The ‘Dead-Bucket’: An Inexperienced Conservators Guide for Evaluating Setbacks

Abstract

Setbacks are an often-unacknowledged reality of conservation practices. This paper examines various types of setbacks, shortcomings, and mistakes in conservation practice, including unsuccessful treatments, errors in judgment, and the limits of intervention. While it may be tempting for a young conservator to anticipate these types of experiences as’failures,’ we argue that these situations provide opportunities for growth and development. While a senior professional may readily recognize the value in setbacks and contextualize them by drawing upon their past experiences, we seek to explore the ways in which a less seasoned practitioner may productively reinterpret or re-evaluate such situations in terms of our expectations, achievements, and sense of personal responsibility. Categories of setbacks will be illustrated with specific examples from personal experiences and those of our cohort-at-large as pre-program trainees and students.This project was first inspired by the attempted re-treatment of a ceramic object during the Fall of 2011 at the UCLA/Getty Conservation Training Program. While the objectives of the assigned exercise were unmet — the object was returned to the lending institution in the same condition that it arrived at our training labs— the student learned appreciably about the effects of material degradation, the decision-making process for designating an object as un-treatable, and the ethical considerations such conclusions require. Further examples of setbacks include errors in judgment — such as removing original polychromy by wheeling a tall, wooden sculpture into a low doorframe — and a lack of self-awareness with drastic consequences for object safety when a ceramic figure was knocked off a table as a result of fatigue. By reflecting on and discussing the setbacks we encounter as inexperienced conservators, it is possible to glean lessons about our limitations and expectations of conservation practices, and to integrate these into our evolving working methods. Strategies for re-evaluating these experiences include viewing them in terms of their positive role in developing long-term goals and practical methodologies as well as promoting a non-punitive and professional culture of honesty, humor, and acceptance. We hope that our attitude will help establish, in the words of Marincola and Maisey (2011), ’a more fruitful learning culture’ for the benefit of both the field of conservation and its mission to protect and preserve historic and artistic materials.