Art Education 764 (5 Credits)
Investigating Material Culture:  Myth, Mystery and Meaning
Two Meetings a Week for Two and One-Half Hours Each

Dr. Georgianna Short, Associate Professor
Office 345 Hopkins Hall
Telephone: 614.292.0265
Email:  short.4@osu.edu
Office Hours:  Tuesday 1:00 – 3:00
or by appointment
Course Description

Material Culture Studies are transdisciplinary in nature bringing together scholars and others which share an interest in learning from, and learning about objects.  Objects span centuries from Egyptian pyramids to yesterday’s 501 Jeans. Objects also play an important role in everyday human existence from scent and sound to housing, clothing, and tools.
The origin of objects, their use and meaning for the people(s) who made them, their life cycle and role in museum displays will be explored.  Information will be shared through dialog, assigned readings, artifacts, guest speakers and site visits.  Students will be expected to complete short response assignments, reflective papers and in-depth investigation into an object of personal interest. 

Course Goals

The primary goal in this course is to develop students’ sensitivity to the relationship between people and the objects they create and use. Objects reflect both the past and the present.  They embody the daily lives, the skills, and the preferences of makers and owners, provide information about the society in which they were created and indicate their place of origin. To investigate these important aspects of cultural objects student’s will: 
 
1.	Situate their understanding of Material Culture within the theoretical perspectives of Objectification (Tilley, 2006) and Habitus (Bourdieu, 1971-2002).

2.	Evaluate the relationship between clothing, personal identity and Material Culture.

3.	Consider why commonplace items may be included in Material Culture Studies and what these objects tell us about the lives of people who used them.

4.	Develop an awareness that objects make the person inasmuch as the person makes the object. 

5.	Compare vernacular and monumental architecture’s role in Material Culture Studies and discuss the moral and ethical problems associated with conservation, restoration and preservation of architectural structures.

6.	Contemplate whether and how the meaning of objects may change when placed in a museum or private collection.

Attendance
Regular attendance is expected.  Two unexcused absences will lower a final grade by one-third letter. To be excused, an absence must be reported explaining the reason for the absence, preferably before the class meeting.  Excused absences must be supported by appropriate written documentation. It is the student’s responsibility to meet with the course instructor to discuss extended periods of absence due to medical problems.

Plagiarism Policy 
Copying/claiming someone else’s words, ideas or works as your own is considered plagiarism.  A proper reference style should be used when using words or ideas of others.  Suspected cases of plagiarism will be reported immediately to the Committee on Academic Misconduct.  The Committee regards academic misconduct as an extremely serious matter.  If in doubt, ALWAYS CREDIT YOUR SOURCE.  Do not hesitate to consult me with questions about paraphrasing, quoting or collaborating with other students in writing a paper.

Disability Statement
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately to discuss his or her specific needs.  Students with documented disabilities should contact the Office of Disability Services at 614-292-3307, or visit 150 Pomerene Hall, to arrange accommodations.

Reflection, Action and Research Papers
	Students will be expected to write three different kinds of papers in response to readings, activities and personal investigation.
	Response Papers:  Response papers are intended to reflect your thoughts about class readings.  These papers are to be no more than one page in length double spaced.
	Action Papers:  Action paper assignments will require an in-depth response to site trip activities.  These papers are to be no longer than three pages double-spaced.  
	Final Paper:  The final paper represents individual research on an object of personal interest to the student.  Findings will be shared orally with class members and reported in a research paper between 15 – 20 pages in length double spaced, include a Bibliography or Reference Page and follow a consistent publication style (e.g., A.P.A., M.L.A.).

All papers should be written using a 12 point Times or Times New Roman font.  Pages should be numbered and stapled as appropriate. 

Evaluation

	Class Participation						10 points	

	Twelve Weekly Reflections (12 papers x 2 points each)	24 points

	Three Page Action Assignments (3 x 5 points)		15 points

	Final Oral Presentation					19 points							
	Final Paper (15-20 pages)					32 points		
								
							TOTAL	           100 Points

					     

Grading Scale

Grade	Points	
A	93-100	
 A-	90-92	
  B+	87-89	
B	83-86	
 B-	80-82	
  C+	77-79	
C	73-76	
 C-	70-72	
   D+	67-69	
 D	63-66	
E	62 and below	

 

Readings are Available in a Course Pack Available At

Grade-A Notes Copy Center
72 East 17th Street
614.299.9999 

Course Schedule

Please note that course schedule may be subject to change.

Class 1:  What is “Material Culture”?

		*Reading Assignment:
			Bolin, P.E. & Blandy, D. (2003).  Beyond visual culture:  Seven statements
				Of support for Material Culture Studies in Art Education.  Studies 					in Art Education, 44(3), 246-263
			Hosking, J. (2006).  Agency, biography and objects.  In C. Tilley, W. 					Keane,S. Kuchler, M. Rowlands, & P. Spyer (Eds.), Handbook of 
				Material Culture,  (pp. 74-84).  Thousand Oaks, CA:  Sage.
			Prown, J.D. (1996).  Material/culture:  Can the farmer and the cowman
				still be friends?  In W.D. Kingery (Ed.). Learning from things:
				Method and theory of Material Culture Studies (pp. 19-30).  
				Washington, D.C.:  Smithsonian Institution Press.

		*Writing Assignment:

Bolin, Hosking, & Prown approach the study of Material Culture in three different ways.  Compare these three approaches and describe the one that represents the best “fit” with your thinking on the subject.  Please provide specific examples.

Class 2:  The Meaning of Things

		*Reading Assignment:
			Csikszentmihalyi, M., & Rochberg-Halton, E. (1999).  The meaning
				of things:  Domestic symbols and the self (pp. 1-32).  UK:
				Cambridge University Press.

		*Writing Assignment:
			Explain why Csikszentmihalyi & Rochberg-Halton claim that people
			make things but things also make people.  What does symbolism 
			have to do with this transactional relationship?

Class 3:  Philosophical Underpinnings of Material Culture    

		*Reading Assignment:
			Pinney, C. (2006).  Four types of visual culture.  In C. Tilley, W. Keane,
				S. Kuchler, M. Rowlands, & P. Spyer (Eds.), Handbook of
				Material Culture, (pp. 131-144).  Thousand Oaks, CA:  Sage.
			Tilley, C. (2006).  Objectification.  In C. Tilley, W. Keane, S. Kuchler, 
				M. Rowlands, & P. Spyer (Eds.), Handbook of material
				culture,  (pp. 60-73).  Thousand Oaks, CA:  Sage.
				Bourdieu, P. (2002).  Habitus.  In J. Hiller & E. A. Rooksby (Eds.). Habitus:  					A sense of place (pp. 27-36). Aldershot, England:  Ashgate.
			
		*Writing Assignment:
Objectification and Habitus provide two ways of thinking about Material Culture.  Please answer the following questions:
1.	How do these two approaches differ?  
2.	In your view, can one be “enfolded” into the other?  Please explain.

Class 4:  Sensory Elements of Material Culture

		*Reading Assignment:
			Howes, D. (2006).  Scent, sound and synaesthesia:  Intersensoriality and
				Material Culture theory.  In C. Tilley, W. Keane, Kuchler, M.
				Rowlands, & P. Spyer (Eds.). Handbook of Material Culture.
				(pp. 161-172).  London:  Sage.

		*Writing Assignment:
			It is somewhat difficult to believe that Material Culture Studies
			encompasses the senses such a scent and sound.  Explain why you think 				Howes 	(and others) believe “multisensoriality is embedded in the 					materiality of  human existence.”

Class 5:  The Multi-sensory Experience of Material Culture
		
		*Reading Assignment
			Young, D. (2006).  The colours of things.  In C. Tilley, W. Keane, Kuchler, 				M. Rowlands, & P. Spyer (Eds.),  Handbook of Material Culture, 
			(pp. 171-185.  London:  Sage

		*Writing Assignment:
			Explain how Young connects color and Material Culture.  What other
			functions does color perform in Material Culture?  

Class 6:  Built Environment and Vernacular Architecture

		*Reading Assignment:	
			Preston-Blier, S. (2006). Vernacular architecture.  In C. Tilley, 
				W. Keane, S. Kuchler, M. Rowlands, & P. Spyer (Eds.), 
				Handbook of Material Culture (pp. 230-253).  Thousand Oaks, CA:  				Sage. 
			UNESCO (2006). World heritage today and tomorrow with young people.  					Retrieved November 29, 2006 at 									http://whc.unesco.org/documents/publi_younghands_en.pdf
			UNESCO (2006).  World heritage information kit.  Retrieved November 29, 				2006 at http://whc.unesco.org/documents/publi_infokit_en.pdf
			
		*Writing Assignment:
			What is the difference between vernacular and monumental architecture?
			Why do you think UNESCO is interested only in monumental architecture?
			Is The World Heritage List of value in your opinion?  Please explain.

Class 7:  Ancient Materials:  Keys to the Future
			
	 	*Reading Assignment:
			Short, G. (2005).  Sustainability of Material Culture in the post-modern.  					The International Journal of Environmental, Cultural, Economic &
				Social Sustainability, 1(4), 1-9.
			Short, G., Erickson, M., & Cunliffe, S. (1999). Valuing and conserving our 					built environment.  In J.K. Guilfoil & A.R. Sandler (Eds.).  Built 
				environment education in art education (pp. 37-50).  Reston, VA:  					National Art Education Association.
					
		*Writing Assignment:
			What are some differences between methods used to move the Temple of 			Ramses II and those used to move the Temple of Zahng Fei.  					Describe the moral, ethical, and practical issues raised by these practices.

Class 8:  Theory to Practice
	
		 *Action Assignment:

			Visit one of the homes used as part of the “Underground Railroad” for 				slaves seeking refuge in the Northern United States and Canada. 
  
					or 

			Visit the Hopewell Mound Structures in Newark, OH.

		*Writing Assignment:
			Complete a two or three page paper describing how these sites “count” as
			“Vernacular architecture”.  Support your statements with quotations from  
			previously assigned readings from Classes’ Six and Seven.

Class 9:  The Useful and The Mundane
			
		*Reading Assignment:
			St. George, R. (2006). Home furnishing and domestic interiors.  
				In C. Tilley, W. Keane, S. Kuchler, M. Rowlands, & P. Spyer (Eds.), 
				Handbook of Material Culture, (pp. 221-229).  Thousand Oaks,
				CA:  Sage. 
			Ames, K.L. (1988).  The stuff of everyday life:  American decorative arts 					and household furnishings.  In T.J. Schlereth (Ed.), Material 					culture: A research guide (pp. 79-112).  Lawrence, KA:  University 					Press of Kansas.

		*Writing Assignment:
			How important is the study of “everyday items” to understanding Material
			Culture in your opinion?  Select an everyday item that you use everyday.  
			How would your life change if this item were removed from your
			possession?

Class 10:  Issues of Personal Space:  Privacy
		
		*Reading Assignment:
			Way, J. (2004).  Reterritorialization and whispers form the walls.  Journal
				of Material Culture, 9(3), pp. 219-237.   
			Garvey, P. (2005).  Domestic boundaries:  Privacy, visibility and the 
				Norwegian window.  Journal of Material Culture, 10(2), pp. 157-					176.

		*Writing Assignment
			What does privacy have to do with Material Culture?  How important is 				privacy to you?  How would you feel if you and those around you had
			absolutely no privacy?  Would others think differently of you?  Please 				explain.

Week 11:  Cloth and Clothing

	    Invited Speaker:  Gayle Strege, Curator of Historic Costume and Textiles Collection, 			The Ohio State University will discuss the Collection and methods used to
		research various items.

Class 12:  Fabrics and Fibers

		*Action Assignment
			Class visit to the University’s Historic Costume and Textiles Collection
			to conduct an in-depth investigation of costumes, dress, fabrics, buttons,
			and ornamentation with the assistance of Gayle Strege.  Each student will 				select an item of interest from the Collection, research this item as
		 	completely as possible using all sources available (e.g., books Internet,
			family members, Faculty, members of the community) and describe 				findings in a two-page paper to be shared at the beginning of the next 				class.

Class 13:  Fabrics and Identity

		Discussion of findings on item from Costume and Textiles Collection.
 
		*Reading Assignment:
			Allerton, C. (2007).  The secret life of sarongs: Manggarai textiles as 					super-skins.  Journal of Material Culture, 12(1),  5-21.
			Hauser, K. (2004).  A garment on the dock; or how the FBI illuminated the 
				prehistory of a pair of denim jeans.  Journal of Material Culture, 
				9(3), 293-313.
			Jarman, N. (1998),  Material of culture, fabric of identity.  In D. Miller 					(Ed.)., Material Cultures:  Why some things matter (pp. 121-146).  
				Chicago:  University of Chicago Press.
			Parrott, F.R. (1998).  It’s not forever:  The Material Culture of hope.  					Journal of Material Culture, 10(3), 245-263.
			
		*Writing Assignment:
			Substitute an item of clothing you own and explain how it might serve as 				a “superskin” for you.  

Class 14:  Border Crossing
		
		*Reading Assignment:
			Ballengee-Morris, C. (2002).  Cultures for sale:  Perspectives on
				 colonialism and self-determination and the relationship to
				 authenticity and tourism.  Studies in Art Education, 43(3),
				 232-245.
			Skuse, A. (2005).  Enlivened objects: The social life, death and rebirth
				of radio as commodity in Afghanistan.  Journal of Material 						Culture, 10(2), 123-138. 
			Minahan, S., & Wolfram-Cox, J. (2007).  Stitch’nBitch.  Journal of Material	
				Culture,  12(1),  5-21.

		*Writing Assignment:
			These articles suggest three ways material objects provide connections
			 between peoples from different world cultures.  Why might this be 				 important?  Explain who benefits and why in each instance.		

Class 15:  Life Cycle of Objects

		*Reading Assignment:
			Annis, S. (1987).  Religion and why women weave.  God and Production
				In a Guatemalan town, (pp. 107-125).  Austin, TX:  University of 					Texas Press.
			Foster, R.J. (2006).  Tracking globalization:  Commodities and value in 
				motion.  In C. Tilley, W. Keane, S. Kuchler, M. Rowlands, & P. Spyer
				(Eds.), Handbook of Material Culture (pp. 285-302).  Thousand 					Oaks, CA:  Sage.

		*Writing assignment:
			What do you own that could be considered “in transition”?  Is the item 				near the beginning or near the end of its “life cycle”?  Who, in addition to 				you, would be interested in what happens to this object.  Would the 				meaning change over time?

Class 16:  Culture as Object

		*Reading Assignment:
			Shelton, A.A. (2006).  Museums and museum displays.  In C. Tilley, 
				W. Keane, S. Kuchler, M. Rowlands, & P. Spyer (Eds.), Handbook
				of Material Culture (pp. 480-499).
			Kristiansen, K. (1996).  The destruction of the archaeological heritage 					and the formation of museum collections:  The case of Denmark.  					In W.D. Kingery (Ed.)., Learning from things:  Method and theory 					of Material Culture Studies  (pp. 89-101).  Washington, D.C.:  
				Smithsonian Institution Press.
			Akin, M. (1996).  Passionate possessions:  The formation of private
				collections.  In W.D. Kingery (Ed.), Learning from things:  Method
				and theory of Material Culture Studies (pp. 102-128).  						Washington, DC:  Smithsonian Institution Press.
			Alexander, V.D. (2000).  Pictures at an exhibition:  Conflicting pressures 					in museums and the display of art.  In G. Bradford, M. Gary, & G. 					Wallach (Eds.), The politics of culture (pp. 178-207).
					
		*Writing Assignment:
			What factors distinguish museum collections from those of private 				collectors? Do these collections disturb/destroy or maintain/sustain 				the record of human accomplishment?  Could private collections be 				considered a form of selfish hedonism?

Class 17:  Housing Objects

		*Action Assignment

			Visit the Columbus Museum of Art
					or
			Visit the Cultural Arts Center

 		Discuss the nature of collections housed there with a curator.

		*Writing Assignment
			On  the basis of your conversation, complete a three page paper
			describing your experience.  Incorporate quotations from the curator,
			your own personal impressions, and comment upon what you learned
			in view of previous class readings.

Class 18:  Object as Teacher 

		*Reading Assignment
			Gosden, C. (2006).  Material Culture and long-term change.  In C. Tilley,
				W. Keane, S. Kuchler, M. Rowlands, & P. Spyer (Eds.)., Handbook
				of Material Culture (pp. 425-442).
			Short, G. (2005).  Sustainability of Material Culture in the post-modern.
				The International Journal of Environmental, Cultural, Economic &
				Social Sustainability, 1(4), 1-9.

		*Writing Assignment.
			Gosden and Short both believe that objects teach people in unintended 
			ways.   Think of an example in your own life where an object
			“taught” you something its makers did not intend.  Explain the 					circumstances and what you learned.

Class 19:  Bustiers and Bicycles

		*Reading Assignment:	
			Fetco, J. (2006).  An Urban Cyclists’ Place in Columbus.  Unpublished
				manuscript.  The Ohio State University.
			Shannon-Miller, L. (2000).  The many figures of Eve:  Styles of 						womanhood embodied in a late-nineteenth-century corset.  
				In J.D. Prown & K. Haltman (Eds.)., American artifacts 
				(pp. 129-148).  East Lansing, MI:  Michigan State University Press.

		    *Writing Assignment:
			 Select one item that represents you, explain the history of the item,
			 why you chose it, and the particular meaning the item has for you.

Class 20:  Student Presentations on Findings of Personal Research.

Reference List

Akin, M. (1996).  Passionate possessions:  The formation of private collections.  In W.D. Kingery 	(Ed.), Learning from things:  Method and theory of Material Culture Studies (pp. 102-	128).  Washington, DC:  Smithsonian Institution Press.

Alexander, V.D. (2000).  Pictures at an exhibition:  Conflicting pressures in museums and the 	display of art.  In G. Bradford, M. Gary, & G. Wallach (Eds.), The politics of culture (pp. 	178-207).

Ames, K.L. (1988).  The stuff of everyday life:  American decorative arts and household 	furnishings.  In T.J. Schlereth (Ed.), Material Culture:  A research guide (pp. 79-112).  	`Lawrence, KA:  University Press of Kansas.

Annis, S. (1987).  Religion and why women weave.  God and Production in a Guatemalan town, 	(pp. 107-125).  Austin, TX:  University of Texas Press.

Ballengee-Morris, C. (2002).  Cultures for sale:  Perspectives on colonialism and self-	determination and the relationship to authenticity and tourism.  Studies in Art 	Education, 43(3), 232-245.

Bolin, P.E. & Blandy, D. (2003).  Beyond visual culture:  Seven statements of support for 	Material Culture Studies in Art Education.  Studies in Art Education, 44(3), 246-263.

Bourdieu, P. (2002).  Habitus.  In J. Hiller & E. A. Rooksby (Eds.), Habitus:  A sense of place (pp. 	27-36).  Aldershot, England:  Ashgate.

Cxikszentmihalyi, M., & Rochberg-Halton (1999).  The meaning of things: Domestic symbols 
		and the self (pp. 1-332).  UK:  Cambridge University Press.  

Fetko, J. (2005).  An Urban Cyclists’ Place in Columbus.  Unpublished Manuscript.  The Ohio 	State University.

Foster, R.J. (2006).  Tracking globalization:  Commodities and value in motion.  In C. Tilley, W. 	Keane, S. Kuchler, M. Rowlands, & P. Spyer (Eds.), Handbook of Material Culture
	(pp. 285-302).  Thousand Oaks, CA:  Sage.

Garvey, P. (2005).  Domestic boundaries:  Privacy, visibility and the Norwegian window.  Journal 	of Material Culture, 10(2), pp. 157-176.

Gosden, C. (2006).  Material Culture and long-term change.  In C. Tilley, W. Keane, S. Kuchler,
	M. Rowlands, & P. Spyer (Eds.)., Handbook of Material Culture (pp. 425-442).

Hauser, K. (2004).  A garment on the dock; or how the FBI illuminated the prehistory of a pair of 	denim jeans.  Journal of Material Culture, 9(3), 293-313.

Hosking, J. (2006).  Agency, biography and objects.  In C. Tilley, W. Keane, S. Kuchler, M. 	Rowlands, & P. Spyer (Eds.), Handbook of Material Culture,  (pp. 74-84).  Thousand
	Oaks, 	CA:  Sage.

Jarman, N. (1998),  Material of culture, fabric of identity.  In D. Miller (Ed.)., Material Cultures:  	Why some things matter (pp. 121-146).  Chicago: University of Chicago Press.

Johnson, M. (1998).  At home and abroad:  Inalienable wealth, personal consumption and the 	formulation of femininity in the southern Philippines.  In D. Miller (Ed.), Material 	cultures:  Why some things matter (pp. 215-238).  Chicago: University of Chicago Press.

Kristiansen, K. (1996).  The destruction of the archaeological heritage and the formation of 	museum collections:  The case of Denmark.  In W.D. Kingery (Ed.)., Learning from 	things:  Method 	and theory of Material Culture Studies  (pp. 89-101).  Washington, 	D.C.:  Smithsonian 	Institution Press.  
	
Parrott, F.R. (1998).  It’s not forever.  Journal of Material Culture, 10(3), 245-263.

Pinney, C. (2006).  Four types of visual culture.  In C. Tilley, W. Keane, S. Kuchler, M. Rowlands, 	& P. Spyer (Eds.), Handbook of Material Culture, (pp. 131-144).  Thousand Oaks, CA:  	Sage.

Preston-Blier, S. (2006). Vernacular architecture.  In C. Tilley, W. Keane, S. Kuchler, M. Rowlands, 	& P. Spyer (Eds.), Handbook of Material Culture (pp. 230-253).  Thousand Oaks, CA:  	Sage. 

Prown, J.D. (1996).  Material/culture:  Can the farmer and the cowman still be friends?  In W.D. 	Kingery (Ed.). Learning from things:  Method and theory of Material Culture Studies
	 (pp. 19-30).  Washington, D.C.:  Smithsonian Institution Press. 

Rausing, S. (1998).  Signs of the new nation:  Gift exchange, consumption and aid on a former 	collective farm in north-west Estonia.  In D.M. Miller (Ed.)., Material Cultures:  Why some 	things matter (pp. 189-214).  Chicago:  University of Chicago Press.

Shannon-Miller, L. (2000).  The many figures of Eve:  Styles of womanhood embodied in a late-
	Nineteenth-Century corset.  In J.D. Prown & K. Haltman (Eds.)., American artifacts (pp. 	129-148).  East Lansing, MI:  Michigan State University Press.

Shelton, A.A. (2006).  Museums and museum displays.  In C. Tilley, W. Keane, S. Kuchler, M. 	Rowlands, & P. Spyer (Eds.), Handbook of Material Culture (pp. 480-499).  Thousand 	Oaks, CA:  Sage.

Short, G. (in press). Cultures in crisis: Impact of Forced Relocation on Cultural Sustainability.  	The International Journal of Environmental, Cultural, Economic & Social Sustainability.

Short, G. (2005).  Sustainability of Material Culture in the post-modern.  The International 	Journal of Environmental, Cultural, Economic & Social Sustainability, 1(4), 1-9.

Short, G., Erickson, M., & Cunliffe, S. (1999). Valuing and conserving our built environment.  In 	J.K. Guilfoil & A.R. Sandler (Eds.).  Built environment education in art education (pp. 37-	50). Reston, VA:  National Art Education Association.

Skuse, A. (2005).  Enlivened objects: The social life, death and rebirth of radio as commodity in
	Afghanistan.  Journal of Material Culture, 10(2), 123-138. 

St. George, R. (2006). Home furnishing and domestic interiors.  In C. Tilley, W. Keane, S. 	Kuchler, M. Rowlands, & P. Spyer (Eds.), Handbook of Material Culture, (pp. 221-229).  	Thousand Oaks, CA: Sage. 

Tilley, C. (2006).  Objectification.  In C. Tilley, W. Keane, S. Kuchler, M. Rowlands, & P. Spyer 	(Eds.), Handbook of Material Culture,  (pp. 60-73).  Thousand Oaks, CA:  Sage.

UNESCO (2006). World heritage today and tomorrow with young people.  Retrieved November 	29, 2006 at http://whc.unesco.org/documents/publi_younghands_en.pdf

UNESCO (2006).  World heritage information kit.  Retrieved November 29, 2006 at
	http://whc.unesco.org/documents/publi_infokit_en.pdf 		

Way, J. (2004).  Reterritorialization and whispers form the walls.  Journal 	of Material Culture, 	9(3), pp. 219-237.