Using replicas has a number of benefits including: 1) Cost-usually replicas
cost substantially less than old originals; 2) Availability-particularly, in
quantity. For example, there are relatively few 17th century navigational
instruments available, and fewer yet, that one would want to have folks use
on a regular basis. Also, often when demonstrating a practice one would like
to have each person in the group to have an exemplar; to have 20 to 25
replica objects that can be treated as "disposable" after few years is
simpler. 3) Often when objects in question were used they were new or, at
least, newer than 100 or 200 years later. A farmer in 1754 would be using
bowl that was created within a few years of that date and not a 100 year-old
object. 4) At times, there are no possible substitutes e.g. how are you
going to outfit a group of interpreters in period clothing using originals?
5) Using replicas insures that traditional skills and knowledge is
maintained, or even rediscovered 6) Allows folks who are particularly
interested in the period to make a living by creating replicas (economic
development). 7) Helps to fight one of the greatest spiritual dangers that
museum folks are prone to-idolatry of objects. While objects are important
their real value is in the human input(s) that creates them. The context is
what creates value not the mere object itself. This is why archeologists get
upset when objects are taken out of sites-one loses, context and history.
nburlakoff
-----Original Message-----
From: Museum discussion list [mailto:[log in to unmask]]On Behalf
Of Dan Schoeneberg
Sent: Friday, January 16, 2004 4:23 PM
To: [log in to unmask]
Subject: Re: Replica Artifacts for Ed Programs
"Why use replicas? Our education collection is authentic items that have
come to the collection a variety of ways- we have a standing shopping list
at two reputable local antique dealers and a junk shop- deaccessions,
duplicate donations, etc- I personally prefer it when education uses real
items- they are worn from use and tell a more complete story than a new
reproduction ever could."
I might put forth the thesis that it depends on what issues you are
interpreting, and how you want to interpret it. Is it a living history
setting? A traditional exhibit with hands on components? Are you
interpreting the object as art? The object within specific social and
ideological constructs? Within this, one might ask "what interpretive
message are you trying to convey? Are you conveying change over time, and
how an object is used and valued across generations? Are you trying to
demonstrate what an object looked like when new, and the value that
generation who produced it placed on the object? The setting- i.e. living
history exhibition v. traditional museum exhibition; 1st person v. third
person interpretation; costumed v. non-costumed; Synchronic v. Diachronic
interpretation can necessarily change the type of objects used.
Contextualizing any given object/idea/or process within the constraints of a
specific point in time through a hands-on/minds on interpretive process
might make the use of reproductions more appropriate in some situations than
to use an original object. It can also fundementally change the
message/interpretive point.
That is not to lessen the importance of handling "the real object" or the
"real mccoy" so to speak. The use of "the real thing" or viewing an object
elicits an entirely different reaction than a reproduction. Each of these
however, can provide it's own learning opportunities in it's own way, and
obviously contextualizes an idea or era within each individual historic
period and how it relates to present generations. Also, each of these
stories is uniquely interesting in its own right, and can reveal a lot about
specific generations including our own.
Just some random thoughts on a Friday afternoon. Interesting ideas proposed
Nikkie, et. al.
Dan Schoeneberg
Historic Area Manager
Conner Prairie
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