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MOOC stands for Massive Open Online Course. Register and participate in our MOOCs. These are open, free video courses that anyone can follow anywhere and anytime.
So far, we have developed the following courses for you and put them online:
What can you expect from this course?
Cultural landscapes are man-made and natural cultural products that correspond to the works mentioned in Article 1 of the Convention. They are examples of the development of human societies and settlements that have come into being over time under the influence of the physical limitations and/or opportunities of the natural environment, and which is created by external and internal forces on society, the economy and culture.” (UNESCO)
In this course, we thus operate with a broad definition of cultural landscapes as landscape sites that have clearly been marked and changed by man. Our definition includes city and country, in terms of architecture and agriculture, as well as man-made artefacts. Be it objects such as stone axes or rune stones. In addition, we also include intangible cultural products such as the region's legends and traditions.
What can you learn on this course?
In this area, where Denmark and Germany meet, we are used to the close contact that exists between the countries today, where there are railways, bridges, motorways and ferries that connect the countries together, and soon there will also be a tunnel. But history shows that there has always been close contact in this region, which includes northern Germany and southern Denmark. Many ideas from mainland Europe have spread through the region, just as Danish culture has spread south.
The course is an introduction to the shared cultural history of Schleswig-Holstein and southern Denmark. You will be introduced to:
What can you expect from this course?
The course deals with the referendums in Schleswig on 10 February and 14 March 1920. On the basis of these, the current Danish-German border was established. At the same time, two minorities arose - a Danish one in South Schleswig and a German one in North Schleswig.
Referendums were not entirely unproblematic in the following decades. Nevertheless, due to the referendums, a stable border emerged, which has lasted until today, and which became the prerequisite for a friendly neighborly relationship between Denmark and Germany. The course therefore deals with the events which have been of decisive importance for the German-Danish border country, and which, in the long run, have also had great significance for the present.
What can you learn on this course?
The course is aimed at anyone who is interested in the history of Schleswig-Holstein in the tension between the national movements. In the 19th century, such tensions arose due to a rising national consciousness associated with liberal demands for representative state constitutions. This background and the 19th century conflicts are reviewed in the first chapter.
It was not until the beginning of the 20th century that the idea of people's self-determination arose, and as a result of the Versailles peace negotiations at the end of the First World War, in 1920 it was decided to hold a referendum in two zones with the aim of establishing a new border as a territorial solution for the division of Schleswig.
The course describes the way forward towards the decision and the delineation itself. It describes the solutions which in the following decades were not entirely unproblematic. The participants will get to work with a versatile material and with different types of tasks. For example, the following question is reviewed: What were the rules for the referendum itself? How was the propaganda designed on both sides? What was the result and how was it perceived?
What can you expect from this course?
We compare examples of German and Danish landscape painting and deal with the characteristic features of German Romanticism and the "Copenhagen School" in the so-called Golden Age art. While the German Romantic painters such as Caspar David Friedrich often expressed a religious message in their landscape paintings and dealt with the existential situation of the individual, the painters from the "Copenhagen School" sought the immediate reproduction of the seen landscape in its entirety as well as in its smallest components. Beginning in the 1830s, landscape painting became the center of political debate due to the conflicts between the German- and Danish-minded. Landscape images were no longer evaluated exclusively from an aesthetic perspective, but were considered political statements. Influenced by the idea that the landscape characterizes a country's national character, landscape images of the state and art criticism were declared as a tool for national/nationalist education. For example, special attention was paid to images that depict distinctive features of the landscape, such as the moors or bogs in Jutland or the historical monuments (such as ancient graves or "stone dykes").
The transfer of the political controversies to the field of the visual arts made it increasingly difficult for German- and Danish-minded artists to live and work together. In the field of tension between Danishness and Germanness, Holstein and North German artists who lived in Denmark had to decide on a national side. It was only in the second half of the 20th century that the transnational history of German-Danish art in the 19th century was recognized again.
What can you learn on this course?
What can you expect from this course?
Museums generally rely on volunteers to carry out a number of tasks and events (eg reenactment events) as well as various services and to enhance public awareness. On the other hand, there are volunteers who passionately support museums without being paid. Both groups are important and can benefit from each other. Nevertheless, the collaboration may involve some challenges.
The purpose of this course is to give an insight into the opportunities and challenges in connection with volunteers in German and Danish museums.
These are some of the questions that this course tries to answer. One goal is to provide tools that inspire to consider the cooperation between the two groups. Another important goal is to reflect on your own role and share your thoughts with other participants in the course.
What can you learn on this course?
NORDMUS c/o Museum Lolland-Falster
Frisegade 40
4800 Nykøbing F
Denmark
Phone: + 45 52 51 31 92
E-mail: nordmus@museumlollandfalster.dk
Note: Danish only