Study Guide

Objective

The student understands the goals of conservation and is able to ponder her/his relation to it. The student will be familiar with the conservation philosophy and ethics. The student understands the difference between conservation and restoration and the meaning of preventive conservation. The student understands that documentation is an essential part of the conservation process. The student will be able to use terminology and definitions used in conservation. The student will be familiar with the fields and places of work of different conservation disciplines. The student knows conservation organizations and professional data sources. The student recognizes sustainability as an essential part of cultural heritage conservation.

Content

Terminology and definitions of conservation
Documentation
Conservation disciplines and places of work
Organizations and sources of data in conservation
Sustainability as a part of conservation and cultural heritage management

Materials

Materials provided by the lecturers during the course.
Books:
Salvador Muñoz Viñas: On the Ethics of Cultural Heritage Conservation, 2020.
Salvador Muñoz Viñas: Contemporary Theory of Conservation, 2011
Barbara Appelbaum: Conservation Treatment Methodology

Teaching methods

Contact teaching and lectures.
Group works as well as independent work with literature.

Exam schedules

the course does not have an exam

Completion alternatives

no optional execution methods

Student workload

The student's weekly workload per 1.5 credits is 40 hours, of which approximately 15 to 20 hours is contact teaching with the lecturer. The rest of the classes are assigned either to independent work in literature or to independent practical work. 1 credit (cr) corresponds to 27 hours (h).

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student is familiar with the goals of conservation. The student recognizes the definitions and terminology of conservation. The student understands documentation as an integral part of conservation work. The student knows organizations and data sources of the conservation field.

Assessment criteria, good (3)

The student understands the goals of conservation and is able to ponder herd/his own relation to it. The student understands the difference between conservation and restoration and the meaning of preventive conservation. The student understands that documentation is an essential part of conservation work. The student will be able to use the terminology and definitions used in the conservation field. The student will be familiar with the fields and places of work of different conservation disciplines. The student knows the conservation organizations and professional data sources. The student recognizes sustainability as an essential part of the cultural heritage conservation.

Assessment criteria, excellent (5)

The student is able to depict in-depth the goals of conservation and reflect her/his own relation concerning his/her professional development as a conservator. The student is able to describe the difference between conservation and restoration and understands the significance of preventive conservation. The student understands that documentation is an essential part of conservation work. The student is able to use the terminology and definitions of conservation field. The student shows interest in the organizations and data sources of the conservation field. The student understands the significance of sustainability as a part of the cultural heritage management.

Assessment methods and criteria

Learning tasks 60%, continuous evaluation 40%.
The evaluation is based on the student's continuous evaluation of both participation in the course and the assignment of group assignments and independent written assignments.
Each student is assessed according to the competence objectives of the course and as regards how he develops and learns during the course. At least 80% of the contact teaching in the course must be present.