| Teacher Interview: Question 16: Does it matter educationally
whether or not an object is real or a replica? |
Conclusion: There was a clear divergence of thought on this issue: while
55% (11) of 20 teachers said "Yes, it does matter educationally that an object is
real" - 15% (3) of whom believed replicas could be useful at times, 45% (9) said
"No, it does not matter".
The worrying aspect behind the negative responses was a dependency on deception:
"As far as they are concerned it is real". For the teachers that did feel it
mattered educationally, there was a recognition of the distortion of history that replicas
can incur, the awe and wonder that real objects stimulate and, conversely, the limited
respect students have for replicas.
For teachers who believed that both real objects and replicas had a place, they felt
that: there was an opportunity to explain the difference between real and replica; there
was a benefit in using models for out-sized objects; and that replicas could be used
following an investigation of the original.
Summary of findings:
20 teachers were asked this question. These are their responses.
- · 40% of the teachers (8) said "Yes", it did matter educationally whether or
not an object was real or a replica.
- · 15% of the teachers (3) said "Both yes and no".
- · 45% of the teachers (9) said "No", it did not matter educationally whether
or not an object was real or a replica.
Quotes: "Yes" because:
1. (Initially said "No", but changed her mind as she said the following) The
real thing is more genuine - its really real. A replica wouldn't show the differences.
2. Better to be real. The fact that it is old is special. Someone will say "Maybe a
soldier really held that". The fact that some things are over a thousand years old is
a special bonus. "That's really old!" they say.
3. They did want to know which was real. (Although she confessed she was unsure herself of
whether or not they were all real Ancient Egyptian artefacts - she thought the wooden head
was a replica even though it is not.)
4. They have to know or be able to spot the difference between a real object and a
replica. All the time I need to point out that things are reproductions which can distort
history - particularly with reference to videos. I have to explain that we haven't got one
but it was made from what we do know.
5. The children will always see a replica as "not the real thing".
6. It does at this level. It adds a flavour. Kids have the answer to that one. They know
what a reproduction is. They have a more limited respect for reproductions.
"Yes and No" because:
1. Because often you can't get the real object but it is still important to see what
they looked like and experience it. Of course, it is much better if the object is real.
But
you can't get them to use a real object. They could use a replica Victorian quill, for
instance, but look at the real object.
2. Because you can explain the difference - they understand that.
3. If it is a model of a Viking boat - you can't have a real one. As long as it is as
life-like as possible.
"No" because:
1. Because it is a representation of the past. From it the children can picture what
it was like. As far as they are concerned, it is "real".
2. Because the children won't know. You can say whether it is real or not to them. If it
is a replica, you don't feel so nervous about it.
3. Provided its a good replica it will show the children the same thing. The children
don't discriminate anyway. If a replica is cheap and nasty we would not show it. It would
not have the same awe and wonder.
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| Teacher Interview: Question 16: Individual Answers: |
Key: A "user" is a school that already uses the service. A
"non-user" is a school that does not currently use the service.
1. Teacher A: User: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes and No
Why? I think both are important. We like to use both - the example of them sorting the
models and the frog skeleton, for example. I'm not sure they know which is which. About
the birds, they ask "Is it really real?"!
2. Teacher B: User: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Because often you can't get the real object but it is still important to see what
they looked like and experience it. Of course, it is much better if the object is real.
But you can't get them to use a real object. They could use a replica Victorian quill, for
instance, but look at the real object.
3. Teacher C: User: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? (Initially said "No", but changed her mind as she said the following)
The real thing is more genuine - its really real. A replica wouldn't show the differences.
4. Teacher D: User: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Because you can explain the difference - they understand that.
5. Teacher E: User: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? If it is a model of a Viking boat - you can't have a real one. As long as it is
as life-like as possible.
6. Teacher F: User: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Not to them - its all old. To them it doesn't matter. I never tell them its a
replica so that they handle it with care.
7. Teacher G: User: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? Better to be real. The fact that it is old is special. Someone will say
"Maybe a soldier really held that". The fact that some things are over a
thousand years old is a special bonus. "That's really old!" they say.
8. Teacher H: User: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? They did want to know which was real. (Although she confessed she was unsure
herself of whether or not they were all real Ancient Egyptian artefacts - she thought the
wooden head was a replica even though it is not.)
9. Teacher I: User: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Because it is a representation of the past. From it the children can picture what
it was like. As far as they are concerned, it is "real".
10. Teacher M: Non-user: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? They have to know or be able to spot the difference between a real object and a
replica. All the time I need to point out that things are reproductions which can distort
history - particularly with reference to videos. I have to explain that we haven't got one
but it was made from what we do know.
11. Teacher N: Non-user: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Because the children won't know. You can say whether it is real or not to them.
If it is a replica, you don't feel so nervous about it.
12. Teacher O: Non-user: Primary
Does it matter educationally whether or not an object is real or a replica?
No
Why? Provided its a good replica it will show the children the same thing. The
children don't discriminate anyway. If a replica is cheap and nasty we would not show it.
It would not have the same awe and wonder.
13. Teacher P: Non-user: Primary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? The children will always see a replica as "not the real thing".
14. Teacher Q: User: Secondary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? Especially with history. They ask "Is that real, Miss" and you
sometimes have to say "Well, not really". With art, it might not be quite so
important.
15. Teacher R: User: Secondary
Does it matter educationally whether or not an object is real or a replica?
No
Why? The children get the understanding as long as the replica is faithful to the
original and the significance of the object is understood.
16. Teacher S: User: Secondary
Does it matter educationally whether or not an object is real or a replica?
No
Why? As long as its a good replica from an artistic viewpoint. It is difficult for
children to be able to touch and see the real thing.
17. Teacher V: Non-user: Secondary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? It is the awe factor. From the enthusiasm point of view real objects are
important. BUT... from the point of view of learning from the object it is not that
important that the object is real. In our presentation today, the girls researched Tudor
and Stuart costumes and made replicas and learned a lot from it. (I asked him if he
thought that the girls had made replicas) I suppose they're not replicas in the sense that
they were not trying to get the closest and most accurate copy. Models might be a better
word.
18. Teacher W: Non-user: Secondary
Does it matter educationally whether or not an object is real or a replica?
Yes and No
Why? As far as our kids go it doesn't matter in the slightest. If I had shown a good
replica they would have accepted it. At the Imperial War Museum during a visit they
accepted everything (trenches). From the teacher's point of view it is nice to know that
it is real. It may be good to have both to discuss as an exercise.
19. Teacher X: Non-user: Secondary
Does it matter educationally whether or not an object is real or a replica?
Yes
Why? It does at this level. It adds a flavour. Kids have the answer to that one. They
know what a reproduction is. They have a more limited respect for reproductions.
20. Teacher Y: Non-user: Secondary
Does it matter educationally whether or not an object is real or a replica?
Yes and No
Why? No in the lower school (primary); but yes in the upper school. As long as they
get the idea.
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