This short session was presented by Chris Stavroudis (Conservator in Private Practice) and Steven Pine (Senior Conservator for Decorative Arts, The Museum of Fine Arts Houston, and AIC-CERT member), and was sub-titled “Lessons from Super Storm Sandy.”
Chris began the session by acknowledging that he is not a mold expert, though he has had plenty of experience dealing with mold and art/artifacts, and highlighted Elise Rousseau in the audience as a fellow AIC member with significant mold remediation experience (Elise also presented an excellently detailed and informative poster at the meeting, which can be found here). The activities of the Cultural Recovery Center in Brooklyn immediately following Super Storm Sandy dealt with a lot of mold. The CRC opened to provide expertise to assist artists and owners in salvaging their works. Chris referenced the Mold Remediation workshop, and summarized mold as a form of biodeterioration that also acts as an allergen, and that mold by-products can stain art or be toxic to people. He mentioned that most people have some sensitivity to mold, and some people develop a hypersensitivity either through multiple exposures or even single instances of massive overexposure.
As this was a Health & Safety Session, the emphasis was on Personal Protective Equipment – gloves, suits, respirators or full masks with cartridges for toxic mold by-products. The PPE needs to be appropriate for what you’re working on/the environment you are working in. In instances with large amounts of mold, eye protection can be important. You particularly do not want to track mold everywhere or bring it home.
Some tips on PPE:
When working with a large amount of moldy objects, it can be a good idea to have multiple rooms to separate the bulk of mold activity – hot/warm/cold sections, where hot = the highest mold activity.
It is ideal to use a Tyvek coveralls/body suit – while they are meant to be disposable (and personally I feel you should discard the suit after exposure, though at ~$12 each this may become cost prohibitive), you can also wipe down suits with sanitizing wipes or an alcohol/water solution.
You also want to bring separate clothes to go home in – you can bring kitchen bags to segragate your clothing when changing into PPE. There will be less cleaning of associated bags and clothes when leaving a “hot” area.
Steven Pine volunteered to demonstrate the right way to put on your PPE – the demonstration was somewhat hilarious, with a couple false starts and emphasized the need for a buddy-system to help.
You should put on your Tyvek suit in a clean/cold zone. They recommend having a roll of green Frog Tape, in case the suit tears or as a way to make the suit fit a little better – tyvek suits are one-size-fits-all, and using the tape to tighten waistlines or shorten arm/leg lengths makes it a little less cumbersome to wear. Painters tape/blue tape does not work as well, as removing it can cause the suit to tear, it may not stick to the tyvek, and will peel in a damp environment. Steve also recommended using the Frog Tape to label yourself on the front and back, as once suited up all people tend to look the same.
Elise advised using cotton face masks (also known as a “spray sock”) when wearing a respirator, as it makes them more comfortable to wear – I would suggest making sure you are still able to get a tight fit while wearing both (doing the breathe in/out test in your respirator). You should arrive with your face mask/respirator bagged, and bag it again after use. It can be very difficult to communicate with a mask on – it may be useful to have a notepad or similar to write things down.
Tyvek shoe covers/booties are also advised as another barrier over shoes – the gap between the booties and the coverall legs can be taped closed. Using the booties with the coveralls makes everything disposable.
When getting dressed, you should put your gloves on first. Wearing cotton gloves under nitrile gloves can make long term wear less irritating. Once gloves are on, it can be difficult to tear tap, so you need a buddy or prepare torn tape strips accessible beforehand. Wearing multiple nitrile gloves or thicker work gloves can be useful, in case the outer layer is torn or stained, that way you can peel off the soiled layers.
A trick from Steve is to make a tape loops attached to arms for pens, etc – acts as a utility belt to hang things on. Also, a tip to tape down the upper part of the zipper to prevent it from traveling down while you’re working.
Overall, you are going to be very uncomfortable – it is advised to bring whatever is necessary to make yourself comfortable afterward, such as a change of clean clothing, as well as wet wipes for refreshing yourself afterward.
When removing your PPE, be strategic so that everything peels inside out – hook underneath the gloves to pull them off inside out. Encompass gloves with each other so that the interior sides are on the outside. The respirator is put on UNDERNEATH the tyvek hood, so it is removed last.
Elise cautioned that all items in contact with mold (including PPE) may need to be disposed of as hazardous waste – clear trash bags are good for hazmat disposal, as it allows waste management to assess the contents.
There are occasionally problems when working in a disaster environment, such as how much PPE you where when your host doesn’t or can’t wear any? It is a judgement call on the part of the conservator, and based on how bad the situation is.
After the PPE demonstration, the talk went to mold treatments, and some new recipes that are being used (namely Elise Rousseau’s research and application – see poster). The speakers mentioned the recognition that fungi have a growing resistance to fungicides and bleaches, and warn against using thymol. As there was a lot of information being passed very quickly, I managed to snap some pics of slides with recipes and treatment protocols – be advised that all materials should be tested to determine the effects of remediation treatments! You have to weigh the effects of the treatment against the possible effects of mold growth on the art/artifacts.
There was also some discussion on how to build containment units, something that Elise is also very well versed in. A double walled containmnet unit with doors and air extractors/scrubbers with HEPA filters or venting to the exterior is recommended – I managed to snap a pic of an illustrative slide, but I would recommend working with an engineer or someone well versed in creating such a unit before building one yourself.
All in all it was a very informative session with great tips and advice from people who have a lot of experience working in mold remediation – there is definitely room for more research on the effectiveness of traditional and emerging remediation treatments, as well as getting a better understanding of how mold and mold remediation treatments could affect various types of substrates. Also, it would be useful to have a clear step-by-step guide for putting on and removing PPE in the appropriate order for mold treatments – perhaps the presenters could work on publishing a short chart in the AIC Newsletter?
Category: Topics
42nd Annual Meeting – Workshop, May 28, "Responding to Mold Outbreaks after a Disaster"
This full-day workshop comprised 4 talks by 3 conservators, all experienced with treating mold affected artworks or library/archive materials. The morning session was presented by Olivia Primanis, Senior Conservator at the Harry Ransom Center, University of Texas Austin. Primanis gave a large amount of introductory material focusing on aspects of mold that are of interest to Heritage Conservators and Caretakers. An introduction to mycology provided a basic understanding of fungal characteristics and the life cycle of aspergillus, one of the mold genera most commonly found after flood events. Details of fungal anatomy such as conidia/spore sizes were also discussed, as were activators of conidia – the conditions that encourage rapid growth. Fungal genera found on artifacts, as illustrated in Mary Lou Florian’s book Fungal Facts, was also briefly discussed. Primanis also discussed whether it was necessary to consult with fungal experts, such as industrial hygenists, who can take samples and identify the mold species. While species identification may inform mitigation treatments, it appeared that the presenter did not do any species identification during any of the case studies presented, and all mold outbreaks were treated using the same method of HEPA vacuuming to remove the visible mold, in some cases followed by attempts to neutralize the remaining microscopic elements using a 70% ethanol solution. Rather than attempt to “kill” the mold, Primanis vacuums and then works to optimize the environment to stop or slow mold growth, as historic mold killing treatments have been found to either stay in the affected material and affect users, or could potentially adversely affect the object itself.
In addition to a lengthy bibliography and access to additional downloads via a shared Dropbox folder, Primanis also provided a useful list of options to consider when responding to a mold infestation:
• What is the cause of mold growth and how can the growth be stopped?
• Should an expert, such as an industrial hygienist, be consulted?
• Should the type of mold and bacteria be identified?
• Should the mold be killed?
• What are the health and safety issues for staff and patron?
• Should the mold, and can the mold, be removed from affected building materials and artifacts?
o What methods can be used to remove the mold contamination?
o What methods can be used to assure the cleaning process has been effective?
o What will access to building and collection materials be?
The second presentation was by Ann Frellsen, Book and Paper Collections Conservator for the Emory University Libraries, a member of AIC-CERT as well as organizer of HERA (Heritage Emergency Response Alliance) in Atlanta, GA. Frellson discussed AIC-CERT response after Hurricane Katrina as well as HERA regional response activities, presenting a variety of challenges through a series of case studies. Response activities after tornado destruction in Atlanta highlighted challenges in establishing salvage priorities, as the emotionally affected owners of the collection were incapable of making those decisions, as well as communication issues. Post-Katrina AIC-CERT response inside a historic house on the Gulf coast illustrated the essential need for proper PPE, in this case including full HAZMAT suits equipped with a forced-air system. Another case study discussed how affected town record ledgers containing property data needed to remain accessible, as people were required to consult them in order to obtain proof of ownership as required by their insurance companies. A mold event at Emory University discussed the need for managing contracts with salvage companies, emphasizing that their activities may need to be closely monitored, and you need to know exactly what you want from them.
Ann Frellsen and Vicki Lee (Director of Preservation and Conservation at the Maryland State Archives and AIC-CERT member) teamed up to give a short case-study presentation cleverly titled: “Where We Did Not Find Mold, or, I Suited Up for This?” This presentation consisted of a series of images from flood/water response activities that provided the ideal circumstances for rampant mold growth (such as wet photos in plastic sleeves, wet salvage items left covered in plastic, and wet basement library items relocated to a non-climate controlled backyard shed), but exhibited no visible mold growth.
Another short presentation, titled “Creative Solutions: Thinking Outside the Box (the boxes have not shipped yet)”, presented examples of stabilization treatment ideas that developed from specific needs, such as the creation of a quick-fix solvent chamber at the Cultural Recovery Center in Brooklyn (post Hurricane Sandy) in which solvent sensitive moldy artifacts were treated by placing them in a Ziploc bag with solvent soaked cotton balls overnight. The efficacy of the treatment was not determined. Another attempt to wash and deacidify a paper item tried using crushed and strained calcium vitamins in an attempt to develop a buffering solution bath – the pH was tested at ~pH 7.5. This may be because calcium vitamins comprise calcium carbonate, not calcium hydroxide, but perhaps there were some other steps involved in the experiment that were not mentioned.
Questions from the audience:
Q. How effective is spraying an alcohol solution, when papers are general soaked in baths for 30 min?
Answer from Presenter: No testing was done to determine effectiveness, but it visually appeared to work.
Answer from Audience member: Alcohol treatment only kills surface mold via dehydration. To kill the fungal organism inside of the object or paper fibers, it needs to be put in an anoxic environment for at least 5 weeks using CO2 or Argon gas, which ruptures the cells. If you don’t kill all of the mold (not just the surface mold), then you will have dormant mold under the upper structure.
Q. Was it worth spraying then?
A. Yes, because it minimizes the spread of the spores. You can potentially maintain dormancy by controlling the environment (if possible).
Q. Should you spray, vacuum, and spray again? Vacuum, spray, vacuum?
A. Generally, spray, vac, spray, unless obviously very dirty, then vacuum first so that you can access more of the surface mold.
42nd Annual Meeting – Research and Technical Studies (RATS) Session, May 29, "Unwrapping Layers in Historic Artworks: Virtual Cross-Sections with Pump-Probe Microscopy" by Tana Villafana
For the last few years, Ms. Villafana and her co-authors have been refining a new microscopy technique for conservation to create “virtual” non-destructive cross-sections. This is a very exciting development for our field, particularly for those of us working with materials–such as works of art on paper–that don’t typically allow for sampling. And for paintings conservators more accustomed to taking traditional cross-sections, this technique has promise for in-situ analysis of paint layers through varnish.
To summarize, the virtual cross-section image is created using pump–probe microscopy, a non-linear optical microscopy technique developed for the biomedical field, which allows non-invasive detection of biological pigments indicative of skin cancer. Because skin tissue is highly scattering, this technique was developed to be inherently confocal, meaning that the signal is generated only at the focal point, creating less scattering, and less spectral noise. The approach is naturally suited to the highly scattering pigments, binders, and supports making up materials of cultural heritage. However, the complexity of art objects render the technique more difficult to apply.
Pump–probe microscopy achieves high resolution in three dimensions with a maximum image area of up to 1mm square. The penetrating depth ultimately depends on the material composition of the object under study. The technique is typically operated at two wavelengths: 810nm and 720nm and modulated to create a series of images at different inter-pulse delays. These images can then be colored according to the molecular composition of the specific material and stacked to create a 3D rendering.
With this presentation, Ms. Villafana shared case studies illustrating ongoing research into cultural heritage materials using pump–probe microscopy. The first project investigates applications of pump–probe on paper substrates bearing coatings of lapis lazuli pigment. With this technique, it is possible to produce an image illustrating the physical structure and condition of paper fibers underlying the paint layer. She observes that the pigment particles cluster around the fibers, as seen in the slide below. She is interested in further investigating the natural heterogeneity of lapis lazuli crystals, noting that samples from different parts of the world exhibit different delay behaviors. She plans to complement her pump–probe analysis of lapis lazuli pigments with SEM-EDS, Raman, and FTIR.
Villafana also presented on preliminary research using pump–probe to investigate historical methods of pottery manufacture. After finding that pump–probe delays of hematite are dependent on firing temperature, Ms. Villafana started using mock-up clay bodies fired under different conditions (Oxidized at 1800F and 2300F/Reduced at 1800F and 2300F) to examine the difference in delay behaviors from the exterior to the interior of fired clay. She has found that higher temperatures and oxidation both result in shorter lifetimes. Further study will focus on phase change and particle size.
I quite curious to see how this technique develops in the near future. Will pump-probe (or something like it) be able to replace traditional cross section techniques within the next 5 to 10 years? What other techniques are being developed out there that might be able to achieve similar results?
See the following two links for more information:
Villafana, et al., full-text PDF of recent research published in The Proceedings of the National Academy of Sciences of the United States of America
Article about Pump-Probe Microscopy in Science News, from Science, AAAS
ECPN Webinar Archive
Miss a webinar hosted by the Emerging Conservation Professionals Network (ECPN)? Search the AIC YouTube channel, or check out the topics and links below (as of September 2015):
“Presenting Talks and Posters” with Katie Sanderson and Ariel O’Connor; March 11th, 2015; Blog post follow-up.
“Beyond the Portfolio: Your Conservation Career” with Suzanne Davis; October 16, 2014
“Beyond the Prerequisites: Preparing for Graduate Education in Art Conservation” with Margaret Holben Ellis, James Hamm, Rosaleen Hill, Debra Hess Norris, and Ellen Pearlstein; July 16, 2014
“Get Involved! Conservation Education, Outreach, and Advocacy” with Teresa Myers, Richard McCoy, and Sarah Barack; April 23, 2014
“How to Make the Most of Your Pre-Program Internship” with Emily Williams, Thomas Edmondson, Ayesha Fuentes, Lianne Gordon; September 24, 2013
“Considering Your Future Career Path: Working in Private Practice” with Paul Messier, Rosa Lowinger, and Julia Brennan; November 30, 2012; Blog post synopsis.
“Self-Advocacy and Fundraising for Independent Research” with Debra Hess Norris; July 26, 2012
The ECPN webinar program seeks to address issues faced by emerging conservators. “Emerging conservators” are defined as those with 7 or fewer years of experience (which includes schooling and pre-program). ECPN strives to rotate webinar topics between those that are specifically pertinent to pre-program, graduate, and post-graduate emerging professionals.
ECPN Webinar: 'Beyond the Pre-requisites: Preparing for Graduate Education in Art Conservation': Follow-up Q&A
In order to address some remaining questions from the recent webinar ‘Beyond the Prerequisites: Preparing for Graduate Education in Art Conservation’, ECPN asked our five presenters (Peggy Ellis from NYU, Ellen Pearlstein from UCLA/Getty, Debbie Hess Norris of Winterthur/Univ. of DE, James Hamm of Buffalo State, and Rosaleen HIll from Queen’s) to reply to our audience. Their individual responses have been summarized below. If you have any additional questions or concerns on our webinar topic, remember that you can always contact individual programs or reach out via ECPN officers and our Facebook page.
The recorded webinar is available at http://youtu.be/Rfc-l4iZHAs.
1. If an applicant who has exceeded the required amount of experience takes a break from conservation internships to pursue other academic/artistic endeavors, how will it affect her/his application?
All five respondents reply that because conservation is a multi-faceted field with an interdisciplinary focus, work in other fields is highly encouraged. The development of academic, artistic, research, or other skills is an asset and often helps an applicant if her/his interests can be connected to a topic within conservation. Additional fields of study or experience could be chemistry, biochemistry, art history, anthropology, studio arts, museum studies, environmental science, collections management, or any other number of related fields. Furthermore, one respondent notes that: “Each person’s life path is unique. What appears to be ‘taking a break’ may, in retrospect, be the absolute best possible path to a successful career in art conservation (or something else!).”
2. If an internship with a conservator is not available in my area, are there other kinds of experience that are desirable?
While conservation experience is an important, if not always mandatory, part of one’s pre-program work, our webinar presenters suggested several ways to become involved with conservation and broaden an applicant’s knowledge of collections management and preventive care. These include working with a registrar or archivist; working at smaller and/or local institutions like archives, libraries, or historical societies and museums; gaining laboratory and handling skills by volunteering to process archaeological finds or mount samples for scientific analysis, possibly at a local university; working in an art supply or framing shop. In order to keep yourself informed about the conservation field, be sure to take part in local conferences or workshops. Join AIC as a Student member and take advantage of on-line conservation courses and other resources. Finally, be sure to look into AIC’s (or CAC’s) Mentorship Program to check for local professionals who might be willing to mentor via email or Skype.
3. If someone hasn’t been successfully admitted after a few years of applying, what alternatives do you suggest s/he take to remain in the profession?
Becoming a registrar or collections care manager for an institution, gallery, or contemporary artist is a recommended career path. Other suggestions include working in arts advocacy or pursuing an advanced degree in museum studies, museum education, library sciences, archival studies, or a related field in the sciences.
4. Is it better to have a long internship experience at one institution or short periods of time at several?
Our presenters agree that there is no single answer to this question. They note that it is important to be exposed to a variety of materials and practices, and that the quality of the supervision is a key factor in gaining skills and knowledge. Short-term (e.g. once or twice/week for a few months) projects may be less successful in this respect though they may be valuable in other ways.
5. Is an applicant’s age taken into consideration?
All five programs agree that age is not a factor in admission. However one respondent adds that, at any age, ’applicants must demonstrate an openness to learning, curiosity, initiative, and a passion for the preservation of cultural heritage’.
ECPN Webinar “Get Involved! Conservation Education, Outreach, and Advocacy”: Follow-Up Q&A
ECPN Webinar “Get Involved! Conservation Education, Outreach, and Advocacy”: Follow-Up Q&A
On April 23, 2014, the Emerging Conservation Professionals Network (ECPN) hosted an hour-long webinar titled “Get Involved! Conservation Education, Outreach, and Advocacy.”
The program featured three speakers with experience working in various aspects of conservation education, outreach, and advocacy: Teresa Myers, private practice conservator who participated in the American Alliance of Museum’s Museum Advocacy Day in 2011; Richard McCoy, an arts and cultural consultant with an established history of writing for digital and print publications, teaching in graduate programs, and creating innovative web projects; and Sarah Barack, private practice conservator and co-chair of AIC’s K-12 Educational Outreach subcommittee.
During the program, the speakers shared their experiences as supervisors and pre-program interns, respectively; contributed to guided questions; and answered audience questions. The recorded webinar can be found on AIC’s YouTube channel (or click here).
Included below are the questions that could not be addressed during the program with responses from the speakers.
What are some tips you have for emerging conservators who would like to get involved with outreach and advocacy? What can they be doing short and long term to make an impact?
Teresa Myer: As I mentioned during the webinar, I found the Museum Advocacy Day event to be incredibly educational regarding the mechanics of advocacy. It’s a great place to start. It’s well organized, very clear and focused and well worth attending. Looking at longer-term activities, finding ways to foster relationships with Congresspeople and state-level legislators as well will boost your impact. Another way to be involved is simply to talk about your advocacy activities with other conservators and museum professionals. Hopefully, the more people realize how straightforward and achievable this activity can be, the more they will join in. As Ruth mentioned, there is a real strength in numbers; the more voices there are speaking to a common point, the more weight the point carries.
Richard McCoy: I think getting involved in a community is the best way to get involved, however you want define “community.” Your community might be local, national, or international. Working with folks on a common goal in a larger project is a very good way to make an impact in educating others about the need to care for cultural heritage, and therefore advocate for your profession.
Sarah Barack: Getting involved with your local community at first— see where there is a need and/or opportunity. For instance, going to open houses to meet people at local schools; volunteering with local groups that already have ties to the community, etc. I think the first step is really just making connections with people and once that has been established, it is easier and more natural to find ways in which you can promote conservation.
Regarding long term versus short term, hopefully short term smaller projects might lead to a more permanent or deeper activity. If particular conservators enjoy outreach activities, I would encourage them to think big picture, so that they can align their efforts with a larger strategy— whatever that may be. For instance, to be part of a school curriculum, or part of an annual arts fair or weekend, etc.
Besides conducting a wiki search, how else will people know about the articles that are being written through Richard’s class?
RM: A drive goal I’ve been working towards is to change how people find information when caring for cultural heritage. What I mean is that when you search for something on the Internet (Google it), I think you should be able to find excellent information, either about a particular item of cultural heritage or how to care for it. Sure this is a big goal but really we have the tools to solve this, it’s just a matter of getting more people working to the same end.
SB: Links from other websites are certainly a great way to drive traffic to any particular site.
The more students hear about conservation the more, presumably, applicants we will have for conservation graduate programs. How can we make more jobs and paid opportunities for the people we are recruiting to prevent an overabundance of conservators in a small job market?
TM: At this point there are a fairly consistent number of graduates each year because of the limits the programs put on the number of students they will accept each year. But it could certainly expand in the future. There will never be a shortage of work; entropy is on our side. The limiting factor seems to be funding and the value put on conservation by the people setting the budgets. So how do we increase the available funding? Advocacy! As a conservator in private practice, I believe that it is up to me to improve the job market I’m functioning in. Though I did have an excellent experience with advocacy, I have found that I use outreach more consistently to build my local job market. I’ve done lectures, workshops, visited museums, and been on the board of our state museum association. I’m a CAP assessor as well. People won’t make room in their budget for something that’s not on their radar; it’s up to all of us to stay visible.
RM: I think conservators need to start thinking about how they can be helpful in caring for cultural heritage inside and outside of cultural institutions. Too often we narrowly define our profession to be almost principally about conservation treatment. Well, I don’t think there are that many jobs that will be growing in that kind of work. But if conservators are able to demonstrate that they can do all sorts of other things then they may find themselves able to gain more employment.
SB: I don’t know if greater awareness does really lead to greater practical interest (e.g. applications) — I don’t know if we can make that link in such a clear way. Rather, I think greater awareness among students means that down the road, our future investment bankers, doctors, lawyers, etc., will hopefully appreciate and support our field—hopefully leading to more funding. It is such a niche field at the end of the day, and demands such a wide array of skills and abilities that it naturally filters itself. Still, the question of supply and demand is a good one— and whether the professional market demands the amount of supply we have created is a valid discussion. I don’t know the answer; anecdotal information and personal stories are not the full picture. We really need a better grasp on what all the graduates and mid-career folks are doing to understand.
When advocating by way of Wikipedia articles, for example, is there a concern that it actually devalues what we do since people may use these articles to attempt their own treatments?
RM: To answer your question in a word: no. There is a clear need to have better information out online because people are looking for it. My concern is around getting good information in highly visible places; I’m not worried about what people will do with good information.
And remember, Wikipedia is a freely available online encyclopedia that anyone can edit; it’s not a place to publish how to guides. If the articles published in Wikipedia are of high quality, they can only serve to reduce misunderstandings and point people to good and reliable sources.
On the other hand, I think that the amount of questionable or bad information on the Internet is problematic and dangerous. Take for example the stuff that’s on places like “WikiHow,” which does publish how to guides that will teach you things like How To Clean a Painting in 12 Easy Steps. I think we might see that kind of thing as a call to action.
42nd Annual Meeting – Joint Session: Objects + Research & Technical Studies, May 30, “Coping with Arsenic-Based Pesticides on Textile Collections” by Jae Anderson and Martina Dawley
Presenters:
Jae Anderson – MS candidate, Materials Science and Engineering, University of Arizona, member of Navajo tribe.
Martina Dawley – PhD candidate, American Indian Studies, and Assistant Curator for American Indian Relations, Arizona State Museum, member Hualapai and Navajo tribes.
Nancy Odegaard – Conservator Professor, Arizona State Museum.
Nancy Odegaard began by introducing this project to develop guidelines for the removal of arsenic from textiles utilizing a portable X-ray fluorescence analyzer (pXRF). She explained that a number of different forms of arsenic have historically been used on the collection at the Arizona State Museum (ASM). For this project, the team chose to focus on Navajo textiles due to the consistency in their materials and construction. In addition, they were able to consult with local Navajo (or Diné) weavers. Martina Dawley and Jae Anderson, who both worked in the ASM conservation lab on the project, presented the remainder of the talk.
Martina described her role in carrying out a survey of the Navajo textile collection, which includes blankets, rugs, and looms. She researched provenance information, produced documentation, and performed XRF analysis on each piece. One of the questions raised during the project was whether the rolled textiles could be analyzed with the pXRF while on the roll or if they had to be unrolled flat first. Interestingly, Martina noticed that the first reading on an object was diagnostic of the remaining readings on that object overall. If the first reading for arsenic was below 100ppm, most of the other readings were also below this level, and the corresponding trend was true if the first reading was greater than 100ppm. Therefore, for textiles with a lower initial reading, analysis was continued on the roll, meanwhile textiles were unrolled for more thorough testing if a higher-level initial reading was found. In the end, 17% of the textiles she tested were found to have levels at or above 100ppm, and the majority of these pieces (69%) were from the 1800’s. Forty-seven percent had less than 100ppm of arsenic, and 36% were found to have no arsenic.
Jae explained the experimental portion of the project in which the pXRF was calibrated and textile-washing methods were tested. First he described two inorganic arsenic species – arsenite, As(III), and arsenate, As(V). Arsenite is more toxic and is commonly in the forms arsenic trioxide and sodium arsenite. It can convert to arsenate by oxidation in wet conditions. For calibration and experimental testing, Jae wetted cotton and wool fabric samples with arsenite solutions of varying concentrations. Another variable tested was application method; he applied the arsenic solutions by droplet, dipping, and spraying, of which the latter two are traditional arsenic-pesticide application methods. During this step, he noticed the wool curled because of its hydroscopic nature, so he altered the experiment to utilize Chimayo hand-woven wool. He also added a surfactant to help with wetting properties and food coloring as a visual cue to see that solutions were applied evenly. Each fabric sample was analyzed five times, both wet and dry, with the pXRF in order to create a calibration curve.
Next, the fabric samples were washed in deionized water, and various conditional effects were tested, including temperature, pH, time, and agitation. The samples were again analyzed with pXRF and the results compared. Increasing the temperature and altering the pH of the wash water were found to have no effect on arsenic removal. The greatest arsenic removal overall occurred within the first 10 minutes of washing, and agitation caused a substantial increase in the effectiveness within the first five minutes. Therefore, the preliminary guidelines were washing for 10 minutes, at a neutral pH, with agitation, at room temperature.
After washing the fabric test samples, the team attempted to analyze the post-wash water with a paper indicator, however this test was not sensitive enough, nor did it indicate concentration. Inductively coupled plasma optical emission spectroscopy (ICP-OES) has the potential to quantify the levels of arsenic transferred to the wash water, and Jae noted that they are beginning to utilize this technique. Nevertheless, the post-wash water was found to contain less than 5 ppm arsenic, so it could be disposed of down the drain, according to municipal and federal regulations.
During the next phase of the experiment, three Navajo textiles were washed according to the preliminary guidelines. (Note that prior to washing, the textiles were documented, analyzed using pXRF, and their dyes tested for colorfastness.) After washing the first textile and finding the results did not correlate with their experimental data, the procedure was altered – the volume of wash water was calculated based on the experimental tests. The second textile washed was initially found to have high levels of arsenic (greater than 100ppm). Good results were achieved, with 96% of the arsenic removed and only minor dye bleeding. The third textile initially had low levels of arsenic (less than 100ppm) and less arsenic was removed during washing. Therefore, better results were achieved (i.e. greater arsenic removal was possible) when arsenic was initially present in higher quantities.
Overall the project surveyed 600 Navajo textiles and identified time-period and collector-dependent trends in arsenic concentrations. The team developed a cleaning protocol in which 95% of arsenic could be removed in high-arsenic contaminated textiles but with less effective results in lower arsenic containing textiles. The mass of the textile, the volume of wash water, as well as agitation and wash time (up to a point), were found to have an effect on results.
Several questions were posed in response to the presentation. One audience member wanted to know about the health and safety outcome of washing – could the textiles now be handled safely without gloves? Jae explained that the results would have to be evaluated by a medical toxicologist. Another attendee was interested to know if this technique could be used on a collection of fragile Egyptian textile fragments with a known history of pesticide treatment. Nancy replied that arsenic can be removed with washing, but the stability of the textile and its ability to withstand washing is a separate issue. Finally, someone asked if the arsenic species, arsenite vs. arsenate, could be identified on the textiles? Jae explained that the two forms are too similar to be distinguished here.
I look forward to hearing more results from this team as they continue exploring new experimental procedures and further developing arsenic removal techniques. Learn more about the ASM’s Preservation Division here.
Welcome 2014-2015 ECPN officers!
The Emerging Conservation Professionals Network recently initiated a new year of activities with our first series of meetings for new and returning officers. The officers of 2014-2015 are very grateful to all the outgoing officers who have worked so hard in their 2013-2014 term: Anisha Gupta, Saira Haqqi, Carrie McNeal, Kendall Trotter, and especially our out-going chair, Eliza Spaulding. We wish you the best and hope to see you involved with future AIC and ECPN activities!
Meet the 2014-2015 ECPN officers:
Megan Salazar-Walsh (ECPN Chair) is specializing in paintings conservation at Buffalo State (Class of 2014). She is completing her 3rd-year internship at two sites, beginning at the Royal Picture Gallery Mauritshuis in The Hague, Netherlands, and currently at the Walters Art Museum in Baltimore, MD. After completing her masters in September she will be joining The John & Mable Ringling Museum of Art in Sarasota, FL as an assistant conservator. Megan is passionate about helping emerging professionals navigate the field of conservation and she has previously served as an Outreach officer and as Vice-chair for ECPN.
Michelle Sullivan (ECPN Professional Education and Training Co-officer) is a third-year graduate fellow specializing in the conservation of works on paper with a minor concentration in photographic materials at the Winterthur/University of Delaware Program in Art Conservation (WUDPAC). She is currently a graduate intern at the J. Paul Getty Museum in Los Angeles and will spend her third year at the National Gallery of Art in Washington, D.C. Michelle has previously served as ECPN Regional Liaison to Southern California and Graduate Liaison to WUDPAC.
Heather Brown (ECPN Vice Chair) is a graduate fellow in the Winterthur/University of Delaware Program in Art Conservation, majoring in photographic materials and minoring in paper. She is currently completing her third-year internship at the Museum of Fine Arts, Houston, and in the fall will begin as Mellon Fellow in Paper Conservation at the Fine Arts Museums of San Francisco. Heather has previously served as ECPN Outreach Coordinator (2010-2011), ECPN PMG Liaison (2012-2014), and Health and Safety Committee Student Member (2012-2014).
Amy Hughes (ECPN Outreach Co-Officer) graduated from NYU’s Institute of Fine Arts Conservation Center with an MA in Art History and an Advanced Certificate in Art Conservation (Class of 2014). This summer, Amy is a Smithsonian Graduate Fellow at the Freer and Sackler Galleries in Washington, D.C. In September, she will begin an Andrew W. Mellon Conservation Fellowship in paper conservation at The Metropolitan Museum of Art. This is Amy’s first year serving ECPN.
Fran Ritchie (ECPN Professional Education and Training Co-Officer, focusing on Webinars) is an Andrew W. Mellon Fellow in Objects Conservation at the Smithsonian National Museum of the American Indian in Washington, D.C. Fran graduated from Buffalo State College with an MA in Art Conservation in 2013. Specializing in objects with a strong interest in organic materials, she spent her third year graduate internship at the Peabody Museum of Archaeology and Ethnology at Harvard University. Fran previously served as ECPN Communications Co-Officer (2013-2014).
Anne Schaffer (ECPN Outreach Co-Officer) is a graduate fellow at Buffalo State College, majoring in paintings conservation. She is currently completing a summer internship at the ICA –Art Conservation in Cleveland, Ohio, and will return to Buffalo to begin her second year in the fall. This is Anne’s first year serving ECPN, and she looks forward to the opportunity to learn from and assist other emerging conservators.
Laura Neufeld (ECPN Communications Co-Officer) is an assistant paper conservator at the Museum of Modern Art in New York. Before joining the MoMA staff she was an Andrew W. Mellon Fellow in paper conservation. She has worked as a contract conservator at the Albright-Knox Art Gallery in Buffalo, NY and the Field Museum in Chicago, IL. Laura completed internships at the Fine Arts Museums of San Francisco and the Guggenheim Museum. She graduated with an M.A. in Art Conservation from Buffalo State College in 2013. This is Laura’s first year serving ECPN.
Ayesha Fuentes (ECPN Communications Co-Officer) is a recent graduate of the UCLA/Getty MA Program in the Conservation of Archaeological and Ethnographic Materials, specializing in objects from South and Southeast Asia. She has completed internships in China, Sri Lanka, Cambodia, and Bhutan as well as the Natural History Museum of Los Angeles County and Museum of Fine Arts, Boston. She has previously served as ECPN Professional Education and Training Co-Officer and is also a student member of AIC’s Emergency Committee.
The 2014-2015 ECPN officers look forward to providing ongoing professional development and educational activities. We also hope to increase our initiatives to connect with and meet the needs of our broad constituency. Please contact ECPN Chair, Megan Salazar-Walsh (salazar.walsh@gmail.com) with any thoughts, questions or comments for ECPN.
42nd Annual Meeting — Collection Care + HVAC Session, May 31, 2014, “Sustaining Collections: Putting Theory into Practice” with James Reilly, Lois Price, John Castle, Tom Sherwood, Don K. Rowe
I was tweeting up a storm during this session (#AICSF). Why the fervor? There is nothing like hearing the conversion of smart professionals towards the gospel of collaboration, preservation management and the preservation environment. A two-year intensive review of the air handling systems at the Winterthur Museum, Garden & Library (Delaware) generated insights into the management of the preservation environment that provided refreshing new data on how to approach mechanical renovation projects. During the panel, each stakeholder told a part of a story that provided many “Ah Ha” moments. Here’s a sample of the tweets:
On the issue of getting all the stakeholders in the room:
I keep saying this: collaboration between facilities and conservation colleagues is a key for establishing set points.
Collections management and facilities management must be in handshake [pic of hands shaking].
On the implementation of nightly shut downs and seasonable shifts to manage the preservation environment and reduce the use of water and energy:
It’s not so simple to do shut downs and seasonably adjust set points.
Achilles heel of doing shut downs may be antiquated systems including [antiquated] monitoring. Really, you cannot just shut off the furnace!
On the struggle to adequately understand the way that air handling systems may have evolved over time due to changes in personnel, changes in technology, and changes in the built environment:
Sounds like facilities engineers could take a page out of @conservators documentation strategies and requirements. #asbuiltsnotdrawn
[A fireplace that had served as an air return decades ago was blocked during renovations wreaking havoc on the HVAC control]: Secret air return: non-working fireplace… blocked.
[Retired engineer returns to review the system and finds out that all of the built-in compensation for Gerry-rigged HVAC has been resolved]: “We always run two boilers!” “Let me tell you what: now we’re only running one.”
On the monitoring tools that are essential for understanding how your systems are running:
eClimate Notebook from IPI is such a great tool. Proud to plug it!
Winterthur reports a decrease in its energy costs, which include the reduction in the use of fresh water, and intends to repurpose energy costs into programming. Now that’s sustainable!
Meet the Speakers! ECPN’s Upcoming Webinar on Preparing for Graduation Education in Art Conservation
ECPN’s next webinar, Beyond the Prerequisites: Preparing for Graduate Education in Art Conservation is quickly approaching! This Wednesday, July 16 at 12pm EDT, representatives from five of the North American graduate programs in art conservation will discuss what makes a strong applicant and ways you can grow as an emerging conservation professional.
You may have seen their names on the program websites, but we thought you might like to get to know the speakers a little better before the webinar. Each program representative has provided a short bio to help you become better acquainted!
And there is still time to register — just follow the link below. You will have a chance to submit questions for the Q&A session when you complete the registration form, but you can also send us your questions by leaving a comment on the ECPN Facebook page, or by commenting below on this blog post. You can also submit your questions via email to Megan Salazar-Walsh, ECPN Chair, at salazar.walsh@gmail.com.
Registration link: https://www2.gotomeeting.com/register/177805026
Let’s meet the speakers!
Margaret Holben Ellis is the Eugene Thaw Professor of Paper Conservation, Institute of Fine Arts, New York University. She also serves as Director, Thaw Conservation Center, The Morgan Library & Museum. She is currently Vice-President and Fellow of the American Institute for Conservation of Historic and Artistic Works of Art (AIC), Fellow of the International Institute for Conservation of Historic and Artistic Works (IIC), Accredited Conservator/Restorer of the International Institute of Conservation (ICON). Professional and academic awards have included the Caroline and Sheldon Keck Award (2003) for a sustained record of excellence in education, the Rutherford John Gettens Merit Award (1997) in recognition of outstanding service to the profession both conferred by the AIC, and a Fellowship from the American Academy in Rome (1994). She has published and lectured on artists ranging from Raphael and Titian to Pollock and Lichtenstein with her research on artists materials similarly far-ranging. She is a graduate of Barnard College (1975 B.A. art history, magna cum laude) and the Institute of Fine Arts, New York University (1979 M.A. art history; Advanced Certificate in Conservation).
James Hamm has taught paintings conservation in the Art Conservation Department at SUNY Buffalo State since 1986. He earned his M.A. degree and Certificate of Advanced Studies in Art Conservation in 1978, in the earlier iteration of the Buffalo program operated by Sheldon and Caroline Keck, as part of the Cooperstown Graduate Programs. Between graduate school and the beginning of his tenure at Buffalo State, James and his wife Patricia Hamm (’75) operated a successful private practice near Albany, New York. Professor Hamm has an ongoing interest in authentication issues and the detection of fakes and forgeries in paintings. Working closely with colleagues in the department, he regularly examines paintings using modern imaging techniques and sophisticated methods of materials analysis, in conjunction with an educated eye, to address questions of age and authenticity. He also applies the knowledge gained from the study of art materials and the processes of their degradation, to the improvement of materials and techniques available to modern artists. As a part of this work, he was awarded a U.S. patent for a rigid painting support for artists and has recently developed a pigmented wax-resin system for filling losses in paintings and objects. He has lectured and published on a wide variety of conservation topics. In 2007, Professor Hamm was honored with the President’s Award for Excellence in Teaching. He has supervised students who have become conservation professionals at museums all around this country and a few overseas, as well as those who have established successful private practices.
Rosaleen Hill is the Director of the Queen’s University Art Conservation Program. Prior to joining Queen’s University in 2013 she taught at the School of Library and Archival Studies at the University of British Columbia and in the Conservation of Cultural Materials program at the University of Canberra in Australia. Rosaleen has taught more than 40 workshops and seminars for conservator and allied professionals and has consulted widely for archives, museums, libraries and other heritage institutions.
Debra Hess Norris is chair of the Art Conservation Department at the University of Delaware, director of the Winterthur/University of Delaware Program in Art Conservation, and professor of photograph conservation. Debbie has taught more than 125 workshops and seminars for conservators and allied professionals globally including in Peru, Columbia, Mexico, New Zealand, Australia, Russia, Ireland, Finland, France, the Netherlands, Morocco, Abu Dhabi, Turkey, Lebanon, Jordan, Iraq, and India. She has published over 35 articles and book chapters on the preservation of photographic materials, conservation education, ethics, and emergency planning. Debbie served as president of the American Institute for Conservation from 1993 – 1997 and chairperson of Heritage Preservation from 2003-2008. She currently serves on the boards of Heritage Preservation and the Conservation Center for Art and Historic Artifacts in Philadelphia, and the Advisory Committees for the FAIC Hermitage Photograph Conservation Initiative, the Mellon Collaborative Photograph Workshops, and the American Friends of the National Gallery of Denmark, among others. In 2002, she was inducted into the University of Delaware’s Alumni Wall of Fame and in 2004 she was appointed as the Henry Francis duPont Chair of Fine Arts. She is a Fellow in the AIC and the International Institute for Conservation, and received the 2008 AIC University Products Award for distinguished achievement in the conservation of cultural property and the Caroline and Sheldon Keck Award for Teaching Excellence.
Ellen Pearlstein is one of the founding faculty and is associate professor at the UCLA/Getty Master’s Program in Archaeological and Ethnographic Conservation, which accepted its first students in 2005. Beforehand, Ellen spent 22 years as a conservator at the Brooklyn Museum of Art in New York City, and she taught classes at the Conservation Center of the IFA. Ellen teaches classes in organic materials conservation, conservation and ethnography, and preventive strategies at UCLA/Getty. Her research focuses on tribal museums and values for cultural preservation; effects of environmental agents on ethnographic and natural history materials (including understanding and preventing light damage in feather work); reinstating context for museum materials found ex situ; and curriculum development within conservation education.
We are looking forward to learning from this amazing group of conservation educators on Wednesday! If you miss the webinar, it will be posted afterwards on the AIC YouTube channel. Keep an eye out for an announcement when the link becomes available.