Conservation of large flat textiles; intergrated Swedish languageLaajuus (10 ECTS)

Objective

- Student will know the history of a rugs and tapestries.
- Student will know the materials and techniques used in rug and tapestry manufacture.
- Student will know conservation techniques and materials used in rug and tapestry conservation.
- Student will be able to conserve a rug or another large sized textile independently (does not apply tapestry).
- Student will be able to participate the conservation of a tapestry in supervision of an experienced conservator.
- Student will be able to identify the demands of display, take that in to consideration during conservation work.

- Student can use Swedish both in conservation studies and conservation profession.
- The students acquire the written and oral language skills in the second domestic language that are necessary in their professional field, as required by national legislation (352/2003 8§).
- The students are able to communicate in Swedish in professional contexts both in Finland and in the other Nordic countries, taking into account the cultural and linguistic backgrounds of the communication partners.
- The students acquire oral and written language and communication skills that are at least at the B1 level as defined in the Common European Framework of Reference for Languages. They learn to seek information related to their own professional field in various sources and convey information both orally and in writing.
- During their studies, the students form a positive and realistic view of their language and communicative competence as well as skills and motivation to develop it further.

Content

Course is a coeducation project course with conservation and language studies. Theme of the project will be found in the course implementation plan.

The course content will be tailored according to each Degree Programme or specialisation option.

- History of a rug and tapestry
- The techniques of rug and tapestry conservation and the materials used in conservation
- Surface cleaning, wet cleaning and support of rugs and other large sized textiles
- Basic conservation methods of a tapestry
- Demands set by a display and their acknowledgement in conservation

The contents of the course focus on field-specific oral and written exercises related to the following themes:
- self-assessing one’s language and communication skills and developing learning strategies
- education and career planning
- organisations, working environments, tasks, processes and tools
- field-related texts; increasing and activating the knowledge of technical terminology
- key interactive communication situations: individual and group communication.

The description of the detailed course contents can be found in the course implementation plan.

Qualifications

The acquisition of professional language and communication competence in the second domestic language (Swedish) requires the starting level B1.1 as defined by the Common European Framework of Reference for Languages.

Textile Materials and Fibre Identification, Textile Techniques and Structures, Dyeing of Support Fabrics and Stitching Techniques, Chemistry 1, Textile Cleaning 1, Textile Cleaning 2

Assessment criteria, satisfactory (1)

Assessment criteria Conservation:

Student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. Student has problems in acting as a group member.

The capacity to formulate relevant problems associated with the work is limited and therefore the student has problems to apply theoretical studies to a practical work. The reasoning of the rehearsal works is faint and student has many gaps in former studies.

The student does not work independently and there is a lot of need for teacher’s further guidance. Student has not given a requisite amount of attention for the subject and the result of the course is unbalanced. Student needs a lot of training in his/her manual skills.

Assessment criteria Swedish language:

Student has a lot of absences from the teaching sessions. Student has problems in acting as a group member. Activity during the teaching sessions and project is unsatisfactory. Student has difficulties to work as an investigative learner.

In communication situations related to his/her field the student:
- Manages in the most common general and specialised professional communication situations.
- Composes simple, partly incoherent texts. Language errors may impair understanding but do not prevent the delivery of the message.
- Participates in simple spoken interaction but often needs help from the conversation partner.
- Uses basic general and technical terminology of his/her own field; inaccuracy and the influence of other languages may interfere with the delivery of the message. Uses basic grammatical structures in a repetitious and partly incorrect manner.
- Pronounces in a mainly comprehensible manner, although the pronunciation deviates from the target language. The slow sentence rhythm makes it difficult to estimate if the message is delivered.

Assessment criteria, good (3)

Assessment criteria Conservation:

Student has taken part to all of the teaching sessions and learning assignments and the activity for the course is good. Student acts flexibly as a group member.

The studies proceed coherently. Student is able to understand the basic motifs of the course and is able to apply theoretical studies to a practical work. The reasoning of the rehearsal works is competent and student understands causes and consequences of one's choice.

The student works independently but there is still need for teacher’s further guidance. Student has given a requisite amount of attention for the subject and the result of the course is balanced. Student has good manual skills required in textile conservation.

Assessment criteria Swedish language:

Student has taken part to all of the teaching sessions and project and the activity for the course is good. Student acts flexibly as a group member. Student works acceptably as an investigative learner.

In communication situations related to his/her field the student:
- Manages relatively well in daily general and specialised professional discourse.
- Composes coherent texts that successfully communicate the intended meaning.
- Takes initiative in familiar professional communication situations
- Uses general and basic technical terminology of his/her own field relatively well. Lapses may occur in the choice of words or grammatical structures, but these do not cause misunderstanding.
- Pronounces in a comprehensible manner. Pauses in the sentence rhythm do not cause misunderstanding.

Assessment criteria, excellent (5)

Assessment criteria Conservation:

The course objectives have been achieved in a competent manner. Student has taken actively and constructively part to the teaching and learning assignments. Student’s function enhances group activities.

Student masters the motifs of the course and prerequisites and is able to apply theoretical studies to a practical work. The reasoning of the rehearsal works is professional and student can validate causes and consequences of one's choice.

The student works independently enough. Student is able to master the whole of subject both in theory and practice. Student has an excellent manual skills required in textile conservation.

Assessment criteria Swedish language:

The course objectives have been achieved in a competent manner. Student has taken actively and constructively part to the teaching and project. Student’s function enhances group activities. Student works independently as an investigative learner.

In communication situations related to his/her field the student:

- Masters varied and demanding general and specialised professional communication situations.
- Produces clear and detailed texts appropriate for the situation.
- Is an active participant in professional communication situations and allows for the requirements of the situation. Speaks fluently and effortlessly and takes the conversation partner in account.
- Uses technical and general terminology as well as grammatical structures diversely and almost without errors.
- Pronounces clearly, with a natural sentence rhythm.

Assessment criteria, approved/failed

Assessment criteria Conservation:

Student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. Student has problems in acting as a group member.

The capacity to formulate relevant problems associated with the work is limited and therefore the student has problems to apply theoretical studies to a practical work. The reasoning of the rehearsal works is faint and student has many gaps in former studies.

The student does not work independently and there is a lot of need for teacher’s further guidance. Student has not given a requisite amount of attention for the subject and the result of the course is unbalanced. Student needs a lot of training in his/her manual skills.

Assessment criteria Swedish language:

Student has a lot of absences from the teaching sessions. Student has problems in acting as a group member. Activity during the teaching sessions and project is unsatisfactory. Student has difficulties to work as an investigative learner.

In communication situations related to his/her field the student:
- Manages in the most common general and specialised professional communication situations.
- Composes simple, partly incoherent texts. Language errors may impair understanding but do not prevent the delivery of the message.
- Participates in simple spoken interaction but often needs help from the conversation partner.
- Uses basic general and technical terminology of his/her own field; inaccuracy and the influence of other languages may interfere with the delivery of the message. Uses basic grammatical structures in a repetitious and partly incorrect manner.
- Pronounces in a mainly comprehensible manner, although the pronunciation deviates from the target language. The slow sentence rhythm makes it difficult to estimate if the message is delivered.

Further information

The study module is implemented as a project based learning. Idea is learning through making the practical work. Student has a role as an investigative learner.