Date post: | 16-Dec-2015 |
Category: |
Documents |
Upload: | ellen-hall |
View: | 215 times |
Download: | 2 times |
Protection and Control of Museum Images in
EducationStraddling the Not-So-Bright Line Between Necessity
and Infringement
Christine L. Sundt, University of Oregon
Copyright & Art Issueshttp://uoregon.edu/~csundt/copyweb/
My Goals: Provide background for academic practices Look at museums’ educational goals Examine the causes of conflict between
practice and tradition, the law and museums
Offer ideas for expanding and promoting AAM’s educational mandate
Purpose and Uses of Images To teach To inspire To illustrate To supplement To review
To enhance To display To share To promote To decorate
How images are acquired - From artists/creators or galleries/agents From museums From vendors or licensors From catalogs and books By photographing on site Through bequests and donations
Museums as educational institutions “Assert that museums
place education…at the center of their public service roles.” (#1)
“Engage in active ongoing collaboration efforts with a wide spectrum of organizations and individuals who can contribute to the expansion of the museum’s public dimension.” (#6)
“Commit leadership and financial resources—in individual museums, professional organizations, and training organizations and universities—to strengthen the public dimension of museums.”(#10)
The view from the trenches
Art historical practices and traditions: The ties with museums and the
Copyright Law
Museums as responsible protectors Access may be regulated by copyright but
more often it is contract and/or property law that rules
The laws are complex and cumbersome – a bundle of rights and many generations of owners
Revenue issues take precedence over goodwill in the real world
Where the law assists education The constitutional mandate Privileged use Special exemptions Codification of fair use TEACH Act Guidelines
Where education and copyright collide
Limitations with exemptions Creativity vs. preparedness Images as integral entitles Lawfully viable? Cumbersome processes Discord through criticism
More collisions Fair use is not warm and fuzzy The public domain as the great unknown The consequences of the K-12 ‘cut & paste’
curriculum Appropriation as an expression of honor Technology & the instant copy Licensing and contracts The disappearing public domain
Educational scholarship: The facts How much is actually ‘published’? Scholarship IS mandated, not just an option Color images are seldom possible in low-
budget scholarly publications An educator is unlikely to reap profits from
scholarly publishing Scholarly publishing is a ‘limited edition’
when compared to commercial publishing
More facts Small market + high costs = diminishing
audience Value added through scholarship should be
properly compensated Limitations on use are disproportionate to
value derived from exposure and discourse AAM’s educational mandate must be
revisited
The shrinking world of resources Services being abandoned:
Slide sales Bookstores Lending libraries & collections
Digital is just another technology, not a replacement for everything
High costs associated with technology do not go away
And still more shrinking… Community outreach is replacing services
to research and scholarship When does control threaten access? Usage rights are more complex under
today’s laws Images are proliferating on the Web, but
the ‘look, but don’t touch’ rule can cause confusion and frustration
Museums’ fears Images will be lost forever if they are freely
available The promised revenue stream from images
may never be realized Museums will not be able to protect their
interests and act responsibly Attendance will suffer if images are too
readily accessible
Controls and balances Piracy and any other unauthorized exploitations can and
should be litigated Fair use, especially in education, is not piracy, even though
the user must ‘take’ something in order to use it Images of artwork in the public domain should not be subject
to the same controls as work still under copyright Museums must work together to create an equitable & fair
method for protecting their interests without disabling access for educators and scholars
The art ‘experience’ is still more thrilling than looking at a digital substitute
A proposal to assist in requesting permissions – a ‘fair use’ test Developed by Tom Bower, National Museum of
American History, for the CAA/NINCH Copyright Town Meeting, Chicago, 2001
Available for examination online at http://www.pipeline.com/~rabaron/CIP/CAAdoc2.htm
Recently offered to the AAMD for review by Patricia Failing, Chair, Committee on Intellectual Property, College Art Association
Final thoughts
Try to distinguish between true creativity and hard-core exploitation
Raise the bar for commercial uses to cover & eliminate costs for education and scholarship
And finally…
Re-examine the ‘Excellence and Equity’ mandates to look for ways to encourage access in the name of education even though some risk is involved.
Links, News, and Views:
Edited by Christine L. Sundthttp://uoregon.edu/~csundt/copyweb/
Email address:[email protected]
Credits www.yale.edu/arthistory/courses/ courses_homepage.html http://www.jyu.fi/taidehistoria/english/ An Art History lecture in the
big lecture hall (JT 120) in Juomatehdas www.unm.edu/~medinst/ photos/bobo_1_th.jpg Institute for Medieval
Studies University of New Mexico, Albuquerque, NM 87131-0001 http://www.aber.ac.uk/media/Documents/S4B/sem09.html http://www.hatii.arts.gla.ac.uk/old/Labs/DigiClassroom2girls.JPG
The Humanities Advanced Technology and Information Institute http://condor.depaul.edu/~gallery/Web%20Page%20Design.1%20c
opy.JPG http://www.history.ox.ac.uk/hoa/ Museum News advertisement: Maltbie, Women’s Museum