DaCNet 2: Day 2

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Day 2 opened with, “Corpses in Cabinets,” my own panel, which included fantastic women scholars from around the world, but also FROM MY HOME STATE!

Imagine my surprise when I realized the first speaker, Melissa Schrift, was from East Tennessee State University, 2 hours from my hometown. How cool to travel all the way to England to meet someone from home who is doing super cool, and in some ways similar work, to my own. Melissa spoke on, “Race, bodies and spectacle in 19th century living exhibitions,” which was super exciting for me, since a large part of my dissertation and previous work was on freakshows and exhibitions of people with disabilities or difference. One of her case studies was that of Charles Byrne, “The Irish Giant,” whose body is still on display and causing controversy at the Hunterian in London. I spoke next on human remains in museums, then Jenny Bergman and Kicki Eldh presented “Death –a concern?” about human remains in Swedish museums.

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Last, but certainly not least, curators Katherine Baxter and Ruth Martin from Leeds Museums and Galleries presented, “Displaying the dead: public reactions to human skeletons in museums.” I loved this one! They shared the museum’s human remains policy as well as photography policies. Leeds Museums have also integrated these big questions of museums displaying and photographing the dead into their exhibitions to involve the museum stakeholders and visitors in the process. Note to self: I have GOT to get myself to the Leeds Museums and want to chat more with Katherine and Ruth on their work.

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I am not exaggerating when I say this conference was basically made for me. The next session I attended was “Bodies on View,” which included a paper on TLC and other television programming (which I’ve written about before as the modern freakshow) and reliquaries and “bone churches.” First up, Agata Korecka tackled “Death, dying and light entertainment” through medical reality television. Shows in the UK like Embarassing Bodies, or US-based shows like My 600 Pound Life, and a variety of other programs depict people with medical issues for entertainment or education. Sometimes, the subjects of those shows die, such as in the case of Robert Buchel, who died soon after filming. Korecka examined public reactions to the show during the airing, and then after the announcement of his death during the program. Kelsey Perreault ended the session with, “The Church of Bones and the human rights of the dead.” She explored a church in that displays the bones of various individuals in patterns across the chapel, and the treatment of these bones as a dark tourist destination. One audience question was about the gift shop offerings and commodification of the dead. Perreault also addressed questions about “protecting the dignity of the dead.” So good!!

20180907_161715My last session of the day was “Digital Reimaginings” with Kelly Richards and Matt Coward. Kelly did an amazing job discussing “Reimagining the personification of Death in popular culture” with a talk that included comics, movies, and other popular culture and their depictions of death. Her multimedia presentation included some fantastic video clips (Bill and Ted! Mighty Boosh!!) and she even finished the session with a great rebuttal of some quite strange questions.. Wonderful job, Kelly! Matt ended the conference with a bang, discussing death and video games. I learned about some new games I want to play (Graveyard Keeper!) and now have a different perspective of seeing death spaces in video games, as well (not cool to ransack graves, God of War).

And just like that, DaCNet 2 was done. I hope to see a lot of the same folks at the14th International Conference on the Social Context of Death, Dying and Disposal in Bath next year. Until then…

DaCNet 2: Day 1

img_8ac6ph.jpgAfter such a great night at the pub with the DaCNet people, I was excited to head over to University of York the next morning for the conference. I had a beautiful one mile walk through allotments and a park before coming to campus. My only complaint about this conference, and I’m not sure how it could be fixed, is that there were so many great papers in each session. I wanted to try to hop from room to room for different papers in different sessions, but rooms were always packed (yay!) and it wasn’t really feasible. That said here are some highlights from Day 1;

20180906_115908.jpgHeather Conway and Ruth Penfold-Mounce, “The evil dead: the law and disposing of the criminal corpse.” – Wow. Something I had never given much thought, but now I can’t stop thinking about it! Who cares for the criminal dead, such as Ian Brady or the Manchester concert bomber? The morgue that took their remains has been dubbed “Monster Morgue.”  Similar to this talk was, “(Dis)posing of monsters: justice and the ‘inhuman’ dead” by Daniel Robins and Rosie Smith. I’m still thinking through these issues and trying to decide what rights the dead have, and if those supersede those of the living. Best example: Ian Brady (who murdered children and buried them on the moors) wanted his ashes spread across those same moors; he was denied and instead his ashes were buried at sea, at night, and in secret. So thought-provoking!

tess-margollesAnother one that has really stuck with me: Julia Banwell’s, “Echoes of the absent: Teresa Margolles’ work with afterlives of bodies, objects and spaces.” Art and the dead. Artist Teresa Margolles has some great work addressing. Some of her best-known work is the details of murder victims of the cartels on marquees in Mexican towns and cities. The only thing I learned in this conference that truly bothered me was the piece, En El Aire (In the Air) (2003) which was a room filled with water vapor… from the water used to wash corpses at a morgue. Read more about her work here.

In the afternoon, I attended Claire Wood’s “Ordering meaning in the Victorian memorial card” which looked in depth at these wonderful primary sources used to commemorate the dead. They are beautiful pieces of art, too! Last, Helen Frisby presented on, “Representing gravediggers in nineteenth and twentieth century popular culture” which included some great references to popular culture gravediggers.

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Our evening concluded with a keynote address from Joanna Burke titled, “Carved into the body: forensic science, truth, and the female corpse.” Professor Burke talked about the gendered nature of death and forensics through the story of one of the early forensic mannequins used for training in England. From there, we were treated to a reception and dinner, which included a book launch and celebration by Emerald Publishing’s Death Studies series. Congrats to the new authors! I walked back to the guesthouse, excited for day 2 of DacNet and my own presentation in the morning…

TAM Reflections, 2012

TAM makes us SING!

Last year I wrote a review of my Tennessee Association of Museum conference experience and how much that meeting meant to me.  This year it is coming a bit late, but I did still want to express how wonderful this annual conference is, and what it can mean for you as a museum professional or student.  The event was held in Memphis, which has a dear place in my heart.  Since I essentially started my academic career in museum studies at the University of Memphis, and I worked in several of the community museums, I was excited to get back to the city for a conference devoted to the Rock, Rhythm, and Soul of Museums.

First of all, the entire event I was surrounded by like-minded people who are all working towards similar goals.  The bonding experiences that take place at conferences, especially at special events and in the hospitality suite, are invaluable.  Sessions are obviously places where you can learn and share ideas.

Auction fun-times at the Metal Museum

Q&As during and after sessions and panels are also great experiences for meeting new people and learning about new opportunities.

One of the best things about TAM is the opportunity to visit area museums for social gatherings, dinners, the annual auction, and tours.  This year we visited the Brooks Museum of Art, Fire Museum, Metal Museum, and the National Civil Rights Museum.  These events provided places for professionals to see what museums in the mid-south are doing and talk about ideas and successes.  They also had some fun interactive exhibits, such as the fire pole at the Fire Museum, which was a big hit with everyone.

The Music Tour group at Rock N Soul Museum

Several of us also took advantage of the opportunity to go on a pre-conference tour of the music-related sites that Memphis is famous for.  We went to the Rock’n’Soul Museum, Sun Studio, and the STAX Museum of American Soul Music.  There is never enough time to see everything, but we got a good taste of the great opportunities these museums offer to the Memphis community.  Even though I lived in Memphis for two years, I never had a chance to visit Rock ‘n’ Soul or STAX, so I was grateful for the opportunity to visit these places with other museum people.  Sun Studio will always be one of my favorite sites in the city, so I couldn’t pass up the chance to visit again.  And we got to see Issac Hayes’ car, AND have a dance party.  Awesome.

One the most essential (and sometimes overlooked) part of the conference was the sessions.  I didn’t go to as many sessions as I would have liked, since I was stressing over presenting my own session for the first time at TAM.   They had many great sessions for small museums, and workshops to share ideas.  A session I did get to go to was, “Help Is on the Way! What MAP Can Do for You” with the American Association of MuseumsMuseum Assessment Program coordinator, Laura Silberman.   The main reason I wanted to attend this session is because Dr. Robert Connolly from Chucalissa shared the experiences he and the staff at Chucalissa experienced when going through this process.  Since I was a part of the MAP assessment team as a graduate student but a graduate by the time the assessment took place, I was excited to hear the changes that came about because of the program.

Natalye, rockin’ the session

The session, “Challenges and Benefits of Community Engagement: Lessons from Three Memphis Museums,” was one that I felt I had to attend.  My former professor, Dr. Leslie Luebbers, and fellow University of Memphis alumni and Chucalissa co-worker Natalye Tate were among the presenters.  The session explored the museums’ challenges, how they were negotiated.  They also talked about how the programs benefited the community and the museum, which is an essential part of museums that many times is forgotten in the everyday operations of the museum.  The Museum Studies program at Memphis has an entire class, taught by Dr. Luebbers,  all about communities and museums.

Sam, presenting like a rock star

As a student of Museum 2.0 and Nina Simon via Robert Connolly’s 2008 Museum Practices class, the session “The Participatory Museum: More Than Just a Hands-on Gig” was a must for me.  The session looked at the different types of participatory visitor experiences.  Presenters, all from the C.H. Nash Museum at Chucalissa also talked about various case studies where visitors play an active role in determining exhibit content and move toward a stakeholder role in the institution.  Samantha Gibbs, my coworker while I was a graduate assistant, did a great job explaining the programs she developed with the participatory museum in mind!

Conference fun times!

Finally, it was a great experience to have so many people who have supported me since I started this path of museum studies at my session encouraging me and my research, as well as so many fellow graduate students and friends from MTSU.  It was a great mix of my “old” friends and coworkers in Memphis with my “new” public history and Murfreesboro friends, and I couldn’t do any of this without them.

Here’s to them!!  Enjoy these photos from the conference and the special events (especially the auction).

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Popular Culture and Public History

Getting ready to present my panelists

I recently ventured to New Orleans to present at the Popular and American Culture Associations in the South annual conference. Rebecca,  another PhD Student at MTSU, and Dr. McCormack, one of my professors who has been super influential in my studies and ideas, joined me on the panel, “Public History and Popular Culture: Use and Abuse.”  Needless to say, we had a fabulous time enjoying the sites (and food!) of NOLA, and I felt pretty good about our panel and presentations.  However, our panel, being on Saturday morning in New Orleans, was not as well-attended as I would have liked.  Therefore, I have decided to present my information to you, my online viewers.

We’ve seen social media impacting movements throughout the world and it has even helped to organize the overthrow of politically figures throughout the world.  Social media is a part of pop culture through its power to unite people and share information across the world as well as with friends.  But can these devices and the internet also teach us anything?  And how can these be adapted to use in classrooms?

My first example is from YouTube – The Historyteachers channel – Amy Burvall is a high school history teacher in Hawaii who believes very much in engaging her students in nontraditional ways.  She uses her own free time to take popular songs, such as Lady Gaga’s Bad Romance and Justin Timberlake’s SexyBack, and write new lyrics pertaining to subjects she is teaching in her classroom. She then dresses in costumes and sings the song for a camera and edits the videos using graphics and effects to make them visually appealing.  If you watch the Norman Invasion video, you will never again forget the date of the Norman Invasion. She uses these videos not as the only teaching tool in her classroom, but instead as a jumping off point for her discussions.  Students and teachers alike comment on these videos, and almost everyone seems to enjoy them.  She has 53 uploads to her YouTube channel with everything from the Beatles, to Lilly Allen, to Nancy Sinatra and Blondie.

Drunk History – is an interesting experiment in getting historians drunk and then filming them as they explain an historical event or talk about a historic person.  Whether or not these are completely staged or not is debatable, but their affect remains the same.  The original videos, produced by Derek Waters, have appeared on the Funny or Die website and they permeate Youtube and are shared fiercely on facebook and other social media sites.  The drunk historians narrates an historical event, in this case, the relationship between Frederick Douglas and Abraham Lincoln and its impact on the country and race relations.  Famous actors, in this episode Don Cheadle and Will Ferrell, with a cameo by Zooey Deschanel as Mary Todd Lincoln act out the narrator’s words and mime the words as if they are their own.  The effect these historical figures played by celebrities using popular vernacular of our time is amusing, but at the same time, the stories are generally accepted as true tellings of historical events.  Someone may actually learn something about race relations or the roles that these two historical figures played in the beginnings of civil rights and the abolishment of slavery in the United States.  Other examples include Jack Black as Benjamin Franklin, John C. Reilly as Nicola Tesla (my favorite!!!), and Michael Cera as Alexander Hamilton. 

Tumblr- My Daguerreotype boyfriend – this is something I came across in my time as an educational coordinator at a Civil War historic site.  The pictures are of actual people from history, who some people think are attractive.  This site not only shows the pictures but tells the medium with which the photograph was taken, the year, and sometimes a story about that person.  This may teach people something about these people, such as what people wore in that time period, the history of photography, and a plethora of other things.  However, I believe one of the most important things that this website does is personalize history.  Many people see history as a cold and or dead thing in the past with no bearing on the world today.  Looking at these photographs and pictures can help people to realize that these were people with lives and stories of their own.  And let’s face it… those are some hotties of history.

Blogs –  The National Archives have several blogs that they maintain, but one of the most interesting to me is Prologue.  This site really engages the public instead of just telling stories or listing off historical facts.

On Fridays they have facial hair Fridays – for whatever reason, facial hair, mustaches and beards are growing extremely popular with people today.  Mustache finger tattoos and fake moustache packets are popping up all over the place.  The national archives have pounced on this and now every friday they post a picture from their collections of a historical figure with interesting facial hair.  Not only do they post the picture, but they also tell about that person and his impact on American history.  The gentleman in the lower corners story is as follows, “If you’re planning to travel this Columbus Day holiday (and it was, like, 1835), you might thank this guy for building the first steam locomotive in the US: Peter Cooper—inventor, industrialist, and one-time Presidential candidate. But, most important for our purposes, Cooper was the owner of a truly remarkable beard. Impressive facial hair is an asset to any Presidential candidate, but we are sorry to report that Peter Cooper’s beard did not win him the 1876 election, when he ran for the Greenback Party. Still, at the age of 85, Cooper is the oldest person to be nominated for the Presidential office.”

Not only do we learn about the beard and the person behind it, but we also learn a few interesting historic facts as well.

On Thursdays the blog hosts a “Put a caption with this photo” contest.  They post a photo from their collection that is funny or interesting and then ask readers to come up with a clever or amusing caption.  The winner gets something from their online giftshop, and the following week the pictures’ true story is revealed.  Again this engages people, teaches them something, and they get a prize while the national archives boosts sale in their giftshop.

These two slides are pretty self-explanatory – several historical figures are popping up on facebook and on twitter.  While these are often times amusing or clever, they also do provide snipets of history and biographical information.  As discussed below, I hope to experiment with this more in my class through an extra credit opportunity.

As pop culture for the general populous

With historians these things are generally immensely popular, especially among graduate students.  Youtube videos related to historical events make the rounds among my teacher and student friends on facebook and twitter to enormous response and critique.  Historical facebook twitters and facebooks are generally maintained by those people who study the figures.

However, should I post something on my own facebook or twittwe, historical or related to popculture and history, friends who are not historians or particularly interested also often comment.  Their comments are not as varied or voluminous, but they do exist on some level.  An interesting study of the effect on the general populous would be valuable to see how these things affect people who are not in the history or education fields.

Many comments on youtube videos and articles about twitter and facebook are by people who are interested in the subject matter, are teachers, or are students doing research for a class.  However, many times the students comment on how much they enjoyed learning something new in a way that is not usually used in the general classroom.

Pop culture in the classroom – my assignments and thoughts

I currently teach a section of World Civilizations to 1500 at Middle TN State University where I have a variety of students and only 3 history majors.  While I want my students to learn to appreciate history and what it can teach us, I’m not huge into learning facts and dates, but I believe there are some that are very important.  I hope instead that my students can learn critical thinking and the questioning of sources and ideas.  When my class studied pre-Hellenistic Greek cultures I opened the class asking them if they remembered from their readings on which island the Minoans lived.  No one could answer me until they looked it back up in the book.  I then delivered a short presentation on the Minoans, the geography of Crete, the culture and stories of these people, their art, and the archaeological excavations the site has undergone.  Once I delivered the information I asked how many of them knew the band Radiohead and enjoyed their music.  A large majority of the class was familiar.  I then explained we would watch a youtube video, which received exclamations and praise.  I showed my class “I’m from Crete” by Amy Burvall on the historyteachers channel.  The song is a play on Creep by Radiohead, and the chorus repeatedly sings to the viewer, “I’m from Crete… I’m Minoan…” Interspersed throughout the song are other facts about the culture such as their discovery by Sir Arthur Evans, bull-leaping games, and dolphin fresco art.

At the end of the video I engaged my students in a discussion about this video.  The first reaction from one student was that he thought it was terrible and he couldn’t learn anything from it.  I was not going to let him get away with that explanation so I pushed him to tell me why he thought it was awful; perhaps the singing isn’t the best in the world and the graphics are done by a high school history teacher, not Michael Bay.  I then asked him, well, where are the Minoans from, and he said from Crete.  He then went on to list at least 5 or 6 other small facts about the culture that he had remembered from the video and reneged on his original statement that the video was terrible and worthless.  On my students first test I included the fill-in-the-blank question, “I’m from _____________, I’m Minoan.”  Every student who was in that class remembered Crete and got it correct.  While these facts may not be the most important thing they will learn in my class, I’m still proud that I have been able to use popular culture in the classroom successfully.

We also covered questions such as, what does this teach you? Can you learn better from something like this? What do you like and dislike about it?  These questions get the students thinking historically and questioning, but still they have fun and enjoy the learning environment more than they would reading a textbook or listening to a lecture.


So that was my presentation in a nutshell – unfortunately for you, the internet viewer, you were unable to catch my witty remarks and anecdotes, but I hope this was somewhat beneficial or representative of the content.

In other news, I’m about to assign an extra credit project to my class in which they research information needed to create a facebook profile page for a historic figure we have studied.   Hopefully soon I will have information to report on that!

St. Louis Cathedral and the French Quarter

I will leave you with this picture, of me enjoying the other side of the conference – sight-seeing in NOLA!Crawfish deliciousness