Opinto-opas

Objective

The student knows the systematic approach and the methodology in conservation process and is able to apply it for different types of artefacts and objects. The student is able to give reasons for his/hers conservation treatment decisions on the grounds of the systematic conservation methodology.
The student understands and recognizes material and immaterial meanings and significance related to cultural heritage. The student knows the significance method and is able to apply it in his/her work.
Competences; ethical, technical

Content

Conservation Treatment Methodology, Barbara Appelbaum
Decision making in conservation of contemporary art.
Significance method.

Materials

Appelbaum.Barbara.2010. Conservation Treatment Methodology.
Salvador Munoz Vinas. 2013. Contemporary Theory in Conservation
Jonathan Ashley-Smith. The Basis of Conservation Ethics.2009. In: Conservation : principles, dilemmas and uncomfortable truths / edited by Alison Richmond and Alison Bracker
Published Amsterdam ; Boston : Elsevier/Butterworth-Heinemann ; London : in association with the Victoria & Albert Museum.
Miriam Clavir. Conservation and Cultural Significance.2009. In: Conservation : principles, dilemmas and uncomfortable truths / edited by Alison Richmond and Alison Bracker
Published Amsterdam ; Boston : Elsevier/Butterworth-Heinemann ; London : in association with the Victoria & Albert Museum.
Henderson Jane.2020. Beyond lifetimes: who do we exclude when we keep things for the future? In: Journal of the Institute of Conservation 2020, Vol.43, No. 3, 195 - 212. https://doi.org/10.1080/19455224.2020.1810729
Häyhä, H. - Jantunen, S. - Paaskoski, L. 2015. Merkitysanalyysimenetelmä. Suomen museoliiton julkaisuja 64. https://issuu.com/suomen_museot/docs/merkitysanalyysimenetelma_1_

Teaching methods

Etäopetus Zoom

Completion alternatives

Tentti

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. The student should improve her/his group working abilities.

The capacity to formulate relevant problems associated with the work is limited and therefore the problem solving and ability to apply theoretical studies to a practical work need to be improved.

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

Assessment criteria, good (3)

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

The studies proceed coherently. The 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 the student understands causes and consequences of one's choice.

The student works independently but there is still need for teacher’s further guidance. The student has given a requisite amount of attention for the subject and the result of the course is balanced. The student has achieved a good level at her/his skills and knowledge

Assessment criteria, excellent (5)

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.

The 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 the student can validate causes and consequences of one's choice.

The student works independently enough. The student is able to master the whole of subject both in theory and practice. The student has achieved an excellent level at her/his skills and knowledge.

Assessment criteria, approved/failed

The student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. The student should improve her/his group working abilities.

The capacity to formulate relevant problems associated with the work is limited and therefore the problem solving and ability to apply theoretical studies to a practical work need to be improved.

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