MC1PTP: Presenting the Past: An Introduction to Museum Studies

Module code: MC1PTP

Module provider: The Museum of English Rural Life

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Dr Rhi Smith, email: r.smith@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

Museums are shaped by wide-ranging historical, ethical and political influences. This module explores the past, present and future of museums within a global context. It examines some central ethical debates and asks how contemporary museum practice can contribute to wider social challenges. It investigates topics such as the origins of museums, collecting histories, social justice, repatriation, hidden voices, decolonisation, inclusivity, and the role of different audiences in curation. Case studies and museological theory are used to debate the role of museums in modern society. You will take part in lectures, practical workshops and museum visits and work is assessed through researching and creating a group resource and an individual assignment analysing a recent museum project.  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Identify and explore contemporary debates within the museum sector. 
2. synthesise a range of sources into a digital guide investigating the historical and political context of a specific museum. 
3. Conduct a detailed analysis of a recent museum project involving community stakeholders.  

Module content

This module will examine the factors which shape the past, present and future of museums. It will begin by examining the challenges which face modern museums. The University of Reading museums and collections will be used as a starting point for analysis, alongside other historical and international case studies. You will also be taught how to use digital research and field trips to make their own observations. 

The module will start by exploring the development of museums in relation to broader historical and political changes. Workshops with the University’s Special Collections will allow you to use original items to explore museums from the Renaissance, Enlightenment and Victorian Periods. Case studies will be used to explore the impact of the global Civil Rights movement on the trajectory of C20th museums.  

The module will arrive in the modern day exploring how this history influences some of the ethical questions which museum face today. We will also explore the procedures which are being developed to address the past and build new futures. In groups, you will curate an online resource outlining this trajectory within a specific global museum. 

You will hear from professional and academic staff regarding recent and ongoing projects which have sought to build new partnerships. Using local and campus museums, you will explore the basics of exhibition and interpretation design and community engagement which underpin contemporary practice and use this to analyse a recent real-world project. 

Structure

Teaching and learning methods

This module will be taught in the teaching and public spaces at the Museum of English Rural Life and other local and campus collections and museums. Lectures will introduce core theory and case studies of innovative practice, while practicals will involve the application of these ideas to concrete examples.  

Practicals will be interactive and will include contributions by collections professionals, who will connect their areas of expertise to wider issues regarding museums. Seminars will provide the opportunity to work as a group with original collections and case studies.  

Group activities will develop your interpersonal, research and communication skills. Assignments ask you to apply theory to specific case studies and involve self-led research. 
As a 20 credit module Presenting the Past should involve 200 hours of study time. You should expect the following sort of workload: 

• 22 hours in formal teaching.  
• 80 hours work researching and writing formative and summative assignments 
• 18 hours: visiting museums and taking notes, gathering evidence
• 20 hours: desk-based research using digital sources on contemporary museum practice signposted in weekly folders. 
• 60 hours: Working through the reading list and note-taking from key texts for each week's topic(s) - i.e. 6 hours per week. 

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs