A Journey to the Eiteljorg

A “fieldtrip” of sorts to the Eiteljorg museum as part of the freshman seminar course seems a bit out of place on the surface; however in hindsight it does have a lot of benefit for this type of class.  I believe a trip like this allows first year students to use some critical thinking skills, such as the task of trying to connect the artifacts to the class’s theme of home.  It wasn’t exactly obvious, in most cases, which artifacts had anything to do with “home,” some were clear – a cabin – others were not – jewelry.  This type of connection-making is often required in college level courses and helps students understand that the answers aren’t always clear and obvious.  The principles of undergraduate learning, which all students should follow, could be applied to a trip such as this through society and culture as well as critical thinking – both which were obvious benefits to this trip. 

            When my class was told about the trip to the Eiteljorg I expected it to be just a “free fun day” to do as we wish.  I certainly didn’t expect an assignment to go along with the trip.  The assignment was to locate artifacts from various Indiana native tribes and connect those artifacts with the theme of “home.”  Once the class found out about the assignment our view was a bit different and was certainly more focused.  We are arbitrarily divided into random groups by the professor.  Some of these groups basically ignored the assignment, whereas others (such as mine) got carried away almost to the point of being obsessed with it.  Probably the most interesting observation was how the groups morphed.  We started with assigned groups but almost immediately everyone found their niche group, ignoring the original group assignments.  Those who really wanted to do the assigned task joined the group I was in; those that kind of wanted to do it actually followed us for a bit then disappeared.  Then there was the group who went on their merry way, much like a tourist would – roaming the museum just to see whatever was there.  Some lessons can be learned from this type of group activity.  One important lesson from my group of “obsessors” is to be sure to take time to smell the roses.  If students are too focused on the task at hand they might forget why they were given the task, which in this case was to connect the learning process between the outside world and the classroom.  On the other hand, those in the groups that roamed and paid no attention to the assigned task could pause for a moment and consider why such a task is assigned and then use it to their advantage, not just dismiss it as busywork.  Perhaps the group that worked some on the assignment but also spent time “taking in the sights” had it right.

            There is quite a bit to see and take from the Eiteljorg.  This sort of adventure is much different than going to a movie – where someone sits and passively takes in the film.  At a museum it is important to engage the exhibit, discuss it, and be more like movie critics.  If students did this at the Eiteljorg they could have seen the Native Americans use a very complex language system – which is very interesting because of how different the structure is than any other language since it developed independently and without a flow from other language areas – such as Europe.   Native Americans also had a unique belief structure based around spiritual explanations for most parts of life they could not control.  Some those who went to the Eiteljorg also discussed the amazing detail in the artwork of the Native Americans.  The native artwork is most amazing considering their primitive technology.  Without the use of printing presses and mechanization, early Native Americans were able to make a dazzling array of patterns that are even today amazing. 

            Overall I believe this was a worthwhile journey.  I do wish we would have had more time as I believe it was rushed.  Hopefully our future excursions will be less rushed, perhaps with some planning of what to expect we’ll be more focused when we arrive.  I do look forward to these excursions as I would have probably never gone to the Eiteljorg and now, because of this trip, I plan my return.  Other students should also look forward to excursions like this.  It is very important that students go on these journeys with an open mind and try to take from them as much as they can – but at the same time try not to get bogged down in any assignment in order to be sure not to miss the forest for the trees.