Adhesives and Their Use in Conservation (5 ECTS)

Objective

- Student will know the properties of various adhesives, and how and when to use them.
- Student will be able to choose the best possible adhesive for conservation of a degraded textile or other organic material.
- Student will know how to prepare an appropriate support fabric/material for the object to be supported.
- Student will know how to adhere adhesive supports using various application methods.

Content

- The history of adhesives used in textile conservation
- Thermoplastic adhesives and their use
- Cellulose derivatives and their use
- Starch adhesives and their use
- Comparison of different adhesives and their properties
- Preparing support fabrics and other materials using adhesives suitable for conservation purposes
- Methods of adhering support fabrics and other materials treated with adhesives

Location and time

Metropolia University of Applied Sciences, Hämeentie 135 D, Degree Programme in Conservation's premises.

Materials

Literature list and study hand-outs given by the lecturer before the course start and during the course.

Teaching methods

Tuition mostly in Finnish, lecture, contact teaching, problem based learning, guided assignments, seminar, summary report/essay, independent work with literature

Employer connections

Objects for the study modules will be acquired through museums, institutions and private clients if applicable.

Exam schedules

Probably after 3 - 4 years, if possible.

Completion alternatives

No other course will replace this course.

Student workload

The weekly working hours of a student is 1,5 cr which is equivalent to 40 hours of studies. 40 hours is formed from approx. 15 - 20 hours of contact studies with a lecturer. The remaining hours is spent by independent literature survey or practical work. 1 credit (cr) is equivalent to 27 hours (h).

Further information

During the study module the student should read up on the given literature together with practical work.

The course will be implemented as a project based learning. The idea is learning through making practical work. Student has a role as an investigative learner.

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 skills. The student can grasp the basic ideas of the subject, but the problem solving is limited and ability to apply theory to a practical work requires development. 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 learning result is fragmented. The student needs to develop her/his skills and knowledge in many areas. The student needs a lot of training in her/his manual skills and techniques.

Assessment criteria, good (3)

The student has taken part to all teaching sessions and learning assignments and the activity during the course is good. The student acts flexibly as a group member. Work progresses consistently during the study period. The student understands the basic ideas of the course and can apply theoretical studies in practical work. The student understands the importance of the things to be learned for the professional field and the related cause and effect relationships. The student’s work has been sufficiently independent, but there is still need for guidance. The student manages the set of tasks and has achieved a good level at her/his skills and knowledge. The student has achieved good manual skills and techniques required in conservation.

Assessment criteria, excellent (5)

The course objectives have been achieved in a competent manner. The student has participated actively and constructively in the teaching and learning assignments. The student has acted as group member encouragingly and strengthening teamwork. The student understands the things taught in the course commendably and can apply what she/he has learned in accordance with the requirements of her/his professional field. The student understands and knows to anticipate the cause-and-effect relationships of the activities related to the matters to her/his professional field.
The student’s work has been sufficiently independent. The student masters the whole subject both in theory and practice. The student has achieved an excellent level in her/his skills and knowledge. The student has excellent manual skills and techniques required in conservation.

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 skills. The student can grasp the basic ideas of the subject, but the problem solving is limited and ability to apply theory to a practical work requires development. 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 learning result is fragmented. The student needs to develop her/his skills and knowledge in many areas. The student needs a lot of training in her/his manual skills and techniques.

Assessment methods and criteria

Learning assignment 70 %, continuous assessment 30 %.
Assessment is based on continuous assessment of a student, attendance, practical conservation work and its assessment. Each student is assessed from the starting point of her/his abilities. All given assignments must be must according to given instructions. Self assessment and peer review.

MInimum 80 % presence of contact studies must fulfill.

Qualifications

Textile Materials, Techniques and Fibre Identification 5 cr, Chemistry I 5 cr, Chemistry I/cont. 5 cr, Chemistry II 5 cr

Further information

The course is implemented as a project-based learning. The starting point is learning through practical work. Student her-/himself has a role as an investigative learner.

Further information

The course is implemented as a project-based learning. The starting point is learning through practical work. Student her-/himself has a role as an investigative learner.