefact in a museum gives it power.
Rubric
Assessment Criteria:
- KU1 Knowledge and understanding of different aspects of and issues related to contemporary societies and cultures, in local and global contexts.
- IA1 Investigation and analysis of different aspects of and issues related to contemporary societies and cultures, in local and global contexts.
- EC2 Communication of informed ideas about societies and social and cultural issues.
Note that although KU2, IA2 and EC1 are not the focus of this task, you are encouraged to refer to Social Change, Power Structures and reference your sources. This will enrich the evidence of your learning from this unit. When the Folio tasks are submitted to the SACE Board for moderation at the end of the year, there is one rubric for all four Folio tasks.