2023 Geraty Grant Report - ��ñ��

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Cultural Heritage Education and Site Conservation in Madaba, Jordan (2023): An Update on the Lawrence T. Geraty Community Archaeology Endowment

By Douglas R. Clark, Suzanne Richard, Andrea Polcaro, Marta D’Andrea, and Basem Mahamid

As part of a two-year distribution (2023 and 2024) from the ��ñ��/Lawrence T. Geraty Community Archaeology Endowment, the Madaba Regional Archaeological Museum Project (MRAMP–an American, Italian, and Jordanian collaboration co-directed by Doug Clark of La Sierra University in Riverside, CA; Suzanne Richard of Gannon University in Erie, Pennsylvania; Andrea Polcaro of Perugia University in Perugia, Italy; and Marta D’Andrea of Sapienza University of Rome, Italy; along with in-country coordinator Mr. Basem Mahamid of the Department of Antiquities of Jordan in Amman) set out to accomplish two objectives. These included: 1) continued maintenance of the archaeological/architectural remains in the Madaba Archaeological Park West (II) where the proposed new museum will be constructed and 2) a unique and exciting new partnership focused on the education of children about their cultural heritage and how to care for it.

1) Nestled in the center of a city block which is adjacent to the King Hussein Mosque, Saint George’s Greek Orthodox Church, shops and businesses tied to daily life and tourism, and accessed directly from the Madaba Heritage Trail which brings hundreds of thousands of tourists annually (300,000+ in 2022) from the Visitors Center to St. George’s Church, the Madaba Archaeological Park West (II) is extremely well located to help locals and tourists learn about the preservation of cultural heritage (Fig. 1). The Park itself contains architectural remains from the 2nd century (large paved Roman street), the 6th century (the Martyrs Church and the Burnt Palace), the early Islamic Period, and the late Ottoman Period (settlement of several buildings constructed by three tribal, Christian migrant groups arriving from Karak in the 1880s).

Since the first excavation season at the site in 2016 (focused less on vertical digging and more on horizontal clearing and cleaning down to the most recent excavations 20 years earlier), a season funded in part by a Charles Harris grant managed through ��ñ��, MRAMP excavated again in 2017, 2018, and 2022. The project also maintained a year-round presence from 2016 to the present to facilitate various technical investigations, training workshops, and ongoing maintenance of the site; this was possible, beginning in 2017, through collaboration with SCHEP (Sustainable Cultural Heritage Engagement through Local Communities Project), implemented by ACOR, and the US Ambassador’s Fund for Cultural Heritage Preservation (AFCP) and the Cultural Antiquities Task Force (CATF), components of the US Department of State, in addition to private funding.

One of the first hires of the MRAMP team in 2017 (and also a laborer onsite in 2016) was Mr. Albara, whose work to maintain the site continues to this day, partially subsidized by MRAMP (Figs. 2, 3, 4). This partial support (a supplement to the limited wages he earns from the Department of Antiquities) to keep the site protected and presentable to the thousands of annual visitors who see the spectacular and recently restored mosaics of the Burnt Palace and the Martyr’s Church was funded by the ��ñ��/Geraty grant in 2023.

2) From the early planning stages of the proposed new Madaba Regional Archaeological Museum, MRAMP initiated a collaboration with the Italian architectural firm of Studio Strati in Rome in order to create a concept design of the structure (Fig. 5). We have consistently envisioned a children’s education lab as part of the building; this has always been an integral component to the museum design and mission. In 2022 we were in conversation with the Petra National Trust (PNT) which operates under the auspices of Her Royal Highness Princess Dana and is run by a small group of highly qualified staff. The mission of PNT is primarily an educational one, education of children in treasuring, preserving, protecting, and promoting the cultural heritage of Jordan, so the resulting MOU between MRAMP and PNT was an ideal outcome. Because of this new and exciting collaboration, MRAMP and Studio Strati doubled the physical space allocated to children’s education in cultural heritage to two floors instead of one in the northern extension of the new museum.

Fig 5: Aerial photo of historic downtown Madaba, courtesy APAAME

While incredibly exciting and innovative, implementing this new development is a few years away, when the new museum will hopefully be completed. In the meantime, all partners agreed to set up a pilot program to test curricula, trainers, supplies and equipment, and organizational structure, in a space created in the current museum. In preparation for this pilot program, MRAMP had already purchased the necessary tables and chairs for 15 students, as well as a wall-mounted, 60-inch smart TV, now in place in one of the recently renovated display rooms (folklore) of the current Madaba museum.

The year of 2023 witnessed four separate age-specific classes—(7-9), (10-12), (13-15), and (16-18)—each tailored to age skill sets and interests. Topics covered interactively include the following: for 7-9 year-olds—My Timeline, Once upon a Time in the Stone Age, Clay Shaping our Ancient Heritage; for 10-12 year-olds—Habitat Components, Water Management, Reflection Session; for 13-15 year-olds—Archaeology as an Avenue for Employment in Jordan, The Role of an Archaeologist in Heritage Preservation, Reflection Session; for 16-18 year-olds—Collaborative Research on Cultural Heritage, Introduction to World Heritage Sites: Children Engage in Collaborative Learning, World Heritage Sites (Diorama).

Having attended three of the four classes in person (Fig. 6), we found them engaging, exciting, high-energy, incredibly interactive, rewarding, and, in the end, entirely successful (see below). The teacher, Ms. Huda Amarin, exhibited best-practices teaching techniques across all of these age groups (Fig. 7). The program came off so well due in large part to Ms. Huda’s role, the vision of PNT for training students in cultural heritage preservation, and the envisioning, logistical, and cheerleading functions of MRAMP, all of this funded by the ��ñ��/Geraty grant.

Fig 6: Class photo with, from right, Suzanne Richard, second from right; Huda Amarin, center kneeling; Doug Clark, fifth from left

Fig 7: Huda Amarin, teacher par excellence for PNT classes

MRAM Workshops Narrative Report

Executed by: Petra National Trust

MRAM- Madaba

25 February—4 May 2023

PNT advocates and executes sustainable management approaches for heritage sites, multifaceted projects that enhance heritage sites preservation, and implements a pioneering children education program based on cultural heritage values. PNT aims to fulfil the urgent need to protect, preserve, and conserve cultural heritage sites while promoting sustainable community benefits, including job creation and specialized capacity building programs.

The multifaceted approach of PNT and its team included involvement in projects related to archaeological conservation, ecotourism development, socio-economic development, and education. Through its Education Outreach & Awareness Programs, PNT aims to build a cadre of tomorrow’s community leaders who can work towards and advocate for effective and sustainable cultural heritage management and preservation.

The Education and Engagement Program (EEP) provides a wide range of opportunities and experiences that introduce children to the rich history of different civilizations that inhabited Jordan. This approach contributes to instilling a sense of pride in their identity and heritage as the heirs of past cultures and civilizations. The EEP introduces the culture (peoples, traditions & practices) and history of Petra, specifically and Jordan. It also introduces ecology, the importance of protecting biodiversity, and tackling threats facing cultural heritage. The program is engaging and pleasurable, and employs a student-centered and hands-on learning approach for children. It guides them to realize how to contribute to and value cultural heritage preservation.

The vision for the new museum is aligned with the principles outlined by the International Councils for Museums (ICOM) that museums must play a role in the development of contemporary society and with ICOM’s definition of the museum:

“The museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.”

To that end, the whole project in terms of community archaeology; that is, as a collaborative endeavor between MRAMP (the Madaba Regional Archaeological Museum Project) and the community, with the ultimate goal of promoting local stewardship of cultural heritage, as well as providing economic benefits.

PNT Successfully implemented four half day workshops, targeting 4 different age groups (7-9), (10-12) (13-15 and (16-18) with 15 participants in each group, with a total number of 53 female and male children from the Greek Orthodox Patriarchate Schools Girls (Fig. 8).

The workshops also focused on instilling positive characteristics and embed specified skillsets within the students, with a focus on:

Identity
Good citizenship
Civic-mindedness and social responsibility
Commitment
Critical thinking and learning skills
Team work
Problem solving skills
Communication skills

Fig 8: School kids lined up to enter class.

Workshops Highlights

All participants were active and attentive during the workshops and had a great time participating in the activities (Figs. 9 and 10). Based on the positive responses made by participants’ post evaluation responses compared to the pre-evaluation of the workshops as indicated in the graphs below (Figs. 11, 12, 13, and 14).
The headmistress and teachers of the (Greek Orthodox Patriarchate Schools Girls —Madaba) were very cooperative.
The museum staff and their cooperation contributed to the success of the workshops.
The hands-on activities created an interactive learning environment among children.
The presence of Professor Douglas as an archaeologist had a positive impact and provided the participants’ depth understanding about cultural heritage and the importance of museums.
The venue as a museum serve as an educational tool for the participants, they learnt about the heritage that all around

Fig. 9: Projects being completed for class in museum.

Fig 10: School kids working with clay in class.

Fig 13: PNT course evaluation scores before class

Fig 14: PNT course evaluation scores post class

Challenges

No male students in the school within the age group of (16-18)
The Venue capacity was limited to 15 participants only

Recommendations

PNT and MRAM will expand their outreach and will implement a 3-year program for all age groups
AS a trainer, I noticed that the educational environment in the museum stimulates students to integrate with cultural activities and encouraging them to connect with the heritage around.
Interactive learning spaces must be found in all museums, where the trainer can observe the direct impact on the participants.

Participants’ Quotes

Hiba Saidat: “It was great fun and the people who were there were very nice”
Tia Kildani: “I liked the place, had fun and learnt a lot of information.”
Noor Alfayez: “I liked the museum very much, and I enjoyed Dr. Douglas and Ms. Huda Al-Amarin”

15 First of four classes with (in the back row from the right) Huda Amarin (teacher) Khaled Hawawreh (DoA district director) and Doug Clark. — Fig. 15: First of four classes with (in the back row from the right) Huda Amarin (teacher) Khaled Hawawreh (DoA district director) and Doug Clark.

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