Internship Opportunity

Anna Thompson interned here in the past, and the organization is looking for another intern:

http://www.openmuseum.org/webpage/show/2917

Lesson Plan Examples

Please take a look at these before class on Thursday.

• http://education.baseballhalloffame.org/experience/thematic_units/pop_culture.html
• http://www.tenement.org/documents/lessonplans/web5_lessonplan_ConfinoElementary.pdf
• http://www.upstatehistory.org/services/DHP/DBQ.html

Discussion Questions for Museum Movement Techniques

Sydney's Questions:
Having been inspired by the chapter I was to create questions for, Chapter One, I am not going to ask questions in the textbook style way – sitting down, around a table –I am going to have the class move around the museum.

The things I might like my classmates to know is:

Favorite type of MMT
The positive effects of the MMTs.
And the negative effects of the MMTS, or the constraints of the techniques.

**These questions do not really come from the book, but is instead more interpretive.**

Martina's Questions:
1. In what ways do you think the Yager museum and or our public program might benefit from utilizing movement techniques?
2. Why do you think it is important for museum educators to use movement techniques?
3. Do you think movement techniques such as these could work in all museums or just a select few? Why or why not?

Resources for Upcoming March 23rd Class

Take a look at the website links listed.

Museum Movement Techniques:
http://www.museummovementtechniques.com/index.htm

Creative Techniques for museum teacher/facilitator led:
http://www.vtshome.org/
http://www.vam.ac.uk/activ_events/adult_resources/creative_writing/index.html
http://rockhall.com/education/inside-the-classroom/toddler_rock/

Virtual Museum:
http://latino.si.edu/education/LVM_Main.htm

Multiple Intelligence Resource

Here is a great resource from our discussion: http://www.museumofplay.org/education_programs/multi_intel.html

Multiple Intelligence Test

As we discussed in class, here is a link to the Multiple Intelligence Test: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

The New Guard of Curators Steps Up

The NY Times featured this article of interest about the "new" curators in the museum field:

THE mouth of a giant monster, its razor-sharp teeth glaring overhead and its tongue forming a long red carpet, ushers visitors into the Tim Burton retrospective at the Museum of Modern Art. Although the intentionally lighthearted chronicle of the filmmaker’s work received only mixed reviews when it opened in November, Mr. Burton’s fans don’t seem to care. More than 450,000 people have already attended the show, and by the time it closes on April 26, attendance is expected to exceed that of recent blockbusters like the museum’s “Van Gogh: The Colors of the Night” last year and “Dali: Painting and Film,” in 2008.

Visitors to the show are relatively young, somewhere in their 30s on average, which makes them a decade younger than usual for MoMA, recent surveys showed. And a surprising one-third of this audience had never stepped foot in the museum before.

“We’d never done anything like this,” said Rajendra Roy, the museum’s chief curator of film, who was one of the show’s organizers. “There’s always a learning curve. Would I have done things differently? I don’t think so.”

For a 37-year-old curator, Mr. Roy seems pretty cool about it all, considering that only a few years ago he started his professional life selling tickets at the Solomon R. Guggenheim Museum. Yet as museum directors have come to realize, younger minds attract younger audiences. And Mr. Roy is just one of a growing group of rising curatorial stars cutting quite a different figure from the age-old image of museum curator as a fusty academic. Read more here.

Discussion Questions for March 18th

Stephanie Cadwell’s questions
1. What are the 8 Intelligences and name an activity that people do that go along with each.

2. What do you think some of the benefits of using Multiple Intelligence Theory are?

Katherine Miller’s questions
3. Identify some of your intelligences from strongest to weakest. How can your personal strengths be utilized for the public event? Please give examples.

4. What were some of the activities used to explain Teaching MI Theory? Can any of these activities be integrated or adapted into our program?


Kelly Holman’s questions
5. Why is it important to use a wide range of teaching techniques when working with students?

6. What are five teaching strategies for musical intelligence? For linguistic intelligence?

7. What form of learning do you think appeals the most to you? Which form of learning appeals the least? Is it different from the other students in the class?

Objects-Based Learning Questions for Class Discussion

Rachel Schwartzman & Molly Sloan
Museums Education
Objects-Based Learning Questions

PART I- MOLLY
1.) What are the goals for families when visiting a museum?

2.) What does object-based learning give visitors that simple text and classroom education do not?

3.) Does evaluation have a role in object-based learning?

4.) What was the Naïve Knowledge Research Study?

5.) Who are the people that are learning the most, and attending museums the most?

PART II- RACHEL
1.) What is the PISEC and what is their purpose?

2.) What are the 3 phases’ questions? What was done?

Hanford Mills Museum: Education in Action

We hope you all enjoyed our visit to Hanford Mills Museum, and plan to take your families back in the future. We will be sure to follow up on some passes for you all. Liz and her staff gave us a great overview of their Museum, and their shared responsibilities and approach to museum education. It was also helpful to see many of the objects associated with the Yager Museum's domestic life exhibit placed into the context of the Hanford House. If you have any additional thoughts or feedback, feel free to share it here. Also, don't forget to join Hanford Mills Facebook page! They would love to have your support.

New York State Historical Association & The Farmers’ Museum 2010 Summer Internships

The New York State Historical Association and The Farmers’ Museum seek four dynamic interns to work with Education Department staff on the planning and implementation of a variety of programs. These paid internships will be full time for approximately 10 weeks during the summer and housing is provided. To apply for any of these internships, please send a cover letter and resume to g.livermore@nysha.org by April 15, 2010.

The Farmers’ Museum
Public Programs Intern

Job Responsibilities:
· Assist the Manager of Public Programs in planning of A New York State of Mind quilt contest, to be held in October 2010
· Coordinate and implement drop-in craft workshops
· Implement Food for Thought lunch and lecture program
· Create suggested program plan for programming related to the 2011 exhibit schedule
· Assist with other program development and implementation

Knowledge and Skills:
· Ability to develop engaging museum experiences for a variety of audiences
· Strong communication skills and an engaging public presence
· Enjoys working with a wide range of ages and audiences
· Experience in interpretation or presenting educational programs
· Background in history, education, or a related field
· Proficiency in Microsoft Office suite
· Experience coordinating projects and events preferred

The Farmers’ Museum
Agricultural Programs Intern

Job Responsibilities:
· Assist the Interpretation and Farm staff on developing a range of agricultural programs
· Create heritage garden and implement related interpretive programs
· Create suggested program plan for agricultural programming based on visitor research
· Assist with other program development and implementation

Knowledge and Skills:
· Ability to develop engaging museum experiences for a variety of audiences
· Strong communication skills and an engaging public presence
· Enjoys working with a wide range of ages and audiences
· Experience in interpretation or presenting educational programs
· Background in history, education, or a related field
· Proficiency in Microsoft Office suite
· Experience with farming and gardening preferred


New York State Historical Association
Public Programs Intern

Job Responsibilities:
· Assist the Manager of Public Programs in the coordination of major summer programs including the Conference on New York State History and the Art by the Lake juried art show
· Implement Food for Thought lunch and lecture program
· Create suggested program plan for programming related to the 2011 exhibit schedule
· Complete program evaluation on exhibits and other programs as needed
· Assist with other program development and implementation

Knowledge and Skills:
· Ability to develop engaging museum experiences for a variety of audiences
· Strong communication skills and an engaging public presence
· Enjoys working with a wide range of ages and audiences
· Experience in interpretation or presenting educational programs
· Background in art, history, education, or a related field
· Proficiency in Microsoft Office suite
· Experience coordinating projects and events preferred


New York State Historical Association
Education Intern

Job Responsibilities:
· Implement and create new programs for a variety of audiences, drawing from the Fenimore Art Museum’s collections of American folk art, American fine art, and American Indian art
· Design in-gallery art programming for a preschool-aged audience to be implemented in the fall; create plan for recommended implementation, marketing, and audience-building
· Lead daily tours of Native American interpretive trail and Mohawk Bark House, a reproduction 18th-century structure
· Develop new programming related to Native American interpretive area and the Thaw Collection of American Indian Art
· Lead daily art activities in the galleries
· Assist with other program development and implementation

Knowledge and Skills:
· Ability to develop engaging museum experiences for a variety of audiences
· Strong communication skills and an engaging public presence
· Enjoys working with a wide range of ages and audiences
· Past experience in interpretation or presenting educational programs
· Background in art, history, education, environmental studies, or a related field
· Proficiency in Microsoft Office suite

*************************************
Kajsa Sabatke, Class of 2007
Manager of Public Programs
New York State Historical Association & The Farmers' Museum
PO Box 30
Cooperstown, NY 13326
607-547-1453

Web 2.0: Class Examples

Here are some of your classmates web 2.0 tools for your assigment:

Web 2.0 Assignment
I used Twitter and Google calendar.

1.) Twitter
User name: sharkgrl89
I liked it because:
I didn’t have to keep checking my favorite websites, content comes up automatically so I know when a new article/picture, etc. is posted. I found that to be very convenient and it allowed me to filter out what I wanted to see and I what I didn’t want to see which saves me time.

I also like it because I don’t have to follow just people/friends/celebrities, I’m also following a number of museums and I think that’s what sets Twitter apart from Facebook because of the huge amount of institutions, news groups, etc. that belong to the site.

2.) Google calendar
(The calendar is under my Hartwick e-mail: galluzzoa@hartwick.edu, I don’t know if that is enough information for you to view it?)
I liked it because:
I get updates sent to my email telling me where I need to be/what I need to be doing. I’m used to writing on a piece of paper and taping it onto my wall and let’s just say this is a much better alternative. I like how I can click on the day or look at the month, it really shows me what my week is going to look like and what I need to plan for. This is something I could see myself continuing to use because it’s been so useful for me.

Web 2.0 Assigment
Firstly, I joined YouTube. http://www.youtube.com/dracotheferret I only have one video up as of now, but it’s a really fun site.

Secondly, I joined Mai’Nada Comic Sketch. It’s a community for comic artists to draw on site and share their work with others, plus it records your drawing step by step, making it a neat tool to teach others how to draw. http://www.mainada.net/artist/dracotheferret

Public Program Groups

Below are the working groups for our Program. Please note that each group has been assigned an activity related to our Program, which the group needs to address what will be offered, how and set up needs. More specifically, answer the following questions:

What are the activity learning outcomes?
What it relates to in the exhibit?
Resources (what are your facts and how can you back them up)?
Activity outline and set up needs
Supplies and cost (to be provided to the budget committee)

The other components (ironing, coffee grinding and laundry) will be addressed by Gwen. We will touch base about this on Thursday and again on Tuesday.

Group 1 (Planning/Logistics):

Program: Place setting/greetings

• Molly Sloan
• Danielle Smith
• Stephanie Cadwell
• Rachel Schwartzman

Group 2 (Marketing/PR)

Program: Calling Cards and meaning

• Martina Camarda
• Katherine Miller
• Kelly Holman

Group 3 (Budget and Materials)

Program: Piecework/flowermaking

• Sydney Jenkins
• Rebecca Redman
• Arianna Galluzzo

Group 4 (Evaluation)

Program: Quilting element/design (African American focus)

• Margaret Webb
• Rebecca Welton
• Jessica Halbohm

Public Program Next Steps

Our class will be split into 4 groups that address different components of the Program, but also work together. Everyone is required (mandatory) to be at the Program on March 17th and help with implementation.



The workshop Groups are (with general responsibilities):

• Planning/Logistics- responsible for any and all arrangements related to program (permit, security, etc) and set up with outside resources (Gwen Miner, Aramark, etc)


• Marketing/PR- responsible for press release, posters/flyers, e-mails, general outreach and coordinating with Hartwick resources (publications, Facebook, etc)


• Budget and Materials-Monitor budget, track all expenses, request any checks and purchase all required materials


• Evaluation- develop and implement evaluation, including collecting during program and summarizing afterwards

Public Program: Working Toward Some Consensus

Date: April 17th
Time: 11am to 3pm
Locations: Yager Museum and Frisbee Field
Offerings: Exhibit, activities, and refreshments

Purpose:
1) Raise awareness of Hartwick students, faculty and staff about the Yager Museum
2) Engage peers in dialogue about domestic life development and transition that has occurred during the last 150 years
3) Engage peers in the Yager Museum exhibit and hands-on activities that illustrate the following areas of the transition and development of domestic life:
a) Technology
b) Dining/Etiquette
c) Crafts

Goals:
1) Technology: Illustrate the difference in today's technology (often taken for granted) compared to what was available in the 19th century and early 20th century.
2) Dining/Etiquette: Illustrate the development of dining/etiquette and its meaning.
3) Crafts: Define and illustrate the development of piece work in the home and today's craft work.

Objectives:
1) Technology areas for activitites
a) Ironing
b) Coffee grinding
c) Laundry
d) Scavenger hunt question

2) Dining/Etiquette activities
a) Place setting/greetings
b) Tea/coffee drinking
c) Calling cards and meaning
d) Scavenger hunt question

3) Crafts actitivities
a) Candle making (two locations- then and now)
b) Piecework (two locations- then and now)
c) Calling cards
d) Quilting element/design (African American voice)
e) Piecework/flower making
f) Scavenger hunt question

Class Discussion Questions: Evaluation and Benchmarking in Museum Education and Museum Programs

Here the discussion questions for Tuesday provided by Margaret and Danielle:


1. Q:What is evaluation in the museum environment?

2. Q: What are the four stages of evaluation and define them?

3. Q:Why is evaluation so important?


Be sure you've completed the readings and be prepared to discuss these questions.

Focus Group: What Do Your Peers Think?

Museum Education 304
Short Assignment
Assigned: March 4, 2010
Due in class: March 16, 2010

Your assignment is to create your own audience focus group for the Yager Museum. Select three or four friends, classmates, staff or even faculty to sit down with you for a 10-20 minute Q&A about their perspective on the Yager Museum.

You determine the questions. Examples include:

Where is the museum located?
How many times have you visited?
Why do you go to the Yager?
If you have never been why?
If you have been once but not again, why?
What would encourage you to come more often?
What were your expectations of the visit?
Were those expectations met?

Make up some questions of your own using the readings as a guide.

Please write a 500-750 word reflection paper addressing:
1. Who you surveyed (names not need, but basic information is, like age range, gender, student, staff, etc.)
2. What questions you asked
3. The response you received
4. Whether the answers you received match the general criteria you read about in the Black Chapt 1 reading.

Please submit this reflection paper by Tuesday, March 16 using the following as guidelines:
1. 12 pt font, Times New Roman, one-inch margins, 1 ½ spaced
2. Name of class and your name as the header
3. Proof-read and spell-checked

RSS Feeds

Here's some quick guidance on subscribing to the RSS feed on the blog. As we discussed, you should be able to use the following link: http://yagermuseum.blogspot.com/feeds/posts/default?alt=rss and add (copy and paste/import) this to your Hartwick Microsoft Outlook RSS feed folder. Let me know if you have any additional questions.

Public Program Framework

I. Determine Your Purpose
What is the overall purpose for doing this program? Does everyone in the group understand the purpose?
a. Purpose:
i. The Yager Museum will offer engaging exhibits, programs, and events that will engage the College Community.

II. Define Goals and Objectives
Goals - the direction to go. Objectives - the means to achieve. Goals will help your group focus on meeting the purpose of the plan and objectives will break down the stages of how the goals will be met.
a. Goals:
i. Create a powerful personal experience
ii. Involve the College community in the Yager Museum and attract them to the Domesticity exhibit.
b. Objectives:
i. Work with Gwen Minor to offer a variety of activities
ii. Partner with the Dean of First Year Students?
iii. Make activities relevant to exhibit.

III. Create and Detail Your Program Plan
a. Outline Program
i. Event schedule
ii. Create a budget
iii. What are you doing and who is doing it
iv. Marketing and promotions
v. Supplies needed
vi. Set up required
vii. Safety issues
viii. Back-up plan (weather)
b. Evaluation
i. How will you measure success

IV. Implement the Program

V. Evaluate the Program

VI. Program Report

Public Program Brainstorming

After looking over the exhibit at the Yager Museum and a visit with Gwen Miner at The Farmers' Museum, here is our working list of ideas for our April 24th Public Program:

• Spinning
• Animals
• Flax
• Candle/soap making
• Sewing
• "Dress up"
• Music (music department)
• Theatre kids
• Old time photos
• Coffee grinding
• Games
• Ironing
• Calling cards
• Place setting/table setting
• Scavenger hunt or something similiar

What are our next steps?

1) Budget info

2) Selecting our ideas

3) Developing our game plan