econservation

the online magazine No. 21, September 2011

educatio

SUSTAINABILITY IN THE PRESERVATION OF CULTURAL HERITAGE THROUGH EDUCATION

Training in Wood Conservation and Restoration in Malta

By Ninette Sammut

TRAINING IN WOOD CONSERVATION IN MALTA

Sustainability in the preservation of cultural heritage is multifaceted. Education is one of the facets. Courses in conservation, restoration and conservation science help reach this aim by bringing together policy makers, enforcement units, educational institutions, the employment sector and people with different backgrounds of knowledge, skills and competences. This is the outcome of a three year project cofunded by the European Union that Heritage Malta has conducted as the lead partner. Through this project four accredited courses were designed within the European Qualifications Framework (EQF), namely at EQF levels 1, 3, 6 and 7. The courses at EQF levels 1, 3 and 7 have been implemented throughout the period of this project with the courses at EQF levels 1 and 3 to be established as part of the prospectus of two of the national educational institutions, namely the Lifelong Learning Directorate in the former case and the Malta College of Arts, Science and Technology (MCAST) which is mainly responsible for vocational education and training in the latter.

Introduction The type of objects that need to be safeguarded range from organic to inorganic, from natural to manmade and from a single material to compos ite materials. Furthermore, the object materials could have been sourced within the country or imported. Natural resources in Malta are limited to stone, sun and sea. Wood was also one of its natural re sources but through its extensive use through the ages to make way primarily for agriculture and grazing of animals [1] and then for structural, technologic, storage and decorative purposes [2], it became a treasured material. Cultural identity is kneaded within such purposes and hence the importance to preserve, conserve and restore wood objects/structures. Yet, the lack of know ledge about how to cherish this material, the per formance of interventions within the considera tion of conservationrestoration ethics and the desire to avoid maintenance in a fast moving world are main issues that are leading to the destruction of this local patrimony. The need to preserve wood objects/structures brought about the need to educate and train
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people in conservation and restoration, hence the design and implementation of this project co funded by the European Union, European Social Funding (ESF). The title of this project is Wood CPR: Education and Training in Wood Conservation and Restoration. The courses in this project were developed to give its participants the opportunity to realise that one is living in a global society where everybody is a citizen of the world, according to Whitheads philosophy of education [3]. This approach seeks to link new and past knowledge acquired in diffe rent ways and from different contexts to different forms of knowledge within the established disci plines. That is linking competences, skills and knowledge acquired throughout ones life while bringing people together. Wood as material heritage in Malta Although wood is not considered one of Maltas natural resources, the existence of objects made from this material indicates its extensive use through time. The species of such wood is not limited to one but to a variety of species which could be found locally or imported. The uses of the various types of wood depended on its
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physical properties, morphology and anatomy. Such characteristics determined whether the par ticular type of wood would be used to construct or embellish an object/structure, to manufacture a piece of fine or utilitarian furniture, to seal or support a building structure, and as a means of transport. The concept of reuse was more practised in the past. This can be observed through scientific in vestigations of panel paintings which have shown evidence of overpainted surfaces, and through research in notarial documents, specifically those related to dowry or wills, which refer to pieces of furniture inherited from one generation to another. Past craftsmen utilised wood as beams to support limestone slabs in ceiling structures and to be able to span large areas. Other uses in buildings include apertures such as window frames and balconies (gallarija in Maltese) which became more elaborate during the Baroque period [4] complete with shutters to redirect or block natural light, and solid wood doors with lock systems to divide spaces and safeguard what is behind them. Such apertures characterise street scapes in Maltas capital city, Valletta, which is considered a world heritage site by UNESCO, and in Birgu, one of the three cities characterising the waterfront of the Grand Harbour (Figure 1). Extensive use of wood has also always made for the internal decoration of churches. Other uses of wood include its utilisation to pro duce tools used in quarrying and wood working as well as machinery such as windmills and wax candle factories. Wood was also used for the manufacture of traditional fishing and passenger boats an integral part of Maltas heritage. As in other countries, there are hazards in Malta that threaten the survival of this material result
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Figure 1. Wooden balconies at Birgu as part of the streetscape.

ing from natural and/or anthropogenic factors. Such factors include mishandling, lack of know ledge or maintenance, unnecessary or wrong interventions, exposure to the surrounding envi ronment and biological infestations, vandalism, fires and floods. The combination of the nature of artefacts, the relative scarcity of such material on the island, and the hazards to which it is exposed, led to the necessity to create courses that address such matters and disseminate knowledge, skills and competences. Sustainability through an integrated approach to conservation practice Huge strides ahead with respect to sustainability in wood preservation have been made at first through the grant offered by Malta Environment
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Planning Authority (MEPA) [5] and through this European Union funded project where the founda tions to sustain the preservation of wood objects/ structures were built upon training. This project started during the first quarter of 2009 and last until the end of 2011. The importance of wood as material heritage in Malta should be considered as an essential part of the local heritage and also as part of the world heritage. The importance to preserve wood through education resulted from the fact that: grants given in a local scheme to restore wooden balconies were offering the opportunity to skilled craftsmen to diversify their dying business to the field of conservationrestoration without any consideration being given to ethics related to this specialised field because the skilled crafts men were not trained according to international ethics existing in conservationrestoration; there has been a general increase in apprecia tion of cultural heritage in the last decade, which has led to an increase in demand for conservation restoration; the amateur woodworker was increasingly at tracted to the restoration practice by taking it up as a hobby; there was lack of awareness on preservation of material heritage irrespective of a high interest in antiques; anyone going through vocational education training could not specialise in wood conservation restoration; training in conservationrestoration of wood at bachelor level was being taught as a small com ponent in comparison to other materials; training of scientists supporting conservator restorers did not have the necessary background knowledge related to conservation science. These considerations brought about the need for such a project. The main aims were: (a) to increase
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awareness in preservation of material heritage; (b) to train people coming from different educa tional backgrounds; (c) to give equal gender opportunities; (d) to address skills mismatches; and (e) to propose a strategy for future grant schemes in relation to restoration of wooden bal conies. This brought the need to design courses at different EQF levels within the frameworks of the Copenhagen and Bologna Processes, namely the following courses: Preservation of Material Cultural Heritage at EQF level 1; Wood and Furniture Heritage Skills at EQF level 3; ConservationRestoration of Wood at EQF level 6; Conservation Science applied to Wood at EQF level 7; The courses were designed from a lifelong lear ning perspective where irrespective of age, whether active or inactive and irrespective of ones level of education, the person wishing to engage in such courses could progress accordingly. Such an exercise brought together various other local state entities: the Malta Qualifications Council (MQC); the Institute of Building Construction & Engineering within MCAST; the Employment & Training Centre; the Malta Environment & Plan ning Authority; the National Womens Council and the Federation of Womens Council; and the Commission for People with Disabilities (KNPD). Participants who showed difficulty in providing an accredited certificate to be able to follow the courses at EQF level 3 and EQF level 7 were given the opportunity to get it accredited to the right EQF level through the Malta Qualifications Re cognition Information Centre (MQRIC), which is part of MQC. Three out of the four designed courses were im plemented. Ten editions of the same course with a maximum of one hundred and fifty participants were delivered in the case of the course at EQF
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level 1 in both Maltese and English languages. The course at EQF level 3 was open for a maximum of fifteen participants while the course at EQF level 7 was open for a maximum of eight partici pants. The language in this case was English. The course at EQF level 6 was intended to run at a later stage, which is after there are specialists trained in wood conservation science at EQF level 7 to be able to support EQF level 6 students in their studies. The lecturers were all Maltese or foreign qualified professionals. The ratio of theory versus practical of each course varied according to the needs within the course content. The assessment methods of the courses in levels 1, 3 and 7 include the preparation of assignments, reports, exami nations and presentations to the public depend ing on the course level. In all cases a certificate is awarded. The same assessment methods are proposed in the course at level 6 but in this case a degree is awarded. The EQF level 1 course treated basic conservation skills. It addressed all materials, namely ceramics, glass, metal, stone, wood, canvas, textile and paper. Such materials can be found either singu larly or assembled together composing objects. The properties of each material were initially tackled on their own and then in combination with each other. The effect that such materials can have on wood and vice versa was discussed through practical exercises and on site visits to museums. Through this course participants were made aware of the vulnerability of such cultural heritage objects. They were also taught how to reduce this vulnerability from a preventive con servation perspective. The pedagogic role of the lecturer was primarily to provide opportunities for participants to develop and demonstrate skills which allow them to pursue a career as mu seum attendants, housekeepers, cleaners, hand lers, maintenance personnel, and antique dealers within an ethical framework. The teaching was
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Figure 2. People attending level 1 course.

also aimed at avoiding damage by thinking be fore acting and knowing when one needs to consult a professional in the field (Figure 2). The EQF Level 3 course aimed towards a more practical background and therefore prospective students had to have sound knowledge of wood and good hands skills in woodwork. These prospec tive students included either those who have ac quired a certificate at EQF level 2 by MCAST (the maximum qualification which could be acquired at the beginning of the project) or those who were already practising wood restoration. In both cases, the certificate at EQF Level 1 course was a pre requisite. Throughout the EQF level 3 course the participants have put into practice the conserva tionrestoration ethics acquired through the EQF level 1 course under the vigilant eyes of the quali fied conservatorrestorer. Documentation meth ods and ethics were largely discussed as well as the nonexistence of recipes applied in conser vationrestoration practice was made very clear to the participants especially during their prac tical sessions (Figure 3). It was imperative to pass clearly the message, especially to students at this level, that evidence is lost with every single restoration intervention that is taken.
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TRAINING IN WOOD CONSERVATION IN MALTA

Figure 3. Students undertaking restoration work on a 16th century sacristy.

The participants were instructed on historical manufacturing techniques. Towards the end of their course they were capable to reproduce part of a traditional wooden balcony (Figure 4). This will allow them to become part of the list of skilled carpenters recognised to undertake bal cony restoration projects such as the one promo ted by MEPA. The course at EQF Level 6 was designed in the framework of the current course content being offered at bachelors level by the University of Malta. This is a 4year degree which currently trains conservatorrestorers in the following areas: paintings, objects (ceramics, glass, metals, and stone), textiles and paper. The first year is considered a foundation year across all areas of study and streaming together with handson practice which starts from the second year on
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wards. The course designed in this project focuses on wood. The area of study in wood conservation restoration as part of the degree course was not offered at this stage: professionals in conserva tion science related to wood needed to be trained beforehand to be able to support students in their conservation projects. The studyunits covered in the course content include the use of wood throughout the ages, stylistic analysis, manufac turing techniques, scientific analysis of wood, past interventions/restoration and evaluation of conservation treatments. The EQF Level 7 course in conservation science aimed to promote research and innovation in conservation science education in relation to conservationrestoration of wood and wooden structures and artworks. The aims of this course were to strengthen the human resource capacity
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Conclusion The appreciation of cultural heritage should be communicated through an integrated education approach in this global society. Sustainability in the preservation of cultural heritage through education should be encouraged. It is a way of how tangible and intangible cultural heritage can be safeguarded. This Europeanfunded project presented various challenges throughout the various stages of re search, design and implementation of the courses. The fact that the courses had to be de signed around needs in conservationrestoration in the local context posed a further challenge than just designing and implementing general courses in preservation, conservationrestoration and conservation science. Yet this challenge is what will make it sustainable in the long run: offering new opportunities to all those already involved in wood working by providing further training and increasing awareness on the need to preserve wood objects in their current envir onment. It should be pointed out that in this case two of the four courses, namely those at EQF level 1 and 3, are already featuring in the prospectus of two educational institutions for the next academic programmes. The course created at EQF level 1 will help a per son, irrespective of his background, to appreciate cultural heritage through the use of materials. This will increase the interest and transform such awareness to further training in the fields of conservationrestoration and conservation science. Through this approach, other professions and existing courses would be directed to sustain directly the preservation of cultural heritage.

Figure 4. Reproduction of part of the traditional balcony.

to aid in training of future conservatorrestorers and create a common language to ease commu nication between the persons trained through this course and the conservatorrestorer. Lectur ers from the Department of Agricultural and Forest Economy, Engineering, Sciences and Tech nologies of the University of Florence (DEISTAF) delivered this 9week long certificate course. Lectures were delivered 4 weeks in Florence and 5 weeks in Malta. The course content included studyunits of applied physics and chemistry rela ted to the morphology of wood at micro and macro levels, the deterioration process influenced by physical and chemical reactions, and practical sessions in analytical techniques using different instrumentation including sample preparation within the ethical and legal framework related to conservationrestoration. This course brought together a multidisciplinary team of profession als specialised in their own field without having much in common, yet finding common grounds through the analysis of wood objects (Figure 5).
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TRAINING IN WOOD CONSERVATION IN MALTA

Figure 5. Laboratory work by the participants on microCT.

References

[1] P. J. Schembri, "Physical Geography and Eco logy of the Maltese Islands: A Brief Overview", Options Meditrranennes 7, 1993, URL [2] L. J. Saliba, "Education and Afforestation in Malta", Options Mditerranennes 9, 1971, URL [3] A. N. Whitehead, The Aims of Education and Other Essays, Free Press, New York, 1967 [4] G. Bonello, "Mysteries of the Maltese Gallar ija in Treasures of Malta", Progress Press, Vol. IX No. 2, Malta, 2003 [5] Traditional Maltese Wooden Balcony Restora tion Grant Scheme, http://www.mepa.org.mt [accessed on 31st July 2011]
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NINETTE SAMMUT Conservation Manager Contact: ninette.sammut@gov.mt Ninette Sammut is the manager leading the edu cation arm of Heritage Malta. Her qualifica tions and experience as a conservatorrestorer and her involvement in education in the past 10 years, including vocational and tertiary educa tion and training on national and European levels, led to her choice in this leading position and as project leader of this EUfunded project.
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