Activities
Activities may be confined to wearing period dress and perhaps explaining relevant historical information, either in role (also called first-person interpretation) or out of character (also called third-person interpretation). While many museums allow their staff to move in and out of character to better answer visitor questions, some encourage their staff to stay in role at all times.
Living history portrayal often involves demonstrating everyday activities such as cooking, cleaning, medical care, or particular skills and handicrafts. Depending on the historical period portrayed, these might include spinning, sewing, loom weaving, tablet weaving, inkle weaving or tapestry weaving, cloth dyeing, basket weaving, rope making, leather-working, shoemaking, metalworking, glassblowing, woodworking or other crafts. Considerable research is often applied to identifying authentic techniques and often recreating replica tools and equipment.
Read more about this topic: Living History
Famous quotes containing the word activities:
“The most remarkable aspect of the transition we are living through is not so much the passage from want to affluence as the passage from labor to leisure.... Leisure contains the future, it is the new horizon.... The prospect then is one of unremitting labor to bequeath to future generations a chance of founding a society of leisure that will overcome the demands and compulsions of productive labor so that time may be devoted to creative activities or simply to pleasure and happiness.”
—Henri Lefebvre (b. 1901)
“That is the real pivot of all bourgeois consciousness in all countries: fear and hate of the instinctive, intuitional, procreative body in man or woman. But of course this fear and hate had to take on a righteous appearance, so it became moral, said that the instincts, intuitions and all the activities of the procreative body were evil, and promised a reward for their suppression. That is the great clue to bourgeois psychology: the reward business.”
—D.H. (David Herbert)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)