Cultural Heritage Innovative Audience Development

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Cultural Heritage: Innovative Audience Development Best Practices

I går blev det klart att Historiehuset i Stockholm utgör ett av de 12 bästa exemplen från 12 olika länder i Europa.

Här finns en länk till projektet:
http://www.culturalheritageaudiencedevelopment.wordpress.com

Food & Meals like our Ancestors

 

       

CASE 3 / FOOD & MEALS LIKE OUR ANCESTORS (SWEDEN)

Key Findings

Entrepreneurial venture by Maud Ekblad

It explores ‘historical cooking’ and its meaning nowadays. "To get to know ancient way of living is a prerequisite for the knowledge of the situation for our own lives today.
When the plate was just a piece of bread can that teach us to handle the enormous waste of food today?” she remarks.

The project consists on a performance including a lecture and food tasting addressed to the wider public, schools, businesses, embassies, etc.
Maud Ekblad is the storyteller herself and her narrative extends beyond the food to the historical context.

 

To get to know ancient way of living is a prerequisite for the knowledge of the situation for our own lives today.
When the plate was just a piece of bread can that teach us to handle the enormous waste of food today?” Maud Ekblad

 

Historiehuset (case example from Sweden) which has implemented Food and Meals Like our Ancestors, provides courses for associations, companies, teachers, secondary schools, museums and general public about ‘historical gastronomy’ and its social and ethnographic context. For example, one of the games/activities is ‘History box’ which contains lots of concrete material for storytelling, such as old letters, painting material, dried horseradish, skinned leather pocket from Vasaskeppet, magnifying glass, etc. In addition, lots of descriptions and fact sheets, postcards and story-inspired recipes. The objects are utilized as learning resource making the teaching ‘more fun’ and easily to understand the stories and their correct context. Another interesting course Food like our Ancestors offers is "Being historically detective". It is both the teacher and the students who are detectives and, by getting clues, explore for what the object was used or who owned it. The objects are then put into a context. What was it used for? Who has owned it?

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