education

Introduction

Museum theatre as an umbrella-term is used to describe a variety of performative events aimed to interpret fragments of cultural heritage. In the framework of one of the main challenges contemporary museums face, that of having a social impact while dealing with heritage, whom values and narratives can always be “contested and disputed” (Smith 2011, 70), museum theatre has proved that not only can it enforce a constructivist approach in a museum environment but it can also generate debate and promote critical thinking on controversial issues (Farthing 2010).

Combining theoretical perspectives with two case studies carried out in 2008 with British students aged from 10-17 years old, this paper will explore how living history might contribute to the development of young people’s historical consciousness and help them to cope with the social and cultural differences which confront them when learning about the past. In particular, it will focus on the effectiveness of first- and third-person interpretation.