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Science in Museums: Night at the Museum, The Secret Life of Collections

 

by columnist Kacie Rice

A shark peeks timidly around the corner in an abandoned basement. You enter a room where wolves stand snarling, lined up like books on metal shelves. The elevator doors open to reveal a lone grizzly bear, reaching out to catch a fish that isn’t there.
These may sound like visions from Salvador Dali, but they’re all the subjects of photographs recently displayed at the Museum of Natural History in Vienna.

The exhibit Skeletons in the Closet, which ended its run in Vienna this last weekend, is the work of photographer Klaus Pichler, who became fascinated with the vast taxidermy collections at the museum and obtained permission from curators to work with them after hours. His photographs give a playful, yet honest, look into the museum world’s underground, revealing the behind-the-scenes world of natural history collecting while boldly turning it on its head.

As anyone who has worked at a museum knows, one of the most common visitor questions is, “What goes on behind the scenes?” What kinds of things are in storage, what curators do with them, and how they got to be there, are all burning questions that visitors rarely get first-hand answers to. Collections have historically been mysterious, guarded, and off-limits to the average visitor.

With Skeletons in the Closet, Pichler breaks down these boundaries, showing glimpses of taxidermied animals in various states of storage. In one image, a room of large mammals is packed together like an army marching in formation, while a lone lion in the front is poised to strike at nothing in particular. In another, a donkey stands facing a corner in a room of filing cabinets. Removed from any sort of context – neither in their natural habitats, nor in the interpretive atmosphere of the museum – they often seem forlorn and lost. The dull, grey concrete and cold metal pipes of the storage rooms add to the sense of misplacement, providing a stark and sometimes humorous reminder that the museum is ultimately a manufactured environment, no matter how realistic the painted dioramas upstairs might be.

Pichler’s photographs run the gamut: some images show animals in playful scenes, such as the monkey holding a mirror up for a vain badger, while others capture the animals positioned how the artist found them, like the pack of caribou huddled together behind a wooden crate. In both cases, the result is a dreamlike vision of animals removed from their own lives and put into the stark, almost clinical world of the curator.

In an interview with the New York Times, Pichler discusses the work and his fascination with the museum and its collections. “It was like a wonderland when I entered. I felt like a little kid again,” he recalls of his early visits to the taxidermy rooms. His pictures were an attempt to capture this magic, though as he continued his series over the next three years, he began to think more critically about the collections and about the role of the museum as an institution: “If you think about it more, and more about the museum as a whole, you will begin to think about these animals. Where did they come from? I think the real background of the series is quite sad and has a lot to do with colonialist thinking.”

While the lens of colonialism has often been applied to art and anthropology museums, leading to many museums repatriating their artifacts to indigenous peoples over the last few decades, Pichler’s assessment of Vienna’s natural history specimens as colonial in nature is a new and interesting take on what it means to curate animals. Pichler argues that the history of the collection lies in European conquest of nations in Africa, India, Asia, and the Americas; in this view, zoos and natural history museums are rooted in a fascination with the “exotic” and the desire of dominant groups to put their finds from distant lands on display. A taxidermied lion preparing to strike at thin air in a sterile European storage room begs the viewer to ask, “How did he get to be so far from home?”

For Pichler, our holding of these animals in foreign environments represents a colonial view of dominance over the “other.” The natural history museum gives visitors an invaluable opportunity to look closely at and learn from animals’ form, beauty, and unique evolutionary adaptations, but we often forget that these animals were necessarily removed from their worlds to be placed in the museum: historically, this would have involved expatriation of animals, mimicking the expatriation of artifacts and dominance of indigenous peoples by colonial powers. Today, curators like Judy Chupasko of the Harvard Museum of Comparative Zoology often obtain their collections from natural deaths at zoos and wildlife centers, but in the past, these museum animals’ silence would have concealed a much darker unspoken history. Pichler’s images and accompanying interpretive text, worked out in collaboration with a sociologist, unmask the power relations behind natural history collecting and invite the viewer to think deeply about how and why we collect.

As an absurdist glimpse into the world of taxidermy and curation, or as a post-colonial breakdown of museum culture, Pichler’s photographs are delightful, surreal, and thought provoking. Pichler’s work is the latest in a line of meta-textual exhibits, such as those of Richard Barnes, that turn the museum into an art form all its own and create stunning visual art out of science.
For more information and images, see recent posts on the exhibit by design blog iGNANT and The New York Times’ Lens blog, as well as Klaus Pichler’s professional website. Images © Klaus Pichler.

Science in Museums: Cambridge Startup ByteLight Brings LED-based Navigation to the Museum of Science

by columnist Catherine Sigmond

The next big tech innovation for museums could be as simple as changing a light bulb. Or a few thousand of them.

But how, you might ask? Enter ByteLight. The Cambridge-based startup has developed an indoor positioning system that uses LED (light-emitting diodes) lighting to help visitors navigate and explore indoor spaces in real-time.

Navigating the inside of a building on a mobile device has always been a tricky endeavor. Traditionally, GPS navigation relies on Wi-Fi to map your location. However, this presents problems when applied indoors. Not only is Wi-Fi expensive to maintain, but its location mapping is usually only accurate within a few feet. While this might not be a problem when you’re outside, it’s a different story when you’re inside of a building.

So the founders of ByteLight, Boston University grads Dan Ryan and Aaron Ganick, developed a more cost-effective and accurate solution using a simple piece of technology- an LED light bulb. The company has developed a way to enable LED lights that broadcast location data that is revolutionizing the way we interact with indoor spaces such as shopping malls, office buildings, airports, and of course, museums.

ByteLight’s technology is actually relatively simple. Every ByteLight enabled LED bulb contains a chip that flashes a light signal that can be picked up by an iPad camera. While the signal flashes at a rate too fast for human eyes to see, the technology allows your mobile device to track your location to within a meter of accuracy. And it does so in under a second.

But why is the ability to pinpoint your exact location appealing to museums? Well, since a ByteLight enabled device can distinguish whether you’re standing in front of one object or a different one that is only inches away, the potential for giving visitors access to extra interpretive content for an individual object or exhibit is huge.

Recently, ByteLight partnered with the Museum of Science, Boston, to install 25 of their unique LED light bulbs (produced by Solais Lighting) in the popular Cahners ComputerPlace. The installation marks the first public pilot project of the new technology, and is already gaining traction among both museum staff and visitors lucky enough to get a chance to test it out. Using specially programmed iPads provided by the museum, visitors touch a map to navigate the space and take a self-guided tour while extra interactive content based on whatever exhibit they’re standing in front of pops up as ByteLight tracks their position in real-time. So if you’re standing in front of the “Computer Build Bench” you might learn how assemble a computer, or if you’re anywhere near “Robot Park” you might get a chance to program a robot right on your screen.

The technology also lets visitors check their position on a map of the space, get directions in Cahners, and search for different interactive spots to explore. Museum staff can use ByteLight’s administrative features to track traffic patterns in the museum and consequently monitor visitor engagement with different exhibits.

And since the Museum of Science was already transitioning to LED lighting, ByteLight presented an inexpensive and highly accurate way to provide visitors with an enhanced wayfinding and learning experience.

The technology’s application in museums might seem boundless, but there are a few limitations. Just like outdoor GPS requires a line of sight between your device and a satellite, ByteLight will only work if there is an uninterrupted connection in order to receive the light signal. Put your device in your purse or pocket and it won’t work. For ByteLight, becoming commonplace depends on the widespread adoption of LED lighting. Though LED light bulbs save more energy over time, they remain more expensive than regular bulbs.

For now, the company isn’t making an app available for everyone to download. But last week Dan and Aaron announced a campaign to raise funds to make ByteLight available to the masses at an affordable price. In true Kickstarter fashion, the first 1,250 supporters who pre-order a set of bulbs will gain early access to the ByteLight application yet won’t be charged unless the funding goal is met. Recognizing their own limitations, the company is also opening up the technology to developers to create alternative uses for ByteLight that the founders haven’t thought of.

Museum professionals considering using ByteLight have some challenges to figure out as well. Extra content must remain supplementary- it needs to enhance the visitor experience, but not be essential to having a positive learning experience in the museum. You wouldn’t want a visitor who can’t pay to rent an iPad or doesn’t have their own device to use to feel like they’re missing out. And how do you deal with those visitors who might not like the idea that the museum is tracking their movements through their mobile device?

Challenges aside, ByteLight is certainly one of the coolest new technologies to emerge in quite a while. If you’re curious to see it in action you can head down to the Museum of Science and check it out for yourself. ByteLight illuminated tours are available Saturday-Thursday from 10:00am-4:45pm or on Fridays from 10:00am-7:30pm for those who request one of a limited number of iPads from Cahners ComputerPlace staff. Admission is $22 for adults, $20 for seniors (60+), and $19 for children (3-11).

For more information on ByteLight check out ByteBlog, or click to read about them in Wired and Forbes.

Science in Museums: “Storytelling and Science”

by columnist Kacie Rice

“This is boring, why do I need to know about it?” “When am I going to use this information in my real life?” “I don’t like science, it’s too hard.”

Sound familiar? As you may imagine, science educators face comments and questions like these every day in classrooms and museums. A lifetime of dry high school science lab experiments and dull college lectures has turned many people off of learning about science. As the world around us becomes increasingly scientifically driven, educators find themselves asking more than ever how they can change people’s minds about science. It’s crucial that we make science learning attractive to the public so that they can make informed health, political, and economic decisions.

But how can we do this? How can we change minds so that visitors not only understand science, but love it?

Ben Lillie, creator of the Story Collider podcast, believes the key is not only in what we are teaching, but in how we are teaching it. In an interview with Curator magazine this month, he discusses his theory that it is not simply enough to tell people they need to know something: you have to make it interesting enough on its own merits that they will want to know it. You have to invoke an emotional response. This is where the concept of storytelling comes in. Lillie invites guests onto his podcast who tell stories about their lives as scientists: while the stories are scientifically driven, they are more about the people involved than the facts. As Lillie puts it,

“…with stories that’s how people remember the facts. If it’s vital to the plot, if it’s important in the emotional narrative you’re engaged in, you may tell your friend later, “You wouldn’t believe the story about this neuroscientist, his dad had a stroke and this part of his brain went crazy, it’s called the homonculus, it’s a representation of the body inside the brain.” You’re going to remember that bit and relate it, whereas you might not if someone just told you about the homonculus without the father and the stroke and how the person telling the story felt about all that.”

As children, we often learned through stories, though we may not have realized it at the time. Aesop’s Fables taught us about the value of hard work and dedication, while Dr. Seuss’ classic books taught us about numbers, colors, and self-esteem. Lillie believes that adults also learn this way, and he works to create interesting stories around science, giving adult learners a reason to want to engage with scientific concepts. Stories can give learners a way to identify emotionally with a situation: now “climate change” is not just a collection of facts, maps, and figures, but also a young boy who lost his house to a hurricane.

“There are two kinds of learning I talk about. One is, did they learn something specific about science? And I rather think so—again, some fact or idea that’s vital to the story. The other kind of learning, and I think this is more important in the long term, is the idea that science is part of all of our lives, and that it’s something you can be entertained by and feel good about—and sad about, and all those emotional things we talked about. They’re learning that science doesn’t have to feel alienating.”

While the power of storytelling has been a trend in art and history museum exhibits in the last decade, Lillie’s success with his podcast shows that it can have powerful implications for science exhibits, even those for adults. Some science museums are trying out more exhibits that either make the visitor a “first-person” participant in the exhibit or allow the visitor to follow a protagonist through a setting. The Field Museum in Chicago currently has an exhibit called Underground Adventure that “shrinks” visitors down to insect-size in order to teach them about the world of soil microbes. The Mammoths & Mastodons exhibit, recently on view at the Museum of Science, Boston, focused on a real mummified baby woolly mammoth, Lyuba. Instead of giving dry facts about mammoth life, the exhibit talked about a day in the life of Lyuba, creating a protagonist who could help families approach information about the prehistoric world.

This concept could be the answer to teaching some of science’s more abstract topics: imagine an exhibit that lets you walk through a small model of the Large Hadron Collider in Geneva as you pretend to be a small particle headed for collision. Or an interactive exhibit where you and your friends pretend to be different enzymes tasked with replicating DNA on a giant scale!

As science museums across the country become more and more educational, many of them are facing the problem of how to make science more interesting and approachable. Museum educators not only want to teach the public important information, they also want their visitors to be as excited about science as they are! Ben Lillie’s success with creating emotional responses around scientific stories may just hold the key to making science a passion for future generations.

Citation: Linett, Peter. “Interview with Ben Lillie on Science and the Story Collider.” Curator. 56. no. 1. 2013: 15-19.

Science in Museums – An Introduction!

Welcome to Science in Museums! In the fast-paced world of scientific discovery, we’re here to bring you the latest on anything and everything related to science, museums, and the complex issues museums face in presenting science to the public in a new weekly column. Check back each Wednesday for posts on all things science and museum-related. We’ll be launching our first post next week, but in the meantime we science-bloggers thought we’d introduce ourselves:

Catherine Sigmond:

Hello everyone! I’m a first year graduate student working towards my M.A. in Museum Education at Tufts. I’m passionate about finding innovative ways to teach and communicate science to people of all ages and backgrounds. Prior to coming to Tufts, I studied Biological Anthropology, French, and History at the George Washington University in Washington, DC. I use this diverse background and particular love of natural history and linguistics to craft ways for the public to engage with and develop a better understanding of the scientific issues that affect our lives. Prior to coming to Tufts, I helped organize international traveling exhibitions at Exhibits Development Group, taught English in the south of France, and developed educational programs at the National Constitution Center and the Smithsonian Museum of Natural History. When I’m not in class or blogging you can find me at the Museum of Science, Boston, where I work as a school visits and youth programs intern, or at English At Large, where I help develop English as a Second Language curriculum for immigrants in the Boston area.

Kacie Rice:

I’m a first year student in Tufts’ Museum Education M.A. program, and my focus is teaching people of all ages about science. While studying biology as an undergraduate at Barnard College, I worked on educational projects with the Houston Museum of Natural Science and the American Museum of Natural History. After college, I spent two years as a molecular biology researcher before coming back to the museum world, and I’m so excited to share my love of science with museum visitors! My main goal is to teach adults and children about science topics such as climate change and public health that will impact our global community into the 21st century. In addition to writing for the Tufts Museum blog, I’m also working as a paleontology Gallery Guide at the Harvard Museum of Natural History and as an intern at the Public Health Museum in Tewksbury, MA.

Cira Brown:

Hello! My name is Cira and I’m a first-year student at Tufts concentrating in museum education. My background is in the history of science and technology, and I’m particularly interested in transformative power of science in culture. My previous work has examined media climates during the US/Soviet Space Race and educational methods on the historical narrative of quantum mechanics.
It’s my ambition is to work in the field of science exhibit development. I feel strongly about the value of informal education and I am in love with the craft of interpreting and presenting information for wide audiences. I’ve learned that effective experiential design is a mish-mash of different disciplines, and my strategy has been to gain as much experience as possible to prepare me for the field. I have previously worked as a teacher, graphic designer and web developer, all of which inform the way I approach science communication. I recently completed two internships at the Museum of Science: first, as a engineering advocacy/research intern with the National Center for Technological Literacy, and second, as the exhibit development intern where I got to participate in many aspects of the development process. I am also a floor demonstration affiliate and volunteer at the MIT Museum, and this semester I will be developing two new demos for public engagement: one on the usage of gyroscopes in navigation, and the another on the Apollo Guidance Computer. I will be documenting the progress of developing and testing these projects in this blog, so stay tuned!

 

Cheers,

Catherine, Kacie, and Cira 

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