School Program Feedback

What lessons did we learn?

• Dress and perception
• Be prepared
• Be familiar with content
• Stations getting cluttered and keeping them clean
• Rely on lesson plan

General feedback

• Good mix of programs
• Kids enjoyed activities and engaged
• Good introduction and organization
• Like the public program better (more flexibility and different people)
• Liked the structure of the school program
• Every learned something- even if positive or negative
• Lesson plan was helpful

Final Presentation Schedule

Reminders about final:
Business casual attire
Please practice your presentation (like you are presenting this to your colleagues or the board, director, etc.)
Visuals are god- PowerPoint, mock ups are encouraged

Final presentation schedule below:
Starting at on 5/18:
(10 minutes for each, including Q&A time)
Stephanie Cadwell
Martina Camarda
Arianna Galluzzo
Kelly Holman
Sydney Jenkins

5/20:
Katherine Miller
Rebecca Redman
Rachel Schwartzman
Molly Sloan
Danielle Smith
Margaret Webb
Rebecca Welton

Discussion Questions for Getting Down to Business: Funding Museum Education for the Future

Johnson, et al. Chapter 11 “Financing Museum Education Programs”
1) What is "Internal Funding"
2) What should the Museum Educator do during the planning and budget process?
3) Please list and briefly describe the different aspects of "External Funding" (Grants, individual support, sponsorship and corporate funding, and donations and volunteers)

Falk and Sheppard Chapter 2 “Creating a New Business Model”
1. What are some components of the business model? Should a business model be static or dynamic? What do you think is the most important aspect of a business model?
2. What are the four questions a business should ask itself? How are all of these important to the success of a museum?
3. How has the business of running a museum changed? Do you think that this is for the better or worse of the museum? Explain.

Class Discussion Questions May 4th

Arianna Galluzzo
May 3rd, 2010
Three Questions for my presentation (5/4/10) on engaging the community to come into museums/keeping them engaged:

1.) Whether or not you read the chapters for today, we’ve talked a lot over the course of the semester about how to keep visitors and the community engaged. What do you think is the best way to bring people into the museum and keep them there? Share personal experiences if you can think of any museums that got you to stay for an extended period of time.

2.) When you go into a museum what kind of experience(s) do you usually feel/want and why?
Black mentioned 4 possible experiences:
Object experience—seeing the real thing that is rare and valuable
Cognitive experience—gaining understanding, enrichment and knowledge
Introspective experience—reflecting on the meaning, time, place of the object, reflecting memories or feeling connected to the object spiritually
Social experience—spending time with family and friends, watching family (and yourself) learn new things in the process of a museum visit

3.) In Black Chapter 10 one of the quotes said—“Museums have to change or die”—how do you feel about this statement? Do museums have an obligation to keep up with “the times”, technology, to evaluate themselves as an institution and the interest of people in the community? Is the pressure to be “hip and relevant” outweighing a connection with the community/museum goers? Any happy medium here?

School Group Follow-Up

We will review and vote on these titles tomorrow. Email me if you have other suggestions.

Possible titles for school group:
Making a Life and a Living: Female Immigrants in the Late 19th Century
Coming to America: Women Making a Home and Life in the Late 19th Century
Women’s Work: Life in the Late 19th Century

We’ll also vote on this statement and 3 overarching learning goals for the program:

Statement:
This educational program complements the Heart of the Home exhibit at the Yager Museum of Art and Culture at Hartwick College. Through interactive experiences in the museum, this teacher-led program delves into the home and work life of women in the late 19th century. During their visit students will:

1) Understand the difficulty in making a new life and a living in American during this time period.
2) Learn about how culture influences home and work life.
3) Compare home and work then and today.

The teacher is Sandy Bright and her email is brights@hartwick.edu.

Information from last week, including deadlines:
*For each station, please provide a lesson plan including additional materials needed, 3 learning goals, bibliography and script. I want the lesson plan typed, please!!

What else needs to be done to make this a successful visit? (The logistics committee)
Pre-visit materials for teacher and class
Welcome
Flow Chart
Evaluation
Conclusion
Crowd control and safety

How will your time be allocated in advance of the program and during the program? (AKA- who needs to do what).

Groups: (where will you each be located this time?)
Flowers
Quilts
Immigrant aka Carpet Bagger (formerly calling card group)
Logistics (formally the dining group)

Deadlines:
April 22: Theme and outline established

April 29: Supplies list due (if more needed)
Pre-visit materials due (including letter to Sandy Bright)

May 6: Group lesson plan due (each group)
Flow chart due (Logistics)

May 11: Evaluations due (teacher and student) to professors for review

School Program Resources

Quilt Activity:
http://www.carolhurst.com/titles/keepingquilt.html

Immigrants
Ellis Island: The Immigrants’ Experience
http://www.oah.org/pubs/magazine/gilded/koman.html

Image (with carpet bag)
http://historyproject.ucdavis.edu/marchandslides.bak/PCD3638/images/IMG0020.jpg

Tenement Museum
http://www.tenement.org/immigrate/

Another resource for final paper

Here is another idea to apply to the Yager Museum's Quilt Exhibit and your final education paper:
http://www.moma.org/learn/programs/access

Quilt Information for Final Education Paper

Preliminary exhibition brief “From Geometric to Fancy: Coverlets from the Yager Museum of Art & Culture,” (Title tentative)
April 2010

Summary:
The Yager Museum of Art & Culture plans to develop an exhibition and related programs for a Fall 2010 opening. The exhibition is tentatively entitled "From Geometric to Fancy: Coverlets from the Yager Museum of Art & Culture." The exhibition will feature 16 to 18 handmade coverlets, which are significant regional works of art in their own right. The project also presents very interesting opportunities for multidisciplinary learning. The exhibition will include sections and interactives exploring ideas such as chemistry, color, and dying of fibers; weaving technology and improvements in the early 19th century; the role of home weavers and professionals; gender and weaving; design issues including both traditional geometric patterns and fancy (figural and floral) designs; and how these coverlets were used in the home and valued over subsequent generations. The coverlets all date from the 1820s through the 1870s, and were made in the New England/New York/New Jersey/Pennsylvania region. The exhibition will provide visitors with a variety of tools for understanding and examining the coverlets, enhancing their visual literacy skills. A variety of regional scholars will be invited to participate in the development of the exhibition, along with an arts educator who is also a fiber arts specialist.

Project goals:

• The project will introduce students to fiber arts, considering an important moment in the history of this art form.
• The exhibition will provide an opportunity to show how science, technology, and art work together, demonstrating how tradition and innovation worked together in the creation of these visually appealing objects.
• Students will be challenged to develop a wider range of visual literacy skills, which will not only help them to explore the coverlets in the exhibition, but will develop a core of skills that are useful in viewing other artwork and in creating or navigating visual information in the world at large.
• The project will include three area scholars and educational specialists, who will work with staff and students in the development of the project and in its presentation in the museum. These scholars and educators will be invited to present programs to the campus community during the fall semester to increase engagement and interest in the exhibition.

This project will deepen the museum's research and collections files and provide an opportunity to see and understand this group of artifacts, which have not been seen for a significant amount of time.

Checklist of artifacts:
List of 22 coverlets in Yager Museum collection available (most with images of portions of the coverlets)

Information to come:
Exhibition practica students plan to conduct a short front-end evaluation to ascertain what HC students know about coverlets, the effets of gender perception on the artifacts, and what aspects of the interdisciplinary interpretation might interest them. Results to come.

Readings for Skype Conversation with James Yasko

In preparation for our discussion with James later this week, he has asked you all to read the following:

• http://www.post-gazette.com/pg/09085/958251-54.stm
• http://media.www.dennews.com/media/storage/paper309/news/2010/03/29/News/Updated.Budget.Shows.More.Than.1.Million.Saved-3896087.shtml
• http://campustechnology.com/articles/2010/02/17/getting-face-to-face-with-distance-learning.aspx
• http://www.edutopia.org/online-education-virtual-classrooms?page=999

Other Details to Remember

We will be meeting tomorrow to discuss a couple points about the program. Here are some loose ends:

• Don't forget that we spoke about the class wearing similar outfits to stand out and be easily identified at the program.
• Remember to send your 2 scavenger hunt questions to Danielle.
• Confirm with Donna if a bead necklace activity will be included in the program.
• Finalize the supply list.
• Finalize layout for groups.
• Finalize the pr and posters and get the word out.

The Real Housewives of the 19th Century: Program Details

Here are the planning details for each group as we discussed today:

Group 1 (Planning/Logistics):
Program: Place setting
Molly Sloan
Danielle Smith
Stephanie Cadwell
Rachel Schwartzman

Title: Not a Microwave Meal
- Dining section of exhibit; place setting game; and seating arrangement activity/order of events
Exhibit connection: It is part of the exhibit and expands on it.
Goals:
1.Learn how they set the table
2.Learn how they arrange the household hierarchy at the dinner table
3.Learn the serving order
Supplies:
2 sizes paper plates
Paper bowls
Plastic silverware
Napkins
Blank note cards
Construction paper
2 table cloths
2 tables and 4 chairs
$40-50


Group 2 (Marketing/PR)
Program: Calling Cards and meaning
Martina Camarda
Katherine Miller
Kelly Holman

Title: Before voicemail...there were calling cards
- learning how to make calling cards (and doing so)
Goals:
1. To understand what calling cards are
2. To understand what they are used for
3. To understand why
Supplies:
Card stock and markets


Group 3 (Budget and Materials)
Program: Piecework/flowermaking
Sydney Jenkins
Rebecca Redman
Arianna Galluzzo

Title: needed- Flowermaking activity
- located in the front part of the museum (Hartwick College museum club wall) to create atmosphere of a 19th century home
Exhibit connection: looking towards immigrant women as an example, home life, domestic/labor/working in the home. Talk about what the flowers were used for (hats, wealthy women profited off labor)
Goals:
1.Show the difficulty of this activity
2. Show reality of home life/labor
3.Marking little money for all your efforts
Supplies:
Tissue paper
Rulers
Pencils
Scissors
Floral wire
Green pipe cleaners
$40


Group 4 (Evaluation)
Program: Quilting element/design (African American focus)
Margaret Webb
Rebecca Welton
Jessica Halbohm

Title: Amazing Technicolor Dream Quilts: The Importance of Quilting in the 19th Century Black Community
- Located in Yager Museum classroom. Participants will construct their own paper quilt and be encouraged to include colors/symbols/etc that are important to them.
Exhibit Connection: This program deals with the African American section of the exhibit and importance of quilting to the black community in the 19th century.
Goals:
1. Understand importance of quilting to African Americans
2. Create/spark an interest in African American culture
3. Relate the process of quilting in the 1800s to the modern quilting process
4. Homesewn vs mass produced
Supplies:
Scrapbooking paper in bright/interesting colors and patterns
Scissors
Tape/glue stick
Markers, pens and colored pencils
Display board for presenting meaning of colors and patterns
Candy for filling out evaluations during program
$40-50

Additional details:

• Scavenger hunt (8 questions total- 2 from each group)
• Completed scavenger hunt entered into drawing for prize

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?

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?

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

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

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