Abstract
ABSTRACT Interventions by creative practitioners play an increasingly important part within museum education. This produces a series of questions and tensions around the relationship between creativity and authenticity in terms of the role and limits of evidence, where room for creativity lies, and what it looks like. We explore these questions in the context of prehistoric archaeology by reflecting on the challenges and opportunities of working with creative practitioners during the process of developing a performance-based live game in the Creative Europe project, Journey to the Beginnings.
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