The Winterthur/University of Delaware Program in Art Conservation: Curriculum Goals
The Winterthur/University of Delaware Program in Art Conservation is a three-year curriculum designed to educate and prepare graduate students to serve comprehensive needs in the preservation of cultural property. Upon satisfactory completion, the student is awarded a Master of Science degree and a Certificate in Conservation.
This curriculum is designed to develop essential skills in critical thinking and communication; improve hand skills and introduce a spectrum of techniques and analyses in the assessment and ethical treatment of cultural property; and develop an awareness of conservation literature, connoisseurship, and the history of the technology of cultural property.
In science, the curriculum is also designed to produce scientifically literate graduates capable of understanding the fundamental chemical and physical properties of art and cultural materials, the technology of their manufacture, deterioration, and preservation; as well as graduates who will be able to draw from, or add to, the expanding scientific literature within their chosen profession.
A graduating student should be able to work capably as an entry-level conservation professional under appropriate supervision.
First Phase: Introduction and breadth of exposure
The curriculum of the First Phase serves to introduce the student to an overview of the conservation field and its varied specialties; the history of art and artifact technology, the essential physical and chemical properties of materials and mechanisms of deterioration, and the conservation treatment of cultural property.
The courses are presented in the form of conservation science courses, preventive conservation lectures and seminars, and specialty studies, including paper and archival materials, textiles, organic and inorganic objects, paintings, joined wooden objects, and photographs. There are also two elective courses in the history of technology, art history, anthropology and/or archaeology. A comprehensive examination at the end of the First Phase draws from materials presented during this time.
By the end of the First Phase the student will select a specialty for the Second Phase of study.
After completion of the First Phase, a student should have and/or demonstrate the following:
A general knowledge of current theories, principles, and practices of broad conservation specialties. Subject areas include: paper, textiles, photographs, joined wooden objects, library collections and archival holdings, paintings, organic and inorganic objects.
The development of skill in critical analysis, sound judgment, and the ability to solve problems, the capability to assess materials, situations, and published information.
A basic understanding of the complex issues relating to preventive care. This includes appropriate environmental conditions, handling and maintenance procedures for storage; exhibition packing, transport, and use; integrated pest management; and emergency preparedness, response, and mitigation.
A familiarity with the fundamental physical and chemical properties of art and cultural materials and the causes and mechanisms of their deterioration.
A familiarity with and understanding of the need for and the meaning of the American Institute for Conservation (AIC) Code of Ethics and Guidelines for Practice and other ethical codes.
The ability to prepare written and photographic documentation of conservation work, including condition assessments and the framework for treatment proposals and plans.
A knowledge and appreciation of the technological developments (materials, craft and techniques) and aesthetic history of cultural property.
A knowledge of issues and regulations relating to personal health and safety in the work place.
A familiarity with basic examination tools and documentation techniques such as ultraviolet and infrared examination, radiography, polarized light microscopy, and microchemical testing.
Second Phase : Concentration and depth of exposure
In the Second Phase, the student focuses on the specialty of choice with the objective of continuing the development of basic hand skills, a thorough ability to examine and document the condition of cultural property, problem solving and ethical decision making in treatments, and an understanding of the care and preservation within the specialty. Course emphasis can be tailored for students with strong interest in analytical work or collections care. At the end of this phase, the student should be able to work efficiently under supervision.
During the Second Phase, the student may also spend time studying a second specialty or minor to increase their knowledge of and breadth of exposure to a wider range of materials and techniques. Science courses concentrate on instrumental analysis techniques and the proposal, interpretation, and writing of experimental research. A technical study is presented at the end of this phase. Electives in the history of technology, art history, anthropology, archaeology, and independent study topics are included in this phase. At monthly public clinics, the students practice object assessment and public outreach skills.
During this phase, the student prepares a portfolio of work and interviews at several prospective internship sites for Third Phase placement. A qualifying examination for the Second Phase is given in the specialization, minor specialty, preventive conservation, and science.
After completion of the Second Phase, a student should have and/or demonstrate the following:
Increased proficiency in implementing conservation activities including examination, documentation, treatment, handskills and preventive care practiced within the major specialty.
The ability to investigate the causes and changes in an object’s condition and/or to evaluate techniques, methods, and materials to be utilized in conservation treatment.
A knowledge of the current philosophies, principles, practices, methods and techniques of the relevant conservation specialty. The development of appropriate handskills for implementing treatment procedures.
A basic familiarity with and understanding of instrumental and chemical analysis methods as they relate to the activities of conservation, including examination, documentation, treatment, and preventive care.
An appropriate level of connoisseurship skills.
A basic understanding of and appreciation for the complex issues relating to preventive care, including appropriate environmental conditions, handling and maintenance procedures for storage; exhibition packing, transport, and use; integrated pest management; and emergency preparedness, response, and mitigation.
The ability to identify, formulate, design, conduct, and document a research project using the Scientific Method.
The development of skill in communicating and presenting information on preservation to colleagues, allied professionals, and the public.
Summer Work Projects: Practical application
Two eight-week summer work projects, at the end of the first and second academic years, complement course work with practical application in collection survey or remedial conservation at another institution, conservation laboratory, or historic or archaeological site. These experiences should present the student with challenges to solve problems outside the classroom. Students report their experiences in a seminar.
After completion of summer work project, a student should demonstrate the following:
Knowledge and understanding of current philosophies, principles, practices, methods and techniques of conservation and preservation.
The ability to synthesize theoretical knowledge and general skills to address real-world conservation and preservation challenges. The ability to effectively learn from, collaborate with, and communicate with professional peers, volunteers, and trainees.
An understanding of and appreciation for varied professional staff perspectives and the reality of diverse preservation and conservation needs and priorities.
Seminar Topics: Professional awareness
Seminars featuring current students, faculty, and outside professional speakers provide broader insights into preservation issues and practices. These seminars are presented once a week during the course of the academic year in both the First and Second Phases. Second Phase students present their summer work project experiences, observations, objectives and results. These students rehearse their talk with a faculty member and are trained in public speaking skills. Professionals in conservation and allied fields are also invited to speak. Topics to be addressed may include:
The historical development of the conservation field.
Career opportunities and future directions of the conservation profession.
The role of conservation in the historic preservation and cultural heritage field.
The integral relationship between conservation and other disciplines involved in the preservation of cultural property.
The role of the conservation professional in advocacy and public outreach.
Guidelines for successful grant writing and fundraising opportunities.
An introduction to basic conservation business skills (including time estimates, insurance protocols, etc.) and professional practice.
Scientific research
Specific treatment topics
Third Phase: Practice and refinement
The entire Third Phase (or internship) is spent under the supervision and mentoring of conservation professional(s) at one or more host institution(s) or private laboratories, where the student will function as a cooperative and productive staff member. The fundamental objective of this phase is to broaden the student’s exposure to specialty object problems and treatments, refine hand skills, build confidence in object assessment, decision making, analytical abilities, and, improve report-writing skills, Monthly and bi-monthly reports are submitted by the student. Faculty supervisor(s) and the student’s advisory committee regularly review the progress of the internship through these reports and personal contact. At the end of the Third Phase, the student submits a portfolio and presents a formal 30-minute talk that summarizes their work. Oral examination by a faculty advisory committee is also required to satisfactorily complete degree requirements for a Master of Science in Art Conservation.
After completion of the Third Phase, a student should have and demonstrate the following (note that these characteristics should be an integral part of all three phases but are perhaps best acquired following completion of the Third Phase):
The development of a professional behavior. Students must demonstrate institutional accountability and professional responsibility.
The development of skill in performing complex treatments using a range of conservation procedures and techniques.
The development of the ability to make independent judgments regarding the extent of conservation treatment to be performed on individual objects or collections of material.
The ability and flexibility to develop alternate or innovative solutions to problems using traditional approaches and new technologies or techniques.
The ability to interpret and utilize current literature, scientific data, and research.
The development of the ability to make decisions relating to the preservation of cultural property (and to establish priorities for such recommended action.
The ability to conduct collection assessments and conservation surveys and in doing so identify the nature or properties of the materials, the causes and extent of deterioration, and practical/realistic options for their short and long-term preservation.
The development of an awareness of personal strengths, limitations, and areas for improvement. The ability to accept and provide constructive criticism.
The ability to function as an effective and productive member of an interdisciplinary project team.
The development of basic time management skills and ability to identify and formulate priorities for action.
The development of awareness of appropriate behavior within an organizational structure.
The development of these skills, knowledge and abilities will continue through one’s professional career. Ideally, this will initially take place under the supervision of an experienced conservation professional.
Approved by the WUDPAC Executive Committee and the Art Conservation Department 12/1/04.
