Exhibiting Nature

Environmental Studies 143

Wednesdays, 1:15-4:15

Fletcher 106

Professor: Paul Faulstich

Office: Broad Center 214; ext. 18818

Office Hours: Wednesday 9:00 to 11:00

"Almost nothing displayed in museums was made to be seen in them." (S. Vogel)

"Any museum, any museum at all, makes me sad." (J. Boon)

INTRODUCTION TO THE COURSE: PURPOSE AND CONTENT

This course investigates the human propensity to objectify and re-present the natural world. We will investigate and critique presentations of Nature in such institutions as botanic gardens, zoos, marine parks, aquariums, museums, safari parks, National Parks, and Wildlife Refuges. We will attempt to answer some basic questions concerning the construction, presentation, and interpretation of Nature: Why are there museums? How are they organized, and what role do they play in society? How is Nature presented in such contexts? What options are there for new interpretations of the natural world?

This course explores the origins, histories, statuses, and display techniques of institutions that exhibit Nature. Our central inquiry will focus on how ethnographic and natural history museums construct and present humans and the natural world. The major activities of collecting, preserving, exhibiting, and educating are examined through readings, field trips, discussions, and projects.

We examine museums and similar institutions in their historical context. Particular attention is devoted to the relationship between these institutions and the structure of intellectual inquiry that has led humans to view the collection and display of specimens from nature as an appropriate, significant, and worthwhile endeavor. We examine the emergence of the natural history museum as a temple and a forum, and as symbolic of the relationship between 'humans' and 'the other'. However, in these artificial contexts, understanding of 'the other' is as easily obfuscated as it is enhanced.

As a respected ecologist once said, "you can't flip flapjacks with a good idea": So Exhibiting Nature is a course in methods as well as theory. Our common exploration of the various theoretical issues will be complemented by introductory training in museum curation and natural resource management. This training will touch upon administration, collection's management, exhibition design, and educational programs.

The basic learning goals of the course are to develop in students:

1) an understanding of the modern museum (very broadly defined to include zoos, some theme parks, wildlife viewing areas, etc.), its history, purpose, and future;

2) fundamental skills and insights that can serve as the foundation for further study, internships, and possible careers; and

3) an awareness of the relevance of nature exhibits and their role in contemporary debates over environmental concerns.

STUDENT EVALUATION AND COURSE REQUIREMENTS

Evaluation of student performance will be keyed to the development of specific insights and understandings: a grasp of the issues; interrelated and independent thinking; competence and creativity; participation; cooperation.

The primary requirements for each student include:

1) class discussion and participation

2) participation in field trips and field research reports

3) student/faculty conferences

4) class notebook

5) term project

These five points are discussed separately below:

1. Students are expected to recognize the importance of active and engaged learning. This will be reflected in regular attendance for classes and field trips, quality of questions posed and responses given, intellectual grasp of the readings, and the character of interaction with colleagues in the class. On a regular basis we will debate alternative views of key issues and problems; I expect students to engage in such debates with openness and sensitivity.

2. Field trips are a required part of this course. In addition to field trips scheduled during the normal class time, there may be trips that require a full day. Field research reports--based on our field trip experiences--will be written by each student and presented to the class. These will involve summarizing your insights on the character and appropriateness of the institutions we visit and their constructions of the natural world. Your reflections should be summarized in a one or two page essay and presented orally in class. These should be designed to spark discussion and debate.

3. I will meet individually with each student several times over the course of the semester. These occasions will give us the opportunity to continue discussion of the issues we are grappling with, to discuss my evaluation of your performance, to flush out ideas for the term project, and to raise any concerns you may have with the course or the material.

4. The class notebook will serve as a continuing record of your work in the course. It should be divided into three sections: a) classroom notes (notes on lectures, discussions, assignments); b) field notes (we will visit a number of museums and other institutions over the course of the semester; you should use this section to reflect on your experiences at these places. This section should also include notes on your field research reports, described above.); c) term project (in this section you should keep all of your ideas and information relating to your final project).

5. The term project will be your major assignment for the course. It will entail either 1) designing an exhibit for presenting nature, or 2) an in-depth critique of an exhibit, show, or display which you visited and researched independently. In either case, your project will include: a) a final in-class presentation of your findings; b) a proposal of an educational brochure for the exhibit; and c) preparation or critique of representative labels and explanatory text. The projects must be well researched, comprehensive, and appropriately packaged. Additional details on the final projects will be discussed in class.

Required Texts: Mountains Without Handrails, Joseph L. Sax

Exhibiting Nature, Reading Packet

SCHEDULE

DATE	TOPIC	READINGS
Sept. 1	Course orientation Exhibition paradigms The prehistory of exhibiting nature; Totemism
Sept. 8	The nature of oral literature; Nature writing The politics of exhibiting nature; Nature as landscape Film: Gardens of the World	E. H. Gombrich, "Strange Beginnings" P. Shepard, "Art as Collective Imagery" R. Wheeler, "Myth, Ritual and Symbolism" B. Lopez, "The Stone Horse" G. Snyder, "The Woman who Married a Bear" B. Lopez, "A Presentation of Whales"
Sept. 15	Nature as entertainment Film: Barnum’s Big Top Botanic gardens; The Pitzer Arboretum Field Trip: Claremont Wilderness Park	M. Francis & R. Hester, Jr., "The Garden as Idea, Place, and Action"
Sept. 22	Field trip: Rancho Santa Ana Botanic Garden The museum defined Nature and colonialism	A. Wilson, “Nature Education & Promotion” E. Hooper-Greenhill, “What is a Museum?” S. Weil, “Rethinking the Museum” R. Sullivan, Trouble in Paradigms” J.J. Brody, “Meanings of Things” Am. Assoc. of Museums, “The Growing Museum Movement”
Sept. 29	The museum as activist Repatriation The natural history museum Field trip: L.A. Co. Natural History Museum	L. Kulik, “Disputed Territory” B. Matilsky, “ Art and Ecology” Z. Doering, “ Environmental Impact” W. Johnson, “The Strange Case of the Disappearing Moose” A. Carnes, “Showplace, Playground or Forum?” S. Alpers, “The Museum as a Way of Seeing” S. Crew & J. Sims, “Locating Authenticity”
Oct. 6	Museum curation Multicultural, multidicsiplinary, and political dimensions of curation Label writing Museum interpretation and education	E. Gurian, “Noodling Around with Exhibition Opportunities” J. Boon, “Why Museums make me Sad” R. Appelbaum, “ MultiCultural By Design” K. Hudson, “How Misleading does an Ethnographical Museum Have to Be?” Am. Assoc. of Museums, “A New Imperative for Learning”
Oct. 13	Zoos, marine parks, and wild animal parks: circuses or preserves? Film Clip: Zoo Zoos and education Field trip: The Living Desert Wildlife & Botanical Park	F. Maier & J. Page, “The Revolutionary Zoo” A. Wilson, “From Reserve to Microenvironment” Siebert, “Where have the Animals Gone?” Gold, “Arc and Covenant” Tarpy, “New Zoos” Maier & J. Page, “The Challenge”
Oct. 20	Zoos and wildlife conservation Film: Sex and the Single Rhino Zoos and the rights of Nature Field trip: L.A. Zoo or The American Wilderness Zoo and Aquarium	M. Seidman, “Zoos and the Psychology of Extinction” M. Davis, “Do Zoos Compete with Habitat?” M. Hutchins, “More on Zoos” M. Davis, “Author Responds” N. Mudd, “Mudd on Zoos” B.J. Bergman “The Great Indoors” D. Phillips & S. Kaiser, “Are Zoos an Excuse for Habitat Destruction?” P. Curlee, “What’s an Orca Worth?”
Oct. 27	Field trip: North Claremont National parks and public trust Film: Serving Time	A. Wilson, “Nature at Home” Mountains Without Handrails, Intro., & Chs. 1-5 E. Abbey, “Return to Yosemite” P. Shepard, “The American West”
Nov. 3	Nature reserves and interpretive centers Wildlife viewing areas Field trip: Mt. Baldy Interpretive Center	T. Birch, “The Incarceration of Wildness” Mountains Without Handrails, Chs. 6 & 7
Nov. 10	Field trip: Eaton Canyon Natural Area Eco-Tourism;	B. McKibben, “A Proposal for a Park Without Fences” S. Bratton, “ National Park Management and Values”
Nov. 17	Film: The Environmental Tourist Exhibiting vs. protecting NOTEBOOKS DUE	D. Harmon, “ Cultural Diversity, Human Subsistence, and the National Park Ideal” Mountains Without Handrails, Ch. 8 & Appendix
Nov. 24	Student presentations Possible field trip: The Museum of Jurassic Technology
Dec. 1	Student presentations
Dec. 8	Student presentations Wrap-up and review