[n° ou bulletin]
| Titre : |
Vol.18 no3(2003) - 2003-09-01 - Conservation Education |
| Type de document : |
texte imprimé |
| Année de publication : |
2003 |
| Langues : |
Anglais (eng) |
| Catégories : |
Architecture -- Conservation et restauration -- Étude et enseignement
Hiéroglyphes -- Copán (Honduras ; site archéologique) -- Conservation et restauration
Institute of archaeology (Los Angeles, Calif.)
Patrimoine culturel -- Conservation et restauration -- Étude et enseignement -- Afrique subsaharienne
Patrimoine culturel -- Conservation et restauration -- Étude et enseignement
Patrimoine culturel -- Protection -- Coopération internationale
Peinture et décoration murales -- Dunhuang (Chine) -- Grottes de Mogao -- Conservation et restauration
Sites archéologiques -- Conservation et restauration -- Étude et enseignement
|
| Index. décimale : |
7.025 Dommages. Conservation. Protection |
| Note de contenu : |
Table of Contents
Newsletter Cover
Front cover: Thomas Roby, a senior project specialist with GCI Field Projects, demonstrating the technique for injecting lime-based grout. The instruction was part of a 2003 training campaign in Tunisia for technicians responsible for the maintenance of in-situ archaeological mosaics—a program in partnership with Tunisia's Institut National du Patrimoine. Photo: Elsa Bourguignon.
A Free, Meandering Brook: Thoughts on Conservation Education
Heritage conservation is experiencing a variety of new pressures—greater stakeholder involvement, changing expectations for heritage use, disparate and conflicting values, diminishing or changing resources, and new materials and media to conserve, to name just a few. In addition, ensuring that heritage is accessible and valued by the public is critical to conservation's viability. How will the evolving state of conservation be reflected in the way that professionals are educated? Will the learning models of the past and present equip students with the knowledge, skills, values, and attitudes they will need for the way conservation will be practiced in 5, 10, and 20 years?
A Lifetime of Learning: A Discussion about Conservation Education
Three conservators who now direct academic programs—May Cassar, Michele Marincola, and Frank Matero—talk with the GCI's Kathleen Dardes and Jeffrey Levin about where conservation education ought to be heading in a time of expanding information, diminished resources, and needed public involvement.
Education in the Conservation of Immovable Heritage: An Approach in Sub-Saharan Africa
Until recently, African approaches to conservation education were based on Western concepts in which the materials, style, and monumental character of heritage formed the basis for conservation. But African heritage concepts embrace spiritual, social, and religious meanings, myths, and relationships with ancestors and the environment. Some in Africa are now developing conservation approaches related to intangible heritage and cultural landscapes, and they are incorporating these approaches into training initiatives aimed at increasing national capacities for management and conservation of immovable cultural heritage.
A Partnership in Education: The UCLA/Getty Master's Program
The conservation of archaeological and ethnographic material is an important part of our efforts to preserve the cultural remains of the past and to ensure that future generations can know and learn about the past directly from surviving artifacts. The Getty Conservation Institute and the University of California, Los Angeles, are currently developing a graduate-level program in archaeological and ethnographic conservation designed to complement existing programs and to expand educational opportunities. The aim of the program will be to provide students with a solid educational base and practical training.
GCI News: Projects, Events, Publications and Staff
Updates on Getty Conservation Institute projects, events, publications, and staff.
Masthead |
| En ligne : |
http://www.getty.edu/conservation/publications_resources/newsletters/pdf/v18n3.p [...] |
[n° ou bulletin]
Vol.18 no3(2003) - 2003-09-01 - Conservation Education [texte imprimé] . - 2003. Langues : Anglais ( eng)
| Catégories : |
Architecture -- Conservation et restauration -- Étude et enseignement
Hiéroglyphes -- Copán (Honduras ; site archéologique) -- Conservation et restauration
Institute of archaeology (Los Angeles, Calif.)
Patrimoine culturel -- Conservation et restauration -- Étude et enseignement -- Afrique subsaharienne
Patrimoine culturel -- Conservation et restauration -- Étude et enseignement
Patrimoine culturel -- Protection -- Coopération internationale
Peinture et décoration murales -- Dunhuang (Chine) -- Grottes de Mogao -- Conservation et restauration
Sites archéologiques -- Conservation et restauration -- Étude et enseignement
|
| Index. décimale : |
7.025 Dommages. Conservation. Protection |
| Note de contenu : |
Table of Contents
Newsletter Cover
Front cover: Thomas Roby, a senior project specialist with GCI Field Projects, demonstrating the technique for injecting lime-based grout. The instruction was part of a 2003 training campaign in Tunisia for technicians responsible for the maintenance of in-situ archaeological mosaics—a program in partnership with Tunisia's Institut National du Patrimoine. Photo: Elsa Bourguignon.
A Free, Meandering Brook: Thoughts on Conservation Education
Heritage conservation is experiencing a variety of new pressures—greater stakeholder involvement, changing expectations for heritage use, disparate and conflicting values, diminishing or changing resources, and new materials and media to conserve, to name just a few. In addition, ensuring that heritage is accessible and valued by the public is critical to conservation's viability. How will the evolving state of conservation be reflected in the way that professionals are educated? Will the learning models of the past and present equip students with the knowledge, skills, values, and attitudes they will need for the way conservation will be practiced in 5, 10, and 20 years?
A Lifetime of Learning: A Discussion about Conservation Education
Three conservators who now direct academic programs—May Cassar, Michele Marincola, and Frank Matero—talk with the GCI's Kathleen Dardes and Jeffrey Levin about where conservation education ought to be heading in a time of expanding information, diminished resources, and needed public involvement.
Education in the Conservation of Immovable Heritage: An Approach in Sub-Saharan Africa
Until recently, African approaches to conservation education were based on Western concepts in which the materials, style, and monumental character of heritage formed the basis for conservation. But African heritage concepts embrace spiritual, social, and religious meanings, myths, and relationships with ancestors and the environment. Some in Africa are now developing conservation approaches related to intangible heritage and cultural landscapes, and they are incorporating these approaches into training initiatives aimed at increasing national capacities for management and conservation of immovable cultural heritage.
A Partnership in Education: The UCLA/Getty Master's Program
The conservation of archaeological and ethnographic material is an important part of our efforts to preserve the cultural remains of the past and to ensure that future generations can know and learn about the past directly from surviving artifacts. The Getty Conservation Institute and the University of California, Los Angeles, are currently developing a graduate-level program in archaeological and ethnographic conservation designed to complement existing programs and to expand educational opportunities. The aim of the program will be to provide students with a solid educational base and practical training.
GCI News: Projects, Events, Publications and Staff
Updates on Getty Conservation Institute projects, events, publications, and staff.
Masthead |
| En ligne : |
http://www.getty.edu/conservation/publications_resources/newsletters/pdf/v18n3.p [...] |
|  |
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