Kürzlich durfte ich einen Beitrag für den Newsletter von
Interp Europe, dem
europäischen Dachverband für Natur- und Kulturinterpretation verfassen. Da dort
der Platz relativ begrenzt war, musste ich meinen ursprünglichen Beitrag stark
kürzen.
Meine etwas ausführlicheren Ideen zu der Frage, wie Natur-
und Kulturinterpretation im Sinne einer nachhaltigen Entwicklung in Museen und
Ausstellungen eingesetzt werden kann, kannst Du im Folgenden lesen:
The practice of phenomenon-based communication in museums
often focusses on the display and interpretation of exhibits (cf. Veverka 2015). However, the
increasing use of scenographic arrangements in exhibitions and museums calls
for another approach.
At the core of this new approach is a scenography based
on the location, thus often the architecture, of the museum. With it, exhibition
design and scenography directly connects to the phenomena of the environment,
hence the building. While this is obvious and commonly used, taking this approach
one step further is not: By identifying the phenomenon using the communication
rectangle and developing a theme-centred interaction, the unique potential of
the location can not only be translated into an interior design but into a
scenography, which is an interactive visitor experience.
It has been outlined
elsewhere, why heritage interpretation has an obligation to a sustainable
development and at the same time there are various opportunities for heritage
interpretation practice by embracing the concept of Education for Sustainable Development (ESD), ESD is at the same
time an opportunity to improve the practice of interpretation (Ludwig 2009).
On the one hand, regarding
educational activities in museums, It has been argued that ESD is the pedagogic approach for exhibitions
and museums in the 21st century (Peter
and Garthe 2014). But the intersections between heritage
interpretation and museum pedagogics still need to be further excavated.
On the other hand, sustainability
is largely a blind spot within the realm of exhibition development. Obviously,
there are a multitude of great exhibitions on issues about sustainability. But
the way in which these exhibitions are curated and exhibits are interpreted are
not focused on the key competencies of ESD (cf. Haan 2006). So, the challenge for future exhibitions is to
develop exhibits that foster competence-based learning. In doing so, it has to
be underlined that not all competencies are equally suitable to be acquired
within exhibitions and museums.
Furthermore, the sustainable
production and operation of exhibitions and museums on heritage topics offer
opportunities to contribute to a sustainable future.
An attractive visitor centre is nowadays a must-have
for every large protected area. But many of the visitor centres in Germany have
a serious problem: They are stuck in environmental education and neglect the
anthropocene: With a dramaturgy following habitat types, nature is "rebuilt"
within these exhibitions – with often- extensive effort. Thus, too often a
visit to the visitor centre effectively replaces a real experience of nature.
Developing visitor centres that truly support the mission of Protected Areas
would require a radically new approach which puts the human being and its
stories in the centre of the concept (Garthe 2017).
Heritage interpretation in natural history museums is
struggling to find its relevance in the 21st century (cf. Janes 2009). This is why a reconceptualisation
of the natural history museum towards a future-oriented institution seems to be
necessary.
To benefit from the collection as the key resource,
natural history museums can focus on Interaction, participation and object-related
interactions that foster a public understanding of collections. Before the
background of a participative scientific society, natural history museums can
evolve into the place to address
global challenges, discuss the future of the planet and thus increase the
relevance for visitors (Garthe 2018).
The potential role of interpretation in a post-fact
society has been discussed (Lehnes 2017). As science and
the interpretation of its results are becoming increasingly central to our
society, it can be argued that scientific literacy or a public understanding of
research are becoming essential for active citizens as well as for the democratic
cultures as a whole.. To tackle these challenges, we need to move from a
knowledge society to a Participatory Scientific Society that empowers citizens to take ownership in crucial debates. Interpretative
activities can support this by not
communicating (scientific) themes, but by communicating the research process
itself. Successful examples are Open Research Labs, Sciencetainment events,
like Worm charming, artistic research projects, incorporating transdisciplinary
research or Citizen Science programmes, like BioBlitz, or embracing the
approaches of the Maker community (cf. Garthe 2015). Like this, exhibitions and museums can
become an interface between scientists, volunteers and citizens and can serve
as a core institution of Participatory
Scientific Society.
Garthe,
C., 2015. Using interactive
experiences to communicate nature. Gothenburg.
Garthe,
C., 2018. The Natural Futures Museum: Interactivity and Participation as Key
Instruments for Engaging Audiences. In: E. Dorfman, ed. The
future of natural history museums. Milton Park Abingdon Oxon, New York NY:
Routledge, 140–154.
Haan, G.
de, 2006. The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’‐based model for
Education for Sustainable Development. Environmental Education Research, 12 (1), 19–32.
Janes,
R.R., 2009. Museums in a
troubled world. Renewal, irrelevance or collapse? London, New York:
Routledge.
Lehnes,
P., 2017. Interpretation in Darkening Times. Interpret Europe Newsletter (1), 3–4. Available
from:
http://www.interpret-europe.net/top/news/singlepage-news/news/interpretation-in-darkening-times.html?tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Baction%5D=detail&cHash=676a8bbafb974f12220e77dd3671d463.
Ludwig,
T., 2009. ESD as a Chance for
the Worldwide Improvement of Interpretation. Athens.
Veverka,
J.A., 2015. Interpretive master
planning. Strategies for the new millennium, philosophy, theory and practice.
Edinburgh: MuseumsEtc Ltd.
