Homework answers / question archive / Running Head: HOLOCAUST MUSEUMS ROLE OF VIDEOS AND STORYTELLING IN HOLOCAUST MUSEUM Student Name Institute Affiliation 1 HOLOCAUST MUSEUMS 2 ABSTRACT Empirically, not much is known about the impact of video footage and personal stories in the Holocaust

Running Head: HOLOCAUST MUSEUMS ROLE OF VIDEOS AND STORYTELLING IN HOLOCAUST MUSEUM Student Name Institute Affiliation 1 HOLOCAUST MUSEUMS 2 ABSTRACT Empirically, not much is known about the impact of video footage and personal stories in the Holocaust

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Running Head: HOLOCAUST MUSEUMS ROLE OF VIDEOS AND STORYTELLING IN HOLOCAUST MUSEUM Student Name Institute Affiliation 1 HOLOCAUST MUSEUMS 2 ABSTRACT Empirically, not much is known about the impact of video footage and personal stories in the Holocaust. Nevertheless, this has infrequently prevented intense assumptions about the effects of video footage and telling personal stories on the Holocaust memory, knowledge, and consciousness. This paper aims to develop an argumentative essay on why the Holocaust museum should use video footage and tell personal stories more. This essay presents the fundamental findings from a qualitative study with audiences of the current video footage and personal stories in the Holocaust museum. It argues that using video footage and telling personal stories more than merely written analysis is needed to comprehend the intricacies of using video footage and stories and the association among memory, history, and film. . This essay proves that the use of videos and storytelling brings a lot of benefits to the museums and has a lot of impact to the audience's memories on the museums. Introduction Holocaust museums are currently using video footage and personal stories to narrate the events that took place during the Holocaust. It is well established that video and personal stories in Holocaust museums are more effective than any other mode of narrating Holocaust museums. 1 For instance, Hebrew University Professor Yehuda Bauer illustrates that when it comes to showcasing the Holocaust events, the most significant thing is the relevance of the events to the lives of the visitors. Thus, the relevance is not determined by the content of the message on the 1 Pagenstecher, Cord, and Dorothee Wein. "Learning with Digital Testimonies in Germany: Educational Material on Nazi Forced Labor and the Holocaust." In Oral History and Education, pp. 361-378. Palgrave Macmillan, New York, 2017. HOLOCAUST MUSEUMS 3 Holocaust but by how it is conveyed.2 Therefore, this paper argues on the statement on why the Holocaust museum should use video footage and tell personal stories more. The most prominent argument as to why the Holocaust museum should use video footage and telling personal stories more is the enormous benefit it has to the memory of the visitors. Currently, many museums are using personal stories to attract many visitors to the Museum. Telling personal stories is the act of presenting a narrative via words, actions, and real-life experiences. The visitors tend to be moved by the story and will also want to share their own experiences and stories and will also want to visit the Holocaust museum once again or even give a donation. Besides, the concept of telling personal stories is a method of conversing utilizing an account that attributes and qualities that make each person unique. The visitors will be able to learn more about the Museum by interacting with the researchers.3 Therefore, each visitor will be able to participate in a discussion about the history of the events in the Holocaust Museum and objects and will be able to express their personal experiences. Using personal experiences in narrating the events that took place in the past is the current trend of museums. The significant impact of telling personal stories on the visitors illustrates how the Holocaust Museum can attract many visitors to the Museum, boosting its income.4 2 Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169183... 3 Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169-183... 4 Savenije, Geerte M., and Pieter De Bruijn. "Historical empathy in a museum: uniting contextualization and emotional engagement." International Journal of Heritage Studies 23, no. 9 (2017): 832-845. HOLOCAUST MUSEUMS 4 Museums, where video footage and telling personal stories are used in the narration of the events in history, are regarded as great tourist attractions. The use of video footage and narration of personal stories in the Holocaust museum is significant because it enhances the Holocaust events.5The people will be able to learn the diversity and reality of individual experiences during the Holocaust and comprehend how the history can affect the individual since the tourists will recognize the economic, psychological, religious, and economic effect due to the persecution, displacement, and trauma during and after the Holocaust. Furthermore, telling personal stories more will enable the understanding and learning of people's diverse behaviors facing extreme situations such as solidarity, resilience, and resistance. Video footage and telling stories more makes the events of the Holocaust museum more memorable.6 Video footage gives the Holocaust museum an advantage as people tend to retain information from visual images much longer than in text. However, if the holocaust museum wants to provide the video with communication permanency in their audience's mind, telling stories is the most suitable tool to use. It's not a coincidence that numerous tools revolve around telling stories more. For instance, they are memorizing a shopping list by developing a trivial story about each item. Therefore using video footages and telling stories more enables the audience to remember the component events in the Holocaust museum more easily. Thus, the use of video footage in the Museum will advance the quality of Holocaust education designed to endorse thoughtful reflection on the events in the Holocaust, causes and consequences of the Holocaust, 5 Pagenstecher, Cord, and Dorothee Wein. "Learning with Digital Testimonies in Germany: Educational Material on Nazi Forced Labor and the Holocaust." In Oral History and Education, pp. 361-378. Palgrave Macmillan, New York, 2017. 6 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 HOLOCAUST MUSEUMS 5 and the more profound matters at stake. However, telling personal stories arouses the thinking of hate, anti-Semitism, democracy, the fragility of societies, people and individuals' duty, and the enthusiasm that influences human behaviors. Videos and storytelling are substantially more engaging compared to written text. Stories and videos tend to reverberate with the visitors by offering content that they may identify with or aspire to, conveying messages, capturing the audience's imagination and attention, and relating the events on a human level.7 Using video footage and storytelling also results in more actions since people are most likely to watch the video and listen to the story until the end and react to whatever call-to-action is utilized. In addition, telling stories more promotes acceptance inclusiveness by developing the tourist's empathy and enabling them to comprehend better people of changing cultures or those identified as diverse. It also helps people who have difficulty reading and writing to understand the Museum's events more using video footage rather than books.8 Video footages play an integrated and significant role in communications, digital presentations, and education strategies to engross their audiences. Holocaust museums should use video footages strategically and aim to provide artists with a platform to show their arts and share behind-the-scene footage of entertainer's studios and offer opportunities for the audience to learn more about the Holocaust museum and exhibition connections. Video footage is a vital part of digital storytelling strategy and is essential to how we converse across platforms. Video footage Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169-183... 7 8 HOLOCAUST MUSEUMS 6 will support the Holocaust mission of supporting artists' work and offering engaging experiences. It is a vital part of the Museum's function as storytellers and documenting artists and their work. Personal stories help to motivate the audience to act. However, only the best personal stories captivate the visitors in the Holocaust museum, whose emotions can be intimately tied to those of the story's characters.9.This kind of immersion is referred to by psychologists as narrative transport. Several researchers agree that accounts have a universal and powerful appeal that the neural roots of both telling personal stories and enjoying them are most likely tied to the vital parts of people's social cognition. For example, a study conducted in 2007 found out that a test audience reacted more positively to ads in narrative form than straightforward advertisements that stimulated viewers to think about a product's influences. Likewise, labeling info as fact raised critical analysis while tagging information as fiction had a contrary effect. Such studies suggest that individuals receive ideas more willingly when their minds are in story mode compared to when they are in logical mindsets.10 Besides, personal stories share experiences in an easily reachable and authentic form. Personal stories feel familiar, but they enable individuals to step into the shoes of other people.11However, stories are full of details, leaving space for individuals to put in their feelings, memories, and thoughts. 12Personal stories are also used to make sense of the world. While people 9 Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169-183... 10 11 12 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169-183... HOLOCAUST MUSEUMS 7 see themselves in them, they enable them to encounter new perspectives that alter how they feel and think. Stories make individuals care. The stories connect people with place and other individuals. The emotional connection in stories makes them powerful.13 Personal stories drive individuals to decide whether it is gifting a donation, buying a product, and making a difference globally. From a marketing view, telling personal stories helps museums encourage visits, raise funds, and trigger sales. Just as it has been the Holocaust museum practice of using personal stories, they should use the contemporary and unique storytelling approach and demonstrate its mission and how it brings the community together. Storytelling has been an essential phenomenon in people's culture for many years. Storytelling adds flavor to the information. It also increases the visitor's interest in knowing and arouses the thirst for knowledge. Telling personal stories kindles the appetite for comprehending the subject matter. 14Therefore, the Holocaust Museum using personal accounts to narrate the past events will enable them to attract more people since many people love to listen to stories rather than read the information in books. Moreover, relevant stories often tend to reveal tangible and intangible cultures.15 It is essential to recognize the benefits that video footage will bring to the Holocaust museum. Video footage and telling personal stories improve the visitors understanding of the Holocaust. The visitors will know how the Jews lived before, throughout the Holocaust, and after 13 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 14 Kolb, Daniel. "Evaluation of the Interaction with a Digital 3D Testimony." (2021): 63-82. 15 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 HOLOCAUST MUSEUMS 8 the Holocaust.16 They will also understand how history can impact the lives of people. For instance, the visitors can recognize the economic, psychological, religious, and physical influence of the trauma, displacement, and persecution throughout the Holocaust and after the Holocaust. In addition, telling personal stories will enable the visitors to learn and understand people's diverse behaviors facing extreme circumstances. Also, they will be able to discover the stories of the nonJews who put their lives at risk to save the Jews. Telling personal stories in the Holocaust Museum will promote inclusiveness among the visitors as they will interact with the storyteller. They will develop empathy, enabling them to understand better the varying cultures of the people who have been categorized as "different." Video footage allows visitors who don't know how to read and write to feel included and appreciated in the Holocaust Museum.17Besides, the visitors, especially the students, will feel more invested in oral history projects. The Museum can also choose the appropriate storytellers to address the complex and dark events in the Holocaust without traumatizing them, unlike books that elaborate on the events without minding the younger students who can be traumatized. This will enable younger students to visit the Holocaust museum since they will not be exposed to the Holocaust, which can be traumatizing.18 Telling personal stories will enable the visitors to develop an interest in the Holocaust history since it proves that the history was made and experienced by people. 19 Therefore, the 16 Savenije, Geerte M., and Pieter De Bruijn. "Historical empathy in a museum: uniting contextualization and emotional engagement." International Journal of Heritage Studies 23, no. 9 (2017): 832-845. 17 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 18 Kolb, Daniel. "Evaluation of the Interaction with a Digital 3D Testimony." (2021): 63-82. Kolb, Daniel. "Evaluation of the Interaction with a Digital 3D Testimony." (2021): 63-82. 19 HOLOCAUST MUSEUMS 9 visitors will understand the history that impacts people's lives and their communities by learning that they play a role in history individually. Besides, most survivors who give the story were children or teenagers when the Holocaust took place; thus, the visitors, mostly students, will identify with the personal stories from a youthful view and engage with the Holocaust history on a personal level.20 The use of video footage and telling personal stories in museums has provided the museums with a high income since it has helped attract many visitors and enabled visitors to understand history better. One cannot dismiss the potential demerits that come with video footage and personal stories; however, we must accept that their advantages are more compared to the disadvantages. Holocaust museums should do their part to ensure that they omit the scenes in the videos, which can be traumatizing to young audiences. Conclusion Video footages and telling personal stories in Holocaust Museum are essential since it helps capture and attract the visitors' attention. The use of video footage and storytelling plays a dynamic role in apprehending the visitors' engagement in the Museum. Video footages foretell the horrors of the Holocaust and teach the dangers of indifference and silence while emphasizing the value of living in a community where personal customs and rights are safeguarded. Several survivors of the Holocaust have recognized the significance of telling their personal stories to honor victims and families and is also a method of enlightening impending generations.21 20 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 21 Kolb, Daniel. "Evaluation of the Interaction with a Digital 3D Testimony." (2021): 63-82. HOLOCAUST MUSEUMS 10 The use of video footage and narration of personal stories in the holocaust museum is significant as it enhances the understanding of the holocaust event.22 However, as Holocaust survivors who tell their stories pass on, the argument on how to teach the Holocaust through story intensifies, in specific, the most effective means of preserving the survivor's stories for educating the impending generation. In my opinion, video footages are most effective compared to telling personal stories since the storytellers might pass on therefore creating a gap.23 22 23 Kolb, Evaluation of the Interaction with a Digital 3D Testimony, 67 Pagenstecher, Cord, and Dorothee Wein Learning with Digital Testimonies in Germany, 350 HOLOCAUST MUSEUMS 11 Bibliography Penrose, Jan. "Authenticity, authentication and experiential authenticity: telling stories in museums." Social & Cultural Geography 21, no. 9 (2020): 1245-1267. Pagenstecher, Cord, and Dorothee Wein. "Learning with Digital Testimonies in Germany: Educational Material on Nazi Forced Labor and the Holocaust." In Oral History and Education, pp. 361-378. Palgrave Macmillan, New York, 2017. Hogervorst, Susan. "The era of the user. Testimonies in the digital age." Rethinking History 24, no. 2 (2020): 169-183. Savenije, Geerte M., and Pieter De Bruijn. "Historical empathy in a museum: uniting contextualization and emotional engagement." International Journal of Heritage Studies 23, no. 9 (2017): 832-845. Kolb, Daniel. "Evaluation of the Interaction with a Digital 3D Testimony." (2021): 63-82.