Knowledge and Technology Transfer
On 20 October, the museum "Keltenwelt am Glauberg" invited visitors to a special Sunday visit: archaeologists, restorers and natural scientists offered exciting insights into their activities - and our survey team was among them.
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On 3 December, the Children's University took place: "How did gladiators fight? A trip to the Roman amphitheatre".
The lecture for girls and boys began at 4.15 p.m. in the auditorium of Justus Liebig University Giessen. Here you can find photos from our arena with the exciting fight of Leonidas and Lyssa.
Gladiators were the "superstars" of Roman antiquity and we still encounter them today, for example, on the cinema screen or in comics such as "Asterix as Gladiator". But how do we actually know how these people lived and fought over 2000 years ago? That is one of the questions classical archaeology deals with. To answer this question, we use, among other things, the method of experimental archaeology for practical research into Roman gladiatorial life. Based on archaeological sources, we try to reconstruct how gladiators fought in the arena. Pupils were given an insight into the methods of experimental archaeology in this event and were able to see the practical implementation in the form of a "real" gladiator fight.
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Digital technologies play a central role in research as well as knowledge transfer. They are not only used in the development of discovery, symbolisation and communication tools, but also for interactive feedback. At the heart of Virtual Archaeology is 3D modelling, which allows us to understand and explore archaeological objects as cultural creations in space, time and their original three-dimensional context of use. 3D visualisations of objects and artefacts can therefore be used in a variety of ways in teaching contexts as well as in museum experience scenarios. They offer students in particular the opportunity to view and analyse objects that require special storage and handling for conservation reasons from all sides in digital space. Incomplete or only fragmentarily preserved objects can be supplemented virtually and artefacts can be reconstructed in their original context of installation. At the same time, the virtual preparation of artefacts offers the possibility of juxtaposing different object genres and examining them in a direct comparison. As part of the project, a virtual exhibition space is to be designed that can be used as an experimental laboratory for training in the handling of objects, for method-oriented and interdisciplinary teaching formats, and for the design of special student exhibitions. |
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As a learning environment, a virtual museum space not only provides an immersive experience that enables a practical and playful engagement with the often fragile objects from collection holdings, it also offers space for learning essential skills in working with the objects and in museum education. In virtual reality, various scenarios are recommended for integrating comparative seeing and experiencing objects in their spatiality and in relation to other objects into teaching and outreach concepts: Correct 'learning to see' and the comparative viewing of objects are, like the process of description, essential components of the analysis of archaeological artefacts, which provide information about the temporal and geographical location of an object as well as its semantic connotation, and in this respect belong to the fundamental skills that students of visual studies must acquire. A virtual learning environment creates the ideal conditions to engage with an archaeological object on different levels. In this way, tutorials and immersive learning units can be created with the learning sequences designed by students within the framework of the planned course in the summer semester 2023, which train first-year students in the correct "seeing" of image science as well as in the handling and analysis of artefacts. Especially in the basic modules, in which students have to learn a large amount of basic subject knowledge as well as new scientific working methods, this makes it easier for them to start their studies. First-year students are introduced to basic methodological skills in a playful way, the acquisition of which helps to sustainably support their academic success. As an experimental laboratory, a virtual exhibition space also offers many opportunities for practical training in cultural heritage education. |
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Project ManagementDr. Michaela Stark and Dr. Claudia Schmieder |
Impressions of the creation of the virtual museum |
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3D Model; Titus
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Triumphal Arch and Temple; Wireframe Blender |
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Triumphal Arch; Blender Edit
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Roman Peristyle; Rendering Unreal Engine |
