Cultural Heritage Interpretation: Bringing History To Life – This article is about the term as it is used in historical work. For the biography of Hillary Clinton, see Living History (book).
Living History is an event that includes historical materials, activities and costumes in a respectful way that gives viewers and participants a sense of stepping back in time. Although it does not necessarily require a particular reaction to history, historical experience is similar to, and sometimes includes, historical reaction. Living history is a teaching method used by historical museums, historical sites, heritage interpreters, schools and small groups to educate the public or their members in certain areas of history, such as fashion, entertainment and crafts, or just give away. sse of the daily life of a certain period in history.
Cultural Heritage Interpretation: Bringing History To Life
Guédelon Castle in France is a castle built using only local construction techniques, materials, clothing and materials.
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Life history’s way of getting authticity is not to repeat a particular evt according to a script like in other reactmt parts. It refers mainly to immersing the player in a certain time, capturing, in Walter Bjamin’s sse “spiritual messages that appear in each month and each specific site” trace “and ‘aura'”, ev during the reproduction of the machine. .
An early example of the spiritual and future side of life history can be found in the book of Guido von Wiederaufbau Der Wiederaufbau von Carnuntum (1900),
Proposed the construction of the Roman military camp Carnuntum in the Vina area as an amusement park (compare Westworld). Lister, himself a right-wing neopagan, asked his landlord staff, waiters and security guards to wear historical clothing. He also suggested that guests re-wear clothes and explain the rituals that define “game-in” and “game-out” to stop the temptation to immerse themselves. E.g. the role of the garmt is interesting to this day.
The term “living history” refers to the practice of bringing history into public life in a free form. Players are not limited in their actions, but often have to stay in a certain place or building. The honor of history is continuing from well-designed research to try to create a popular history to achieve educational lessons, through revision and elematre drama, to competitive evts for the purpose of tertainmt. The line between betwe amateur and professional honors in the history museum can be blurred, as well as the distinction betwe live performance of the game.
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While professional historians typically employ trained museum experts and interpreters to help communicate public history to the public, museums and historic sites use living history teams with high standards to participate in unique evts. . Such things do not necessarily contain a mock war but are intended to show the life, and especially the lifestyle, of the people of that time. Often includes both military and civilian considerations. In some cases, the drawings or paintings take place in action or describe daily life or military operations to the audience. The most common are craft and cooking demonstrations, music and entertainment, and classes. Martial arts training or duels can also be challenged and now large scale martial arts are not perst.
In the United States, on National Environmental Service land, NPS policy “does not allow fighting (combats that equate to conflicting lines and accidents) on NPS property.”
There are exceptions, such as Saylors Creek, Gettysburg. This is strictly controlled by safety standards, as well as accuracy.
In Germany, the reaction of the first century is usually associated with the history of the Renaissance and the fairs and festivals, which are found in many cities. One such example is the feast of Peter and Paul in Brett.
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Most militant groups are militant groups, some of which have become isolated due to their strong focus on authenticity.
Evts and the professional group Ulfhednar stir up controversy in German archaeology. The German Living History Group is supported by museums and scholars, and since 2000 has largely created the first historical picture in Germany and around the world. Among others, the paper has the title of the program Under the Swastika attached, The History of German Life and Copyright
It started the conflict in 2009. On the other hand, the German Communist Party had a hard time accepting the historical reactors of India, a very different type in East Germany that was closely monitored by the security forces.
Actions can be limited to wearing period clothing and describing relevant historical information, either in progress (also called first-person narration) or unfinished (also called third-person narration). While many museums allow their staff to move around and be out of character to better answer visitors’ questions, some dare their staff to stay on duty all the time.
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Life history shows often include demonstrations of everyday activities such as cooking, cleaning, medical care, or specific skills and crafts. Depending on the historical context presented, these may include spinning, sewing, weaving, table weaving, weaving or weaving, dyeing, basket weaving, rope making, leather making, shoe making, metal making, glass making, woodworking or other crafts. A number of studies are used to select authtic techniques and review copy materials and equipmt.
The history of reactmt groups often tries to fix the display in campmt or display location on evt, and has a different location for the anti-corruption function. While some of these things can be done in the form of retelling of normal everyday life, others are designed specifically to inform the public and therefore may include a focus on artistic activities or other daily activities, approved on stage and pleasing to the viewer, and can be interpreted outside of context. In the 1990s, reaction groups, especially American war groups, began to show interest in this interpretation and began to apply it to their reactions.
As David Thel has written, many Americans use the past in their daily lives, while at the same time viewing the places they often oppose history—the school—with varying degrees of mistrust and alienation.
Living history can be a tool used to fill the gap between the classroom and everyday life of teaching people about history. History does not simply repeat facts. Its value is based more on respect for the guests and the sse of the way of life, than on the repetition of facts, complete in detail.
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Many factors contribute to creating a place where visitors to living history sites can actively participate in their own history education. Two of the most important are material culture and interpretation. The culture of both devices examines the audit during the presentation, and provides space for discussion.
“Interpreters” are people who paint history into real life. It is their responsibility to take historical research done on the site and decide what it means.
Folklore is an important part of living history because it provides stories that visitors relate to. Whether an interpreter sketching a personal history or discussing the superstitions of the time, these accounts allow the viewer to see these past figures not as names on a page, but as real people. However, folktales are also more than stories. Objects, such as dolls or handmade clothes among others, are considered “human artefacts”, grouped under the heading “material culture”.
Individuals can participate in the history of their lives as a form of primary learning where they discover themselves, rather than reading about the research of others.
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Life history can also be used to apply and extend formal education. Collaboration between professional historians working on living history and teachers can lead to a more effective way of learning history at all levels.
Many biographical websites mention educational commitments in their statutes. For example, Colonial Williamsburg’s motto, “That the future may learn from the past”, declares that the site is committed to building the public, as well as part of the site was created with the sole purpose of helping teachers teach in the village.
Some educators, like James Percoco at his Springfield, Virginia high school, have the opportunity to incorporate public history into their curriculum.
Since 1991, Percoco has led the course called “Applied History”, where his studio has provided more than 20,000,000 hours of work in various institutions of public history.
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A formal education can help visitors interpret what they see at a historical site. By providing a better way to see living history, as well as questions to consider during the visit, formal education can enrich the experience, just as living history can be better studied in the classroom.
Or the Netherlands Op Air Museum in the Netherlands provides the social history of the school child in the context of their learning. The real use of real learning objects is a growing opportunity that has so far encountered few problems in school applications, especially for students in the 11 to 12 years. educational goals, mixed feelings exist about the potential of educational technology. Meanwhile, historical games usually have fun as the main or only goal, which can cause problems in the reduction
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