Monthly Archives: May 2015
Please *bear* with us as we take a brief blogging break. Travel and piles of budget forms have interrupted our posting routines.
If you miss this week’s post, please consider contributing a guest blog. Topics we love include preservation tips, audience engagement with artifacts, disaster preparedness, and stories from NC’s cultural heritage institutions.
For more on the JFK Special Warfare Museum, click here.
Two of our institutional partners in the NC mountain region have been moving mountains—of collection materials, that is—in May.
May Day moving was once tradition, from the colonial period to WWII, in urban areas characterized by a high portion of rentals, such as New York and Chicago. This 1865 political cartoon pokes fun by connecting the tradition to the April surrender of the Confederacy by depicting government leaders packing up and leaving Richmond on May 1.
The Mountain Heritage Center of Western Carolina University is also packing up and moving. Staff members deconstructed exhibitions in late April – early May and have been re-configuring spaces to accommodate more artifact storage. By the end of the month they will move their offices to the campus library, where a new exhibition space will open in August–in time for the academic year.
The Carl Sandburg Home in Flat Rock, part of the National Park Service, began packing its collection of approximately 50,000 objects, ranging from furniture to archival materials, in the historic house in January. This month staff began moving boxed artifacts to an off-site storage facility in preparation for substantial renovations to the structure. Staff decided that rather than closing the house to tourists during the move, they could use the event as an interpretive opportunity. According to the site’s preservation webpage:
During this packing process visitors on tour will have an opportunity to see museum object preservation in person. The home’s interior will start to look more like the Sandburgs are just moving in with boxes still packed as the year goes on. This will be a fun time to visit the home to see the activity and to feel like the Sandburgs when they first moved to Connemara.
The move has also become a way for the site to connect with its social media audiences. Staff has been posting interesting collection finds on instagram, as well as a view into the tracking process. A collection inventory is a necessary and time consuming part of the move. Sharing a bit of the process with online audiences helps the public understand the meticulousness of preservation procedures, as well as engaging viewers with collection discoveries.
Need help planning a future collections move? The Science Museum of Minnesota has reported its experiences and advice for a major collections move, “Moving the Mountain,” and made the guidebook available as a PDF online. Beginning on page 66 are some helpful and well illustrated suggestions for fairly simple artifact mounts that could be used to move the artifact and continue as safe, permanent storage thereafter. Anne Lane, collections manager extraordinaire at WCU’s Mountain Heritage Center, will be instructing C2C’s Box Making Workshop next month where she will share her impressive skills for creating custom storage mounts and enclosures and update participants on her institution’s recent moving process.
What would you do if a couple of middle-school-aged kids (12+-) walked into your museum unaccompanied by adults? Would you stop them immediately and bar them from their journey of discovery? Or would you treat them as you would adult visitors and wait to see if they were disruptive before interfering with their visit? Or do you have a special procedure for youth to “register” at the front desk with a parent’s name and contact information?
Two years ago, when one of my sons was that age, he experienced two different museum procedures in Raleigh’s capital cluster of museums on the same day. He and a friend went into “Museum A” and explored and enjoyed themselves—no problems ensued. Afterwards they ventured into “Museum B” and an official stopped them at the door and told them they were not allowed in without a parent. Perhaps there are sound policies in place, based on liability or other concerns, that guided the boys’ exclusion. But whether or not that was the case, I believe a ban on kid visitors is a shame.
I support free-range parenting, which has become something of a movement in recent years. Most parents of tweens and teens today are old enough to remember a time when kids played outside all day and even visited stores, libraries, and museums without parents. Perhaps there’s no need to mention to the large portion of readers who are also historians that as soon as children were physically able in the past, they were encouraged to do all sorts of tasks independently. Amazingly to us today, in 1941-42 my grandparents put my aunt, who was a precocious 2-year-old, on a city bus in Iowa City by herself to ride to pre-school daily. How can it be that in the 21st century, even if we trusted our kids to function independently, we’re either too stunted by fears of criminals or fears of being criminalized ourselves to send them out on their own for brief excursions? Free-range parenting guru Lenore Skenazy has a thorough discussion of the possible reasons for the shift from free-range to cooped-up, often over-scheduled, kids in the last 20-30 years. She argues that the result is often harmful for both child development and parental well being.
Can our institutions function as part of kids’ free range? Read about a 60-something museum professional who fell in love with archaeology by repeatedly visiting his local museum alone when he was 8 years old here. Are there sound reasons to prevent decently behaved children, who are able to move through the space independently, from entering museums? (Granted, precocious 2-year-olds seem too young, but middle-school-age seems reasonable.) If so, can minor adjustments be made—such as registration upon entry—to allow older kids the freedom-with-responsibility they desire and arguably require?
Skenazy cites one school which instituted a “Free-Range Kids project” with great success. Can our cultural heritage institutions partner with schools, scout and church groups, etc. to welcome free-range children? Let’s join the chorus of the free-range kid movement. Independence paired with a sense of responsibility nurtures good citizens, and the freedom to explore inspires effective learning. Shouldn’t museums be a part of those essential processes?
Adrienne Berney, C2C Project Director