Documente Academic
Documente Profesional
Documente Cultură
The Annual Report of the Haffenreffer Museum of Anthropology Volume 42 Spring 2017
1 1
About the Museum
The mission of the Haffenreffer Museum of Anthropology is to inspire
creative and critical thinking about global cultures, past and present,
and to foster interdisciplinary understandings of the material world.
Established in 1956, it sponsors original research, innovative teaching,
and public education while stewarding a collection of over one million
archaeological and ethnographic objects. The Museum serves Brown
Universitys students and faculty, the city of Providence, the state of
Rhode Island, and the general public.
The museums gallery is in Manning Hall, 21 Prospect Street, Providence,
Rhode Island, on Browns main green. The museums Collections
Research Center is at 300 Tower Street, Bristol, Rhode Island.
Contexts
Editor: Kevin Smith
Designed and produced in partnership with Brown Graphic Services
2017 Brown University
On the covers: Front cover: Whirling Return of the Ancestors: Egngn Masquerade
Ensembles of the Yorub exhibition at the RISD Museum. Back Cover: Detail from the
birchbark kayak on exhibit in the Northern Horizons, Global Visions: J. Louis Giddings
and the Invention of the Haffenreffer Museum of Anthropology exhibition at Manning Hall.
2 2
These are challenging times for the museum
community. As of this writing, it is not clear what
From the Director
funding levels will be approved for our national
arts and science organizations. At the same time,
there is greater need than ever before for
museums to help foster intercultural
understanding, environmental awareness, and
the value of diversity to democracy and civil
society. The Haffenreffer Museum is committed
to these principles and seeks to realize them
through our exhibitions, lectures, workshops,
research, teaching, and public outreach.
Our Mellon Foundation-funded Assemblages Our public outreach program serves nearly 2,700
Project with the RISD Museum has expanded Pre-K to High School students in Rhode Island
to include a joint exhibition. When an opening and Southeastern Massachusetts every year, with
emerged in the RISD Museums exhibition eight Culture CaraVan programs and six educational
schedule, we decided to use it to feature the packages that include lesson plans available
exhibition Whirling Return of the Ancestors: Egngn online. In collaboration with Browns Joukowsky
Masquerade Ensembles of the Yorb. The exhibition Institute for Archaeology and the Ancient World
was co-curated by Bolaji Campbell (History of and the RISD Museum we also take our nationally
Art and Visual Culture, RISD), Henry Drewal (Art recognized program Think Like an Archaeologist to
History and Afro-American Studies, University Middle Schools around Providence and elsewhere
of Wisconsin-Madison), and Kate Irvin (Costume in Rhode Island.
and Textiles, RISD Museum) and opened on July
Thank you for your continued commitment and
15. It brings to life the rich and varied artistry of
support of the Haffenreffer Museum.
the ensembles worn in Egngn performances of
the Yorb peoples of West Africa. The curators
and the artist Alagba Adesegun Oyewole gave a
wonderful panel presentation on October 16.
Robert W. Preucel
3
New Faculty Fellows selected Registrar attends AAM Annual
Faculty, Student, and Staff News
We appointed six Faculty Fellows for the 2016-
2017 term. These are Sheila Bonde (Professor
meeting
Dawn Kimbrel represented the Haffenreffer
and Chair of History of Art and Architecture,
Museum at the Annual Conference of the
Professor of Archaeology and the Ancient
American Alliance of Museums in St. Louis, MO,
World), Jessaca Leinaweaver (Associate
May 6-11. The theme of the conference was
Professor of Anthropology, Director of Latin
Gateways for Understanding: Diversity, Equity,
American and Caribbean Studies), Linford
Accessibility, and Inclusion in Museums. It is
Fisher (Associate Professor of History),
particularly relevant to the HMAs participation in
Courtney Martin (Professor of History of Art
MAP-CS and our interest in accreditation.
and Architecture), Andrew Scherer (Associate
Professor of Anthropology, Associate
Professor of Archaeology and the Ancient
World), and Parker VanValkenburgh (Assistant Museum Operations
Professor of Anthropology).
and Communications
Coordinator hired
The Museum has hired Emily Jackson as
Museum Studies Postdoc our new Operations and Communications
reappointed Coordinator. Emily holds a Master of Arts degree
Kaitlin McCormick has been reappointed as a in Anthropology from the University of Edinburgh
Postdoctoral Research Associate in Anthropology and is a specialist in social media and its uses in
and Museum Studies. Kaitlin is a specialist online communities.
in Northwest Coast cultures and teaches our
introductory museum studies class, Anthropology
in/of the Museum [ANTH 1901]
Research Affiliate appointed
Robert Weiner has been appointed as a Research
Affiliate. Rob received his BA/MA from Browns
Grad Student awarded 6th Year Joukowsky Institute of Archaeology and the
Ancient World last year and is specializing in the
Interdisciplinary Fellowship role of gambling in understanding social practices
Mikhail Skoptsov (Modern Culture and Media)
within Chacoan society. He is an Associate with
has been award a 6th year Interdisciplinary
Anna Sofaers Solstice Project.
Fellowship with the Museum. He will be
examining the circulation of digital images of
museum objects to understand some of the ways
in which they are used by different publics. Curator for Programs and
Education joins the Rhode Island
Historical Society
Department of Anthropology After nearly nine years with the Haffenreffer
Proctor appointed Museum, Geralyn Ducady has taken a new
Alexandra Peck, an Anthropology graduate position as Director of the Rhode Island Historical
student specializing in Museum Studies, was Societys Newell D. Goff Center for Education and
appointed proctor for the Fall 2016 semester. She Public Programs. Arianna Riva has been hired
helped edit text and locate photographs for the as the Acting Curator of Program and Education,
Giddings exhibition and assisted Director Robert while a national search is undertaken for a new
Preucel in his assessment of the RISD Museums Manager of Museum Programs and Education.
ethnographic North American collections.
4
New Mellon Photographic Deputy Director presents at
Faculty, Student, and Staff News
Assistant hired the SAA meetings
Caleb Churchill has been hired as our new Mellon Kevin Smith presented a paper entitled
Photographic Assistant. Caleb is a practicing Dependent Independence? Identity,
artist, whose work has been exhibited in festivals Interconnection, and Isolation in Viking
including the Brighton Photo Fringe (Brighton, Age Iceland in the symposium Identity and
England) and Flash Forward Festival (Boston). Change: Archaeological Interaction across
He has participated in multiple group exhibitions Archipelagos and Inland Seas at the Society for
nationally and internationally. His solo exhibition American Archaeologys annual meetings in
Terra Incognita was presented at Settlement Vancouver, Canada.
Goods (Houston, Texas).
Director co-organizes a
session at the SAA meetings Researcher studies
Robert Preucel co-organized a session with Sam
Duwe (University of Oklahoma) on Pueblo Mobility Southwestern collections
and the Archaeology of Becoming at the Society for Vincent Drucker (Independent scholar) visited the
American Archaeologys 82nd annual meeting in museum last fall to examine our Southwestern
Vancouver, Canada. He also coauthored a paper pottery collection. He and Edward Wade are
with Joseph Aguilar (Penn) entitled Seeking working on a book project on the celebrated late-
Strength and Protection: Tewa Mobility during the 19th century potter, Nampeyo.
Pueblo Revolt Period.
5
Sociologist using HMA for survey Faculty, students, and staff take
Faculty, Student, and Staff News
and marketing course the temperature of the past
Carrie Spearin (Sociology, Brown) is using the In 2015, Yongsong Huang (Professor of Earth,
Haffenreffer Museum as a case study for her Environmental and Planetary Science), Peter
course on survey and marketing. Class members Van Dommelen (Professor of Archaeology and
will survey students, faculty, and members Anthropology and Director of the Joukowsky
of the general public to gain a sense of their Institute for Archaeology and the Ancient
understanding of the Museum and its resources, World), Andrew Scherer (Assistant Professor
learning through the process questionnaire of Anthropology) and Deputy Director Kevin
design and formatting; sample design and Smith received a collaborative Brown University
selection; interviewing techniques; data base Research Seed Grant for their project Climatic
design and data entry; and elementary data and environmental reconstruction using lipid
analysis and report production. biomarkers in ancient bones: applications in
archaeology, anthropology, paleoclimatology
and paleontology. This project is using climate-
sensitive bacterial lipid compounds (branched
Graduate student teaches a glycerol dialkyl glycerol tetraethers or b-GDGTs)
course on Cultural Heritage to extract data on past temperatures, soil pH, and
Ian Randall (Joukowsky Institute of Archaeology precipitation directly from animal or human bone
and the Ancient World), last years recipient of a samples. The project was awarded additional
6th Year Interdisciplinary Fellowship, taught funding to provide collaborative research and
a course entitled ISIS, NAGPRA, and the training opportunities for five undergraduate
Academy: Archaeology and Global Issues in students through Browns Karen T. Romer
Cultural Heritage. Undergraduate Teaching and Research Awards
program. Three worked on material from the
Museums Circumpolar Lab and our NSF-funded
projects. Julia Deng worked on bones from
Haffenreffer and Smithsonian Giddings and Douglas Andersons excavations
Institutions Arctic Studies Center on Cape Krusenstern, Alok Beeharry processed
and analyzed bones from Surtshellir cave (see p.
begin collaborative project 22), and Jacob Douglas worked on faunal remains
Igor Krupnik (Senior Curator of Northern and from earlier excavations at Gilsbakki, Iceland.
Arctic Ethnography, Smithsonian Institution, Results from this years work are encouraging and
Department of Anthropology and Arctic Studies emerging now.
Center) met some unexpected old friends during
the opening reception for the Haffenreffers
Arctic Horizons workshop on May 31, 2016.
Walking through our exhibition Northern Visions: Museum Research Associate
The Arctic Photography of J. Louis Giddings (1901- creates the North Women Arts
1964), he was surprised to see black-and-white
portraits taken by Giddings in 1939 of men and Collaborative (NWAC)
women from Alaskas Saint Lawrence Island Michele Hayeur Smith initiated The Northern
whose faces were familiar. Some years ago, he Women Arts Collaborative (NWAC) as an outgrowth
had developed a collaborative project to digitally of her NSF-funded projects. NWAC seeks to link
repatriate images in the Smithsonians collections academic social science research on traditional
of St. Lawrence Island community members that womens work especially (but not limited
were taken on St. Lawrence Island in the mid- to) the production of textiles, skin clothing, or
20th century. Working with todays elders, he cloth in the North with contemporary artists
brought images of their family members back and artisans. Through this project, Dr. Hayeur
to the community and added their memories Smith is encouraging artists and researchers
of those people to the SIs records. In May, he to collaborate on projects exploring themes of
recognized some of the same people in Giddingss shared interest and of concern to contemporary
photographs, as well as others that were new women in the circumpolar North.
to him. Unfortunately, although Giddings surely
NWAC is not restricted to one nation or
knew the names of the men, women, and
community. Its goals are to integrate ideas,
children he photographed, they are not recorded
creativity, research, and artistry across the
with his images. We are now working with the
circumpolar zone in order to explore how women
Smithsonians Arctic Studies Center to bring
were respected and their work valued in the past;
copies of his images back to St. Lawrence Island
to revalorize womens roles through the arts; and
and to add the elders knowledge of these people
to bring greater awareness to the rapid cultural,
to our records.
social, economic, and environmental changes
that are under way across the Arctic and the ways
they affect womens roles and values within their
communities. Visit https://northernwomen.org.
6
Mellon Teaching Fellows
Assemblages
The Assemblages Project promotes dialogue and critical discussion at the intersections of art,
anthropology, and materiality across the Brown and RISD campuses. One of the most important ways we
are accomplishing this goal is to share faculty through our Mellon Teaching Fellows program. Each year
of the four-year project, the Mellon Advisory Committee appoints one Brown faculty member to work with
the RISD Museum and one RISD faculty member to work with the Haffenreffer Museum of Anthropology.
The Teaching Fellows develop new curricula, create new exhibitions (either online or in museum
galleries), and lead teaching workshops. The new Teaching Fellows for 2017-2018 are Steven Lubar
(Brown University), who will be working with the RISD Museum and Duane Slick and Martin Smick
(RISD), who will be developing a joint project with the Haffenreffer Museum.
7
Assemblages
Duane Slick is Professor of Painting at RISD. His
studio practice includes painting, printmaking,
artist books, and storytelling. He is of Native
American descent, an enrolled member of the
Meskwaki Nation of Iowa; his mother is from the
Ho-Chunk Nation of Nebraska. His visual work
blends oral and visual Native American traditions,
focusing on trickster strategies and Woodland
Nations patterning. Born in Waterloo, IA, Slick
earned his BFA in painting from the University of
Northern Iowa and his MFA in painting from the
University of California, Davis. He began teaching
painting and printmaking at RISD in 1995. He has
also lectured at colleges and universities across
the US and taught at the Institute of American
Indian Arts in Santa Fe, NM. His work has been
exhibited widely most recently at the Albert
Merola Gallery in Provincetown, MA, and at RK
Projects in New York City and is included in
the collections of the National Museum of the
American Indian in New York City, the Eiteljorg
Museum in Indianapolis, and the De Cordova
Museum in Lincoln, MA, among many others. Slick
is currently represented by the Albert Merola
Gallery in Provincetown.
8
Assemblages
10
Arctic Horizons
11
Growing Global Connections through
Social Media
Social Media
Emily Jackson, Museum Operations and Communications Coordinator
The Haffenreffers mission to inspire creative One teacher in Mexico, for example, sent us
and critical thinking about global cultures, questions from his classroom, using the open
past and present, through interdisciplinary forum to teach his students about museums like
understandings of the material world, extends ours. While most dialogue happened between
beyond our physical exhibits and education the public and Museum staff, these events also
programs into our virtual presence. Online, opened up discussions between institutions.
as in our gallery and CultureLab, our aim is Asking other archivists and curators about
to encourage excitement about cross-cultural their most challenging projects, caffeine habits,
learning and to inspire people to participate in and passion for history cultivates a world-wide
larger conversationsengaged with what the network of cultural institutions who share
museum has to offer. information and ideas.
12
The Anthropology of Food at the
Teaching
Haffenreffer Museum
Andrew K. Scherer, Associate Professor of Anthropology and
Jessaca B. Leinaweaver, Associate Professor of Anthropology
The Anthropology of Food, a four-field
anthropology (cultural, linguistic, biological,
and archaeological) course, explores the human
experience of food, past and present. Through
the Spring 2017 semester, students studied how
the human experience with food is shaped by the
interplay of language, culture, biology, ecology,
history, politics, and technology in cross-cultural
and globalized settings.
13
Engaging the Complexities of
Teaching
Cultural Heritage
Ian Randall, Haffenreffer Sixth-Year Teaching Fellow
As its title suggests, my class ISIS, NAGPRA, and How has the Haffenreffer navigated the landscape
the Academy: Archaeology and Global Issues in of cultural heritage? How have the Museums
Cultural Heritage [ANTH 1580] taught through decisions differed from those of other institutions?
the Haffenreffer Museum with generous support What questions do the objects themselves beg,
from my 2016-2017 Haffenreffer Teaching and how would they function in different contexts?
Fellowship deals with the roles of academics in Each week the themes we covered found purchase
the contentious, contemporary world of Cultural in the concrete, real-world examples provided by
Heritage issues. In this course, the class has made the Museums collections, an advantage not lost
extensive use of the Museums collection. Students on the students.
have approached various pieces through the lens
of different stakeholders perspectives to examine Using CultureLab, visiting the Bristol facility,
current topics within the legal framework of and viewing satellite exhibits in the Joukowsky
repatriation, museum ethics, the movement of and Institute for Archaeology and the Ancient World
trade in antiquities, looting, nationalism, indigenous allowed the students to engage physically with the
rights, and the dangers of academic colonialism. objects, adding a further phenomenological angle
to their research. The students ability to discuss
The Museums extensive collection transformed these issues as they relate to actual objects
these discussions from largely abstract and from the Museums collection does so within the
theoretical ones to exercises grounded in framework of a need for post-colonial praxis,
wonderful material: sculptures from Gabon, providing in its very workings the beginnings of an
de-sacralized Katsina dolls, Maya ceramics, answer to the question posed by the entire course:
decorated Chukchi walrus tusks from Siberia, as what is the role of the academy in engaging with
well as local archaeological materials. Without global issues in cultural heritage?
the incredible resource that is the Haffenreffer
Museum, this class, and others like it, Im sure,
would be much the poorer.
14
Visualizing Vertical Economies in the Andes
Teaching
Parker VanValkenburgh, Assistant Professor of Anthropology
My faculty fellowship with the Haffenreffer Museum
this year supported the development of my course
Vertical Civilization: Andean Archaeology from Monte
Verde to the Inkas (Anthropology 1505), which I taught
during Fall 2017. This class offered students a broad
survey of indigenous Andean civilization, from the
earliest peopling of the continent to the Spanish
invasion of the 16th century, providing a rich
understanding of the often unique solutions that
Andean peoples developed to deal with risk and to
make sense of the world around them.
15
Global Visions:
Exhibitions
The Haffenreffer Museum Turns 60
Kevin P. Smith, Deputy Director and Chief Curator
Northern Visions: The Arctic Photography of J. Louis
Giddings (1909-1964) exhibited select images
from Giddingss vast photographic archive,
highlighting the skill and aesthetic sensibilities
he brought to his work, whether capturing the
experience of living and working in the North or
documenting the discoveries he and his crews
made. In the days when Arctic archaeologists
had to travel light and when the quality of images
taken in the field would not be known until
after returning home, Giddings was a master of
lighting, composition, and visual story-telling.
His photographs provide glimpses into evolving
practices of fieldwork from the 1930s-1960s
in Alaska, documenting collaborations with
indigenous communities, capturing friendships
with co-workers, showing his love of family,
and revealing his fascination with the natural
In December 1955, Rudolf Haffenreffer Jr.s world and his archaeological work. Northern
family donated his King Philip Museum, in Visions opened in March 2016, and ran through
Bristol, RI, to Brown University. In accepting the September 2016. It provided a fitting background
gift, President Barnaby Keeney remarked that it for the opening reception of Brown Universitys
would provide a sound basis for the development Arctic Horizons workshop in May (see p. 11)
of research and teaching in anthropology, yet and generated a collaborative project with the
there was neither an anthropology department Smithsonian Institutions Arctic Studies Center
at Brown then, nor faculty qualified to steer it. In to document Giddingss images from his 1939
1956, President Keeney hired J. Louis Giddingsa fieldwork on Saint Lawrence Island (Alaska)
pioneering Arctic archaeologist, anthropologist, and to digitally repatriate images of the islands
and natural scientistto evaluate the museums community members to their families today.
holdings, develop a plan for its integration
into Browns teaching mission, and establish
a program in anthropology within Browns
department of sociology.
16
was to engage students in all aspects of the
Exhibitions
Museums operationtraining them in collections
management, exhibition development, and object
acquisitionand to initiate programs of collections
research and archaeological fieldwork in which
students were the principal investigators.
17
Face to Face: African Views of Europeans in
Exhibitions
the Nineteenth and Twentieth Centuries
Kaitlin McCormick, Post-doctoral Fellow in Museum Anthropology
During the Fall 2016 semester, my class,
Anthropology in/of the Museum [ANTH 1901]
curated a satellite exhibit for display at Browns
Steven Robert 62 Campus Centre. This was
an opportunity for undergraduate student
curators Maria Averkiou, Theo Koda, Sean
OKeefe, Alexander Strzelecki, and Anna Stacy
to research and write label texts for a number
of African art works, drawing from the HMAs
collections. Our display explored African artists
representations of Europeans in different
colonial contact zones, within what are now
Cameroon, Nigeria, the Democratic Republic The other students and I were keenly
of the Congo, the Republic of the Congo, aware of the difficulties of assigning
and Mozambique. The idea to reverse the outsider narratives to these objects.
colonial gaze emerged from class discussions We decided to let the objects speak
regarding the politics of cross-cultural for themselves and to focus on asking
representation, colonialism, and museums. questions about what their makers
artistic intentions may have been. We
This project was timely for Brown students and worked to foreground the agency of the
for the HMA. In September, 2016, the Museum artists by outlining the objects basic
acquired a boat scene made by well-known historical and cultural contexts, in
Yoruba artist Thomas Ona (ca. 1950-1952), order to invite viewers to reflect on their
whose work is featured in museum collections possible meanings, without assigning
in London, New York, and Berkeley. Our display any single, essentialized interpretation.
was also influenced by recent scholarship on the Throughout the exhibit process, it
topic of African artists representing Europeans, was great to learn about the amount
including the Detroit Institute of Arts Through of thought that goes into curating the
African Eyes exhibit and catalogue (Quarcoopome, displays design, in relation to its space,
2010), and the new volume Humor and Violence: its objects, and its intended audience.
Seeing Europeans in Central African Art (Strother,
2017). Face to Face: African Views of Europeans in I would like to thank the student curators, whose
the Nineteenth and Twentieth Centuries research and vision shaped this exhibit, and the
questioned how individual artists Museums staff for their support throughout
chose to represent Europeans and the research, writing, design, and installation
their material culture, beliefs, process. We hope that our work prompts
and behaviours. Student curator reflection on how historical
Sean OKeefe describes the African art and visual
students curatorial approach: culture illustrates diverse
perspectives on the
relationships between
Africans and Europeans
in the nineteenth and
twentieth centuries.
18
Our Experience Curating Brewed for Thought:
Exhibitions
A Cross-Cultural Exploration of Beer and
Brewing
Candy Rui 17, Luiza Silva 17, Isabelle Williams 18,
Haffenreffer Student Group
Brewed for Thought explores brewed beverages
and their social significance in various cultures.
We brought together a selection of objects
from Bolivia, Peru, Kenya, Nepal, Tibet, and the
United States to display the diversity of traditions
surrounding the brewing and consumption of
alcoholic beverages.
19
Satellite Displays across Campus
Exhibitions
Thierry Gentis, Curator and Dawn Kimbrel, Registrar
The Museum continued its program of intra-
campus loans for satellite displays to support
faculty and student engagement with the
collections and to raise its public profile.
20
After the Fire: Assessing Cochiti Pueblo
Research
Traditional Cultural Properties
Robert W. Preucel, Director
On June 26, 2011 the mountains west of Santa With representatives from Cochiti Pueblo and
Fe were aflame. The Valle Grande, an extinct the BAER team, I then conducted a helicopter
volcano, looked like it had just erupted. In fact, survey of the major village sites and shrines in the
a massive fire, known as the Las Conchas Fire, Santa Fe National Forest and Bandelier National
had broken out on private land in the Jemez Monument. We flew over Tyuonyi, Haatse, Pueblo
Mountains of northern New Mexico. It grew of the Stone Lions, the Stone Lions shrine, Kuapa,
rapidly because of extreme drought conditions and Hanat Kotyiti. We discovered that the fire had
and eventually extended to portions of the spared Tyuonyi, Kuapa, and the Stone Lions shrine.
Santa Fe National Forest, Bandelier National However, it had burned over Haatse, the Pueblo of
Monument, Los Alamos National Laboratory, Los the Stone Lions, and Hanat Kotyiti, putting these
Alamos County, Valles Caldera National Preserve, ancestral villages at extreme risk from erosion.
Jemez Pueblo, Santo Domingo Pueblo, Santa
Clara Pueblo, and numerous private inholdings. It Last July, I returned to Hanat Kotyiti to examine
even led to the evacuation of Los Alamos! the condition of the village and to see how
the vegetation was recovering. There were
Of special concern to many of the local Pueblos encouraging signs of new growth and the grasses
especially Cochiti, Jemez, and Santa Clarawas and forbs were in bloom. I could also see new
the impact of the fire on their ancestral village features that had been obscured by the pine
sites and traditional use areas. When Cochiti duff. For example, I could see a line of stones
Pueblo asked me to do a preliminary assessment, that closed off the northwest corner of the
I made arrangements with archaeologists from pueblo. This is likely the foundation for a wall
the Burn Area Emergency Response (BAER) that had been thrown up to defend the village
team and the Santa Fe National Forest to inspect against Diego de Vargas attack on April 17, 1694.
Hanat Kotyiti, the village where I have conducted Similarly, the fire had cleared some heavy brush
research since 1996. We met at the Cochiti and I could now see a large concentration of
Elementary School and dressed ourselves in stone in the west plaza near the kiva that may be
Romex clothing and carried backpacks containing evidence for a plaza shrine.
emergency bags that you could slide into to wait
out a fire. As we walked up the trail, it was as In 2013, Cochiti Pueblo, along with Jemez Pueblo
if we were in a war zone. The ground was still and more than 300 plaintiffs brought a lawsuit
smoking. The ponderosa trees were knocked against the Jemez Mountains Electric Cooperative
down and blackened due to the force of the fire and Tri-State Generation and Transmission
storm. The tuff boulders were reddened and Association. They argued that the energy
cracked from the heat. When we reached the top companies failed to take reasonable precautions
we could see that the fire had burned over the to prevent and suppress forest fires. The plaintiffs
edge of the mesa and across half of the village. were successful and the lawsuit is currently in
All of the vegetationthe pinyon and juniperwas the compensation stage. What is not adequately
totally burnt with the fire carbonizing the very figured into this equation, however, is the harm
tree roots. done to Cochiti people due to the inability to use
their traditional lands for hunting, wild plant
gathering, and religious practices.
21
Fires in the Land, Fires in the Dark
Research
Kevin P. Smith, Deputy Director and Chief Curator
Around AD 900, less than a generation after Viking who protected the worlds of men and gods from
Age Norse colonists began to settle Iceland, the the giants. Yet, when the glaciers melted enough
earth began to quake beneath Langjkull, the to prevent water from mixing with magma,
islands second largest glacier. Within weeks, the eruption cycle would have shifted. The ash
a volcanic fissure opened beneath the glaciers clouds would have disappeared, along with the
western edge. As fire and lava melted the glacier thunder and lightning. But rather than these
from beneath, massive floods coursed down being evidence of the gods victory, the eruption
the rivers leading into western Icelands newly continued, spilling lava across the land for 15-25
settled valleys. When the eruption burst through years. By the time it was over, black, smoking
the glaciers surface, melt-water mixing with lava rock covered nearly 90 square miles (240 square
would have sent clouds of volcanic ash high into kilometers) of verdant pastureland, two rivers
the air, darkening the skies above, with thunder had shifted course, and perhaps half-a-dozen
and lightning crackling through the clouds of ash farms disappeared beneath the lava. Within the
and the glow of the eruptions fire lighting them lava field were caves as large as subway tunnels,
from beneath. including Surtshellir Surts Cave...his home.
22
Textiles from the Canadian Arctic: Indigenous
Research
Fiber Technologies or Evidence of Norse/Inuit
Contacts?
Michle Hayeur Smith, Museum Research Associate
Over the last 50 years, a small number of A review of this Arctic material is a logical
textile artifacts have been identified on Dorset next step in my NSF-funded research on
(500 BC1300 AD) and Thule (12001500 AD) North Atlantic textile production, and with
culture sites from Canadas Arctic islands and supplemental funding will be undertaken in
northern Labrador. Woven woolen cloth, found 2017 at the Canadian Museum of History in
in an Early Thule (ca. 1200-1300 AD) site on the Ottawa while I complete work on Greenlands
far northeastern shore of Ellesmere Island, Norse cloth. Comparisons with the 8,500+
documents some type of contact between the textiles I have documented across the Norse
Norse and an ancestral Inuit community there; North Atlantic, and the application of new dating
yet the nature of their interaction remains and DNA analyses, will allow us to address
unclear. In addition to these textiles, other items basic questions: Are these items the result of
of indisputable Norse material cultureincluding Norse/Inuit contact? Did the Dorset develop an
boat rivets, oak fragments, a carpenters plane, indigenous fiber-spinning tradition? How were
chain mail, woolen cloth, a traders scales, and these spun threads made and used? Do they
smelted metal objectsare scattered across include fibers from European domesticated
the Canadian Arctic from Ellesmere Island to animals, or only wild Arctic species?
the shores of Hudsons Bay, across the central
Canadian Arctic archipelago and into northern
Greenland. The majority of these objects are
found in sites dating to the 13th or 14th centuries,
which is not surprising given the presence of
contemporary Norse settlements in Greenland.
23
Gambling at Chaco Canyon: Material Culture
Research
and Oral Traditions
Robert Weiner, Research Affiliate, Haffenreffer Museum and Research
Associate, Solstice Project
Northwestern New Mexicos Chaco Canyon communities gather. And, many people around
fascinates and bewilders those who encounter the world draw connections between the chance-
its rich archaeological history. Between 850- based, unknown outcomes of gambling matches
1185 AD, Ancient Puebloan people constructed and unpredictable aspects of the world around
more than 150 monumental, multi-storied them, such as rainfall or the outcome of wars.
Great Houses, some with more than 700 rooms, Gambling games were often, therefore, divinatory.
connected by roads crossing 75,000 square miles
of the American Southwest, from Pagosa Springs, These insights provide new ways to conceptualize
Colorado to Flagstaff, Arizona. At its greatest hotly debated issues in Chacoan archaeology.
extent, the Chacoan system covered an area twice Gamblingfun, chance-based, and addictive
that of Ireland. may have been a social technology facilitating
interactions among members of the far-flung
Books and articles have attempted to answer the Chacoan world, who may not have spoken the
questions: What was Chaco, and why was it so same languages. Divinatory gambling may
important? My masters thesis takes seriously also have been one of the compelling ritual
Native oral traditions that describe extensive practices that took place within the canyon.
gambling in the canyon. Scholars have known Prestige gambling, known throughout Native
these stories for years, but few have considered North America, may have been one way that
the possibility that they reflect historical some individuals accumulated material wealth
practices. and status. Finally, gambling may explain Pax
Chacothe low levels of violence throughout
Analyzing the gambling myths of Chacos Pueblo the Chaco worldas people may have fought
and Navajo descendants was illuminating I with property instead of weapons, similar to the
found shared themes and episodes in different potlatches of the Northwest Coast.
versions that suggest derivation from a common
source that I provisionally reconstructed. I
also demonstrated that six of the eight Navajo
individuals who shared these stories with
anthropologists belonged to clans claiming
Pueblo origin, suggesting significant sharing of
knowledge between Navajo and Pueblo peoples.
24
Emma Shaw Colcleugh on the
Research
Northwest Coast
Kaitlin McCormick, Post-Doctoral Fellow in Museum Anthropology
Between 1884 and 1889, Rhode Island In her articles and lectures, Colceugh often
schoolteacher and journalist Emma Shaw described the carved works she collected
Colcleugh (1847-1940) made three trips to the from Northwest Coast people with enthusiasm
Pacific Northwest. There, she collected over 40 and admiration. The different attitudes she
carved and woven items made for the tourist expressed towards carving and weaving
trade or for use in Haida, Tlingit, Tsimshian, suggests that, like her peers, she sought items
Makah, and Nuxalk communities. The social, made for use in Northwest Coast societies,
cultural, and personal circumstances that which, in the 1880s, were highly valued
shaped her later Subarctic collections are well as ingenious and authentic remnants of a
documented, but Colcleughs travels to the perceived vanishing Aboriginal culture.
Northwest Coast and her collections from this
region are less understood. I am now exploring I am interested in discourses of authenticity
the circumstances that influenced Colcleughs and the idea of Northwest Coast art. How
collecting at villages in Alaska and British did the emergence of these ideas, visible in
Columbia in the 1880s. early ethnographies of the Haida, influence
Colcleughs collecting? Though her collection is
On her visits to the Northwest personal (and not systematic), the objects she
Coast, Colcleugh had access selected, and the ways she represented them,
to, and collected, items carved reflect her efforts to collect knowledgeably
by men, including horn spoons by making distinctions between categories of
and dishes, gambling gear, authentic and inauthentic. Did Colcleugh make
halibut hooks, and canoe special efforts to collect things like horn spoons
and totem pole models. out of a personal preference for carving, or
In her newspaper because northern Northwest Coast carving,
dispatches, Colcleugh through which Indigenous social ranking
described in vivid detail was expressed, was then beginning to be
the visits she and fellow constructed by male settler ethnographers as
tourists made into the the artistic canon of this region?
multi-family lineage
houses in Haida and
Tlingit villages, and
their desire to secure
items such as the
beautifully carved horn
clan spoons, which she
described as among the
most desirable curios
on the Northwest Coast.
Basketry, she reported,
was experiencing a decline
in quality, which Colcleugh attributed to the
influx of tourists: Each year the cedar root
baskets are more coarsely woven and the
traders dyes have replaced [the Tlingits] own
soft and harmonious colourings. Still, she
collected more than two-dozen woven items,
including mats and covered bottles, made for
sale by Makah and Tlingit women.
25
Investigating Heritage and Identity in
Research
Contemporary Belize
Geralyn Ducady, Curator for Programs and Education/
Education Program Affiliate
Despite its small size, Belize is comprised of many
ethnic groups; its populations composition varies
district by district. Mestizos are descendants of both
Mexicans and Maya who fled into Belize during the
Mexican Caste War in the 1800s. Creoles are of
mixed African and white ancestry whose ancestors
were brought to Belize during the transatlantic slave
trade. There are two distinct Maya groups, the Ketchi
(or Qeqchi / Kiche) and the Mopan. The ancestors of
the Garifuna (or Garinagu) were runaway slaves from
St. Vincent who created a distinct Garifuna culture
and language and are of African and American Indian
descent. German Mennonites began coming to Belize
from Canada and Mexico in the 1950s. East Indians,
Caucasians, and Chinese add to an already complex
ethnic community.
In June 2016, the Haffenreffer Museum sponsored The results of my surveys and interviews
my research on educations heritage, and identity demonstrated that people have differing
in Belize. Under the guidance of Patricia McAnany relationships with archaeological heritage since
(Professor of Anthropology, University of North most archaeological work in Belize is focused
Carolina, Chapel Hill Executive Director) of on ancient Maya ruins despite the diverse post-
InHerit: Indigenous Heritage Passed to Present, an Conquest histories of the regions communities. Yet,
organization that conducts educational and outreach there is universal pride in the countrys hundreds of
heritage programs to Maya communities in Central archaeological sites and ecological parks, since they
America, my project expanded on work I did as an attract tourists who boost the economy.
undergraduate student at Boston University in 1999. You can learn more about this project on the
In Belize, I visited all six districts of the country Haffenreffer blog, Expeditions in Public Archaeology. A
and conducted 210 in-person surveys along with a chapter in the book Public Engagement and Education:
number of informal interviews with Belizean citizens Developing and Fostering Heritage Stewardship for
to gauge their knowledge, opinions, and thoughts an Archaeological Future, edited by Katherine M.
toward archaeology, archaeological stewardship, Erdman, Ph.D, will explore the project further.
heritage, and identity with the goals of improving Entitled Gathering Public Opinions about Archaeology
heritage outreach in the country and to guide and Heritage in Belize: a drive toward better local
involvement between archeologists and community access and programming, it is slated for publication
stakeholders. in 2017. Because of this and other work, I am thrilled
to have been invited to serve on the editorial board of
the new Journal of Archaeology and Education.
26
Commitments to Excellence
Collections
Dawn Kimbrel, Registrar
The Museum Assessment Program (MAP) is Last fall the Museum applied for and
a national, voluntary program which helps participated in the MAP-Collections Stewardship
museums strengthen their operations, plan for Program (MAP-CS). This program focuses
the future, and meet professional standards on collections policies, planning, access,
through self-study and a consultative site visit and documentation within the context of the
from an expert peer reviewer. MAP is supported Museums total operations. The scope of the
through a cooperative agreement between the MAP-CS assessment includes collections care
Institute of Museum and Library Services (IMLS) and use, acquisitions and deaccessioning, legal,
and the American Alliance of Museums (AAM). ethical, and safety issues, documentation,
All types of museums apply to be selected into inventory, and emergency planning.
MAP; since 1981 more than 5,000 museums have
participated in over 6,500 assessments. In December, the Museum completed a lengthy
self-study, which was sent to the AAM Program
Officer, Ms. Danyelle Rickard, and the Museums
assigned peer reviewer, Ms. Kyle Bryner. In
February, Ms. Bryner, Registrar and Collection
Manager at the Museum of the Shenandoah
Valley, came to Providence and Bristol for a two-
day site visit. In the summary of her visit, Ms.
Bryner remarked, I was afforded the opportunity
to meet staff, governing authority, partners,
stakeholders, Brown students, and friends of the
HMA. It is rare to gather such a diverse range of
viewpoints during a site visit and I gained a unique
understanding of the HMAs role in the campus
and the wider community.
27
a. b. c.
g.
A gift of 618 artifacts from the collection of Dwight a. Balinese mask, Bequest of Robert and
B. Heath and Anna M. Cooper Heath represents a Mary Lou Sutter
major addition to the Museums African holdings. b. Baule mouse oracle vessel. Gift of Dwight B.
African metal work makes up a significant part Heath and Anna Cooper Heath
of this gift and reflects the collectors interest c. Greek bread stamp. Gift of Dwight B. Heath
in the arts of casting and forging technologies in and Anna Cooper Heath
Africa. The items include jewelry and cast brass
d. Dan chair with cast brass ritual bracelets.
manillas, traditional currencies used in the slave
Gift of Dwight B. Heath and Anna Cooper Heath
trade. These have been important objects for
teaching in several classes this year, including e. Brass manila, West Africa. Gift of Dwight B.
Sheila Bondes class, Global History of Art and Heath and Anna Cooper Heath
Architecture. Another object included in the gift f. Hand Katsina (Matia), detail, by Manfred
is a West African musical instrument called a Susunkewa Hopi. Gift of Joyce Smith
bolon, which has been on view in the Rockefeller g. Ceremonial huipil, Comalapa, Guatemala.
Library in conjunction with the John Hay Librarys Gift of Diana J. Baker
exhibition, Bamboula! Black Music Before the
h. Ceremonial huipil, San Martin Jilotepeque,
Blues. The collection as a whole has significant
Guatemala. Gift of Diana J. Baker
teaching and exhibition potential.
i. Palm leaf rice goddess figure, Bali. Gift of
28 Sidney and Alice Goldstein
d. e. f.
h.
29
i.
Ghosts of the Lost Museum
Collections
Steven D. Lubar, Professor of American Studies, History of Art and
Architecture, and History
survived to become part of the collections of the
Haffenreffer Museum. Some of the lost objects,
reimagined in papier-mch. The Lost Museum
was the work of the Jenks Society, a group of
Brown and RISD faculty and students and visiting
artist Mark Dion.
30
All in the Family
Collections
Robert W. Preucel, Director
Last summer, I was fortunate to acquire two
remarkable pieces of Hopi pottery for the
Haffenreffer Museum. The first of these was a
bowl made by Nampeyo, the famous Hopi-Tewa
potter. It is a beautiful example of the Sikyatki
revival style, named after the pottery from the
Hopi village of Sikyatki, occupied from AD 1375-
1625.
31
Lectures and Public Programs
Public Programs
Arianna Riva, Acting Manager of Museum Programs and Education
This year, we hosted a dazzling range of talks Kevin P. Smith, exhibition curator. Russell
with topics that ranged from the cinnabar trade in Giddings, James Giddings, and Annie Giddings
pre-Columbian Andean South America to the 19th Lightner, children of J.L. and Bets Giddings who
and 20th century acquisition of Native American accompanied them to the field and grew up with
jewelry by museums in the United Kingdom, the Haffenreffer, were also able to attend with
and we held celebrations to open three new
exhibitions.
32
We kicked off our spring semester with a talk On March 15, our newest satellite exhibit,
Public Programs
on February 7th by Syrian archaeologist Salam Face to Face: African Views of Europeans in the
Al Kuntar, a Research Fellow at the University Nineteenth and Twentieth Century opened at the
of Pennsylvanias Museum of Archaeology Stephen Robert 62 Campus Center. Curator
and Anthropology, and co-director of the Kaitlin McCormick gave remarks and our student
Safeguarding the Heritage of Syria and Iraq curators took advantage of the reception to
Project a project run collaboratively by the celebrate their hard work together.
Penn Cultural Heritage Center, the Smithsonian
Institution, and the American Association for the
Advancement of Science. Dr. Al Kuntars talk
was entitled The Destruction of Cultural Heritage
in Syria and Iraq: Current Debate and Protection
Efforts, and was sponsored by the Friends of the
Haffenreffer Museum.
33
Think Like An Archaeologist
Education Outreach
Leah Burgin, Education and Outreach Assistant Intern
This year, our Think Like An Archaeologist
programa collaborative, experiential learning
project for sixth graders coordinated by the
Museum, the Joukowsky Institute for Archaeology
and the Ancient World, and the RISD Museum
attracted widespread attention through an
article published in a special edition of the
Society for American Archaeologys journal
Advances in Archaeological Practices dedicated
to professionalizing archaeology education. The
article, Archaeology and the Common Core:
Using Objects and Methodology to Teach Twenty-
First-Century Skills in Middle School, was co-
authored by team members Geralyn Ducady,
Mariani Lefas-Tetenes, Sarah Sharpe, and
graduate student Miriam A. W. Rothenberg. Using
surveys completed by students who participated
in Think Like An Archaeologist programs, the
article demonstrated that learning archaeological
methodology guides students in the development
of critical thinking skills and in learning how to Nearly 200 of these students visited the
make evidence-based arguments. Haffenreffer Museum for the field trip portion
of Think Like an Archaeologist. Members of the
Along with educators from the Museums Museums student docent group, MUSE (see p.
partners, Education and Outreach Interns Luiza 37), designed and led the field trip experiences.
Silva, Emily Frost, and Grace Monk worked Their program, Life in the Arctic, utilized the
diligently with me this year to reach hundreds of museums Arctic teaching collection and current
sixth graders through Think Like an Archaeologist, exhibition, Northern Horizons, Global Visions: J.
sharing their knowledge of archaeological Louis Giddings and the Invention of the Haffenreffer
practices and ethics through four in-classroom Museum (pp. 16-17) to provide hands-on, object-
sessions. These sessions align with Common centered explorations of Arctic hunting, clothing,
Core standards for the sixth grade and focus on and inuksuk building. MUSE members enjoyed
developing the interdisciplinary, critical thinking developing museum education skills through the
skills that archaeologists use when conducting programs and Think Like An Archaeologist student
field research and material culture analyses. participants enjoyed their experiences in the
From getting their hands dirty during the mock museum. As one student commented in a thank
excavation to meeting real archaeologists, you note:
students enthusiastically participated in the
sessions and, as evidenced by Archaeology and I love the museum, I really like putting on the
the Common Core, learned a lot in the process. smelli creepy looking mask. It was really fun.
My favorite part is when I touch the mask. I
understand how people in the Arctic lives.
You guys are very nice.
34
My Time at the Haffenreffer Museum
Students and Interns
Daniel Denci (Drew University, 17), Education Pnar Durgun, Doctoral Candidate, Joukowsky
Program Summer Intern, 2016 Institute for Archaeology and the Ancient World
I have always been fascinated by how people This year I have had the opportunity to work at the
deal with problems, how they solve them, what Haffenreffer Museum as a CultureLab Assistant
they decide is important and what is not, what is and as a member of the Museums Union of
considered normal and what is considered taboo. Student Educators Program (MUSE). Being a
This is why I got into studying anthropology and CultureLab Assistant has provided me with a
archaeology, and when I was given the opportunity better understanding of museum curation and
to work at the Haffenreffer, last summer, I jumped skills in object handling. Working with MUSE, on
at it. Working with the Education Programs the other hand, has exposed me to theories and
collections, I was able to handle objects from methods of museum education and educational
the forests of Mesoamerica, the Alaskan tundra, programming. The combination of these different
and the savannahs of Africa. Working with these experiences enabled me to put this knowledge
different pieces gave me new perspectives on into practice by designing gallery tours and by
how humans create and overcome the challenges giving tours to different audiences.
they face. Specifically, I think of the Iupiat snow
goggles in our collection: wooden, tight-fitting This semester I am also one of the Museums
eyewear with small slits for the eyes so that one Visitor Service Coordinators, and my
can see to hunt in the blindingly snowy landscape responsibilities include answering Museum
of the ice off the North Alaskan coast. Being able visitors questions about the Museum, its exhibits,
to hold objects like these allowed me to imagine and its collections. My training and experiences
these peoples lives: how their lives are lived, in MUSE have informed the way I interact with
what is important to them, what things they see visitors and how I provide information. In return,
that I dont, and how they perceive the world. I have gained insights about public interest and
expectations for the Haffenreffer Museum from
While I worked at the Haffenreffer, my most the visitors I serve.
memorable and exciting moments came when I
helped Geralyn Ducady with the research she did As an archaeologist, I believe that museums
in Belize (see p. 26). When she had returned, with are very influential in the re-construction of the
survey data to compile, some in Spanish, I was able past, as well as in the publics involvement with
to use my university training in anthropology and archaeology. Volunteering for MUSE events such
Spanish to translate the surveys for her, and to give as Anthropology Day or with our Think Like an
her a better idea of her informants intent in their Archaeologist outreach program has made me
responses to her questions. This honestly made more aware of Haffenreffer Museums important
me feel like a professional anthropologist and role as a bridge between the past and the present;
translator. If I had never worked at Haffenreffer, objects and information; archaeology, museum
I would never have had this opportunity, which education, and the public.
deepened my love for anthropology.
35
Students and Interns
So, I have a confession to make: as of August I have been a museum guard at the Haffenreffer
2016, when I started my time as a graduate for almost five years. I am not an Anthropology
student at Brown, I had never worked with sixth concentrator, so I like to joke that I was only
graders. I hadnt worked in an anthropology hired because I am strong and can help lift and
museum before, either! Fast forward a semester move heavy installation pieces. The Haffenreffer
and a half and most weeks youll find me in the Museum is a hidden gem at Brown University. I feel
Haffenreffer Museums gallery at Manning Hall, overwhelmingly lucky to spend regular time here.
with the rest of my colleagues in the Museums
Union of Student Educators, or in a local middle Its amazing how much a small room can
school teaching sixth graders through the Think transform into different parts of the world. I
Like an Archaeologist program. have always been impressed with the amount
of research and care that the staff put into the
The Haffenreffer has taught me so much more exhibits. Regardless of what is on display, the
than I thought I would get with an American atmosphere of our tiny one-room gallery is always
Studies degree ask me about stratigraphy cool and relaxed. Our displays invite outsiders to
some time. Ive got great stories to go with my embrace a new culture, a new mindset, and a new
definition! Any given week were thinking critically world. Working here is not work, it is peace.
about how to design programming for different
types of audiences, how best to navigate the I will miss the Museum after I leave Brown. The
often complicated histories behind objects in a Haffenreffer will always hold a place in my heart
collection, or how we can use our bodies to create as my quiet comfort, my relief from the stressors
more meaningful experiences of engagement. of classes and extra-curriculars, my museum.
Through both MUSE-organized programs and
my TLA trips Ive been able to implement the
skills and techniques Ive spent the year learning.
Perhaps even more importantly, theyve allowed
me to pause and enjoy the thrill of discovery, both
for myself and for the audiences Ive gotten to
work with this year.
36
Musing on MUSE: Reflections on the
Students and Interns
Museums Pilot Student Docent Program
Leah Burgin, Education and Outreach Assistant Intern
In September 2016, the
Haffenreffer Museum of
Anthropology launched a
new student docent program,
MUSE (the Museums Union of
Student Educators). Currently
in its pilot stage, MUSE is a
group of 11 undergraduate and
graduate students who support
the Museums educational
mission as museum educators.
Members attend regular
training meetings to learn the
theory and practice behind
museum education and use this
training to plan and implement
school tour programming at
the HMA.
37
Acknowledgements
Grants and Awards
Andrew W. Mellon Foundation
Rhode Island Foundation, Seaconnet Point Fund I
Rhode Island Foundation, Haffenreffer Family Fund
Brown University, Office of the Vice President for Research
National Science Foundation, Arctic Social Sciences
American Alliance of Museums
Institutional Partners
National Museum of Scotland
Danish National Museum/Nationalmuseet
The Cultural Heritage Agency of Iceland/Minjastofnun slands
Historical Museum of the Faroe Islands/Froya Fornminnissavn
Greenland National Museum/Nunatta Katersugaasivia/Grnlands Nationalmuseum
Icelandic Institute of Natural History/Nttrufristofnun slands
Icelandic Archaeological Institute/Fornleifastofnun slands
National Museum of Iceland/jminjasafn slands
Smithsonian Institution, Arctic Studies Center
University of Iceland/Hskli slands
School for Advanced Research
Canadian Museum of History
Cochiti Pueblo
38
Friends Board Jessaca Leinaweaver, Associate Professor of
Anthropology
Jeffrey Schreck, President
Elizabeth Johnson, Secretary Courtney Martin, Professor of History of Art and
Architecture
Peter Allen, Rhode Island College Andrew Scherer, Associate Professor of
Edith Andrews, Wampanoag Tribe of Gay Head Anthropology
(Aquinnah) Parker VanValkenburgh, Assistant Professor of
Gina Borromeo, RISD Museum Anthropology
Kristine M. Bovy, University of Rhode Island
David Haffenreffer
Rudolf F. Haffenreffer Faculty Associates
Barbara A. Hail, Curator Emerita Elizabeth Hoover, Assistant Professor of American
Richard Locke, Provost Studies and Ethnic Studies
Sylvia Moubayed, CAV Restaurant Steven D. Lubar, Professor of American Studies,
Robert W. Preucel (Ex Officio) History of Art and Architecture, and History
Daniel Smith, Chair of Anthropology William S. Simmons, Professor of Anthropology
Kevin Smith (Ex Officio)
Peter Van Dommelen, Joukowsky Institute of
Archaeology and the Ancient World Postdoctoral Fellow
Kaitlin McCormick, Postdoctoral Fellow
in Museum Anthropology
Administration
Robert W. Preucel, Director
Kevin P. Smith, Deputy Director/Chief Curator Predoctoral Fellow (6th Year
Dawn Kimbrel, Registrar Interdisciplinary Opportunity)
Emily Jackson, Museum Operations and Ian Randall, Joukowsky Institute of Archaeology and
Communications Coordinator the Ancient World
Thierry Gentis, Curator/NAGPRA Officer
Nathan Arndt, Curatorial Affiliate
Rip Gerry, Exhibit Preparator/Photo Archivist Mellon Teaching Fellows
Anthony M. Belz, Consulting Archivist (Tomaquag Jeffrey Moser, Assistant Professor of History of Art
Museum) and Architecture, Brown University
Alexandra Allardt, Consulting Conservator (ArtCare Masha Ryskin, Artist, Printmaker, Experimental
Resources) and Foundation Studies, RISD
39 39
Haffenreffer Museum of Anthropology Non-Profit
Brown University Organization
Box 1965 US Postage
Providence, RI 02912 PAID
brown.edu/Haffenreffer Permit No. 202
Providence, RI