Assignment: Using specific examples from the museum trip to Museum of
Fine Art (MFA) Boston and the readings concerning museums, write essay
responses to TWO of the questions below. (Please in your essays, note
the question you are addressing.) Each essay should be between 400-600
words and follow the style guidelines cited below.
1. In her article, “Always True to the Object, in Our Fashion,” Susan
Vogel critiques the problems of exhibited objects not made for museums,
and more specifically, non-Western
objects. She writes, “museum professionals…should inform the public
that what it sees is not material that ‘speaks for itself’ but material
filtered through the tastes, interests, politics, and state of knowledge
of particular presenters at a particular moment
in time.” (Vogel, 201) Can you find a moment/object/room/exhibit of
non-Western art at the MFA where you can see the curators have tried to
make clear the “filter” that Vogel mentions? Does this
moment/object/room/exhibit only reaffirm Vogel’s concerns or does it
highlight a successful educational moment?
2. Do you agree with Stephen Greenblatt’s diagnosis of resonance over
wonder in museum spaces? Please use a specific example of a
moment/object/room/exhibit that exemplifies YOUR thesis vis-à-vis
Greenblatt, resonance, and wonder.
3. Carol Duncan views museums as deeply disciplining and controlling
spaces. Can you, using the MFA space and a specific room, argue that she
is wrong? Can you find a space
or room or moment that suggest museums are in not merely demanding ritual and submission?
4. Svetlana Alpers argues that museums make us see differently. Use a
work from class that we discussed and that you read about and discuss
how you “see” (in Alpers terms) that
work and then compare to a different work/piece of art you saw for
the first time at the MFA. Is one way of “seeing” better or worse than
another? Do you think you could ever really see art?
Again, respond to 2 of the 4 questions above, and EACH response needs to be 400-600 words.
These papers are not research papers. You are to use the museum and
museums readings as your source materials. Make your intellectual
position clear, answer the question, and support your claims with
specific evidence from the museum. Remember that in writing you are
always trying to convince the reader of both the validity of your
argument and in your intellectual
ability to make the argument. Have a strong thesis, have a specific
example to support your point, no filler, no repeating the question.
Clear and strong writing.
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Academic Misconduct: The Division of Student Affairs (Dean of Students Office) states the following in The Student Code:
Academic misconduct is dishonest or unethical academic behavior that
includes, but is not limited, to misrepresenting mastery in an academic
area (e.g., cheating), failing to properly credit information, research
or ideas to their rightful originators or representing such
information, research or ideas as your own (e.g., plagiarism).
Misuse of Sources: The misuse of sources is the failure to
acknowledge properly the source of an idea and/or specific language that
is presented in any work submitted for evaluation, including (but not
limited to) journal entries, drafts of papers, and final submissions of
papers. The misuse of sources is a violation of academic codes of
conduct and could result in serious penalty. The severity of the penalty
depends on an individual instructor’s assessment, in consultation with
the Director and Associate Director of First-Year Writing.
Plagiarism: Plagiarism is the theft of another’s ideas, specific
language, or other media, and the presentation—for the purposes of
evaluation—of that material as one’s own, at any stage of the writing
process, including (but not limited to) journal entries, drafts of
papers, and final submissions of papers. The First-Year Writing Program
takes plagiarism very seriously. Any student who commits plagiarism will
receive a grade of “F” for the course in which he or she has committed
the act. The First-Year Writing Office and the Office of Community
Standards will keep the student’s name in a permanent record of students
who have committed plagiarism. The Dean of the School or College may
also refer the case to the Academic Misconduct Hearing Board to consider
whether or not further penalties, including expulsion from the
University, are warranted.
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