Artifact Analysis

Model: Finley, Gregg. "The Gothic Revival and the Victorian Church in New Brunswick: Toward a Strategy for Material Culture Research"

Gregg Finley's model consists of two Levels. Level One recognizes the basic properties of the object, while Level Two acts to address a larger research question. I have applied Finley's model to five separate blackboards, with special consideration of a blackboard located at Enoch Turner Schoolhouse. Included with the methodology for artifact analysis, Finley has provided a material culture research guide which directs researchers to identify, strategize and determine sources of study before embarking upon the artifact analysis.

Application:

Level One

a. material

The blackboard frames are consistently constructed with wood, and in some cases metal. Nails are frequently used to hold the frame together. Blackboard surfaces are usually made of wood covered with a distinctive paint. In all cases, traces of chalk were found on the blackboard surfaces.

Reversible blackboard; located outside Room 283, University College

b. construction

Finley considers the dimensions, proportions, style, decoration, condition, fabrication and quality of craftsmanship of the object.

The design of blackboards is generally simple and minimal, reflecting a utilitarian function. Stylistically, they often subtly reference classical architecture, particularly in the case of older, installed blackboards. The condition of the blackboards vary, with chalk ledges and blackboard surfaces subject to deterioration. Rectangular in shape, the blackboards were usually approximately 3 feet high and installed at eye level. The Enoch Turner Schoolhouse board was measured at a width of 6 feet 2 inches and a height of 3 feet 3 inches.

c. function

The blackboard was created for instructional purposes. Function varies according to design, with reversible and portable blackboards being used outside of the classroom. In a contemporary context, the reversible blackboard found outside Room 283, University College, was used to advertise a university function.

Metal frame blackboard; located outside Room 258, University College

d. provenance

Many of the blackboards date from the period when the particular room was furnished. For example, a blackboard installed in Emanuel College, Room 108, was most likely purchased for the classroom soon after production. Of the five blackboards I considered, none had any identifying features such as a hallmark or corporate logo. Additionally, there was no information on the people who may have used the blackboards.

e. significance

Finley is interested in the object's meaning in context. This can be based on the data collected from previous steps and considers the intuitive reaction of the researcher.

Blackboards represent traditional modes of communication, such as a transmission approach to education in which the student is the passive recipient of information imparted by the teacher. Tradition is embodied in the materiality and design of blackboards and their significance is inextricably linked with their function as instructional tool. One must also consider the relationship between documentary and material evidence which occurs on the surface of blackboards.

Blackboard; Museum Studies Department, Robarts Library

Level Two

a. object relation to larger research question

Finley states that the researcher, after completing Level One, must determine the object's potential as evidence relating to a particular historical question.

At this point I do not feel qualified to apply the blackboard to a larger historical question.

Wooden frame blackboard; located at Enoch Turner Schoolhouse

Questions and Issues Raised

The application of Finley's model to blackboards raised many issues. Study of blackboards necessitates a fundamental understanding of certain materials, such as types of wood. Blackboards are typically comprised of a few material elements, usually a wood frame, an adhesing device and surface material, and it is crucial and entirely feasible for me to gain an understanding of these core attributes. Finley's model made me consider verbal sources as necessary to supplement non-verbal sources, particular in the early stages of research.

As with all material culture, context is crucial in order to appreciate blackboards. Many blackboards were custom-made for a particular space, with a well-defined function, and it is therefor necessary to conduct further research into the setting of their installation. Application also made me realize the importance of good documentation of the material sources. A possible resource might be school records from the period in which the particular room was constructed or furnished.

Strengths and Weaknesses of Model

Finley's model is generally straightforward and easy to apply to a wide range of objects. It is accessible for hesitant scholars who might otherwise be unwilling to approach material culture. It is systematic and methodical, which may lend it credibility in some circles, and requires a strong 'cataloguing' foundation before confronting a larger historical question. Finley encourages researchers to go out into the field to complete Level One, which will encourage them to consider the object in context. Some researchers, however, may find the model restrictive. While it does allow some room for speculation and intuition, it insists that investigators conduct the analysis in a sequential order. Furthermore, Finley's model is consistent with a conventional, museum-based approach, and does not require any reconsideration of the study of material culture.

In general, I found Finley's model useful. It draws from a researcher's descriptive, intuitive and intellectual capacities. However, some deficiencies become apparent when comparing it to other models. While it does not contain the theoretical grounding of some of the other models, such as Cullam-Swan and Fleming, it is relatively open, allowing the researcher to consider semiotics and related theories. Perhaps the best solution would be to slightly alter Finley's model, or use it in conjuction with an alternative model. For example, the comparative approach taken by McClung might be useful for blackboards, which are difficult to "read" from a material standpoint, without reference to documentary sources.

 

Tim Whalley, 2003.