Museums provide immersive, personal experiences. Looking at a portrait of someone, or visiting an exhibition about a historical figure or moment, these distant people are palpable and present. Does your organization foster empathy?
With funding from an IMLS National Leadership Grant, the USS Constitution Museum turned their attention to identifying strategies of design and facilitation that result in successful intergenerational engagement and learning in museum and library programs. This PowerPoint presentation is a summary of findings from the first summer of prototyping and testing two new programs and redesigning […]
The USS Constitution Museum Team took an existing craft program, designing a model ship out of aluminum foil, popsicle sticks, and masking tape, and transformed it into an intergenerational program that results in fun, active collaboration among family members. Overview: USS Constitution was built in the 1790s to out gun enemy vessels of the same size […]
The USS Constitution Museum Team took a new look at an existing program, an interactive demonstration of caulking (waterproofing) a ship’s planking. By taking a step back, thinking creatively, and doing intensive observation and prototyping, we turned a fun but mostly kids activity into a truly intergenerational program that actively engages adults and kids together […]
Members of the Association of Art Museum Directors from across the country, Mexico, and Canada sent in examples of the best educational programs at their museums. This collection of 100 submissions highlights programs designed for a variety of audiences ranging from young children through older adults. Also included are programs for teens, college students, teachers […]
This set of guidelines published by the National Council for Curriculum and Assessment in Dublin, Ireland, provides adults with examples of good interactions to have with children that promote the children’s learning and development. It provides strategies for positive and successful interactions such as building relationships, facilitating, organizing and directing which promotes a balance of […]
In this Washington Post Blog post from October 16, 2013, Howard Gardner, author of Multiple Intelligences, explains why they should not be considered synonymous with “learning styles.”
This UK publication is a resource for museum staff members who seek to develop family programming. Beginning with a definition of family learning, and some of the benefits of family engagement, author Clare Meade goes on to provide tools including graphs and charts for developing programs in museums. Meade gives examples of museums in the […]
From the Art Museum Teaching blog: “Recently, the use of questions in art museum teaching has been questioned. In their book, Teaching in the Art Museum: Interpretation as Experience, Rika Burnham and Elliot Kai-Kee wonder ‘why we ask questions at all.’
This article focuses on the important role that adult family members play in unstructured interactions with museum staff. Scott A. Pattison and Lynn D. Dierking conducted a qualitative study to explore the patterns and themes that emerge in staff-visitor interactions in museums and science centers.
Resources and activities for museum and library professionals to help promote literacy, brain-building, kindergarten readiness, and STEM at their sites.
In this post from the Art Museum Teaching blog, Mike Murawski emphasizes the importance of conversation for visitor engagement and cooperative learning in museums.
Created by Boston Children’s Museum and Chicago Children’s Museum, this staff training curriculum was designed for other museums to train their front-line staff to successfully facilitate family experiences that engage both children and adults. The curriculum features over 200 pages of activities and resources that support the ten “Standards of Engagement” which were developed and […]
This article was written for classroom teachers by museum educator John Hennigar Shuh. He gives several reasons for why teaching from objects is advantageous. Shuh suggests that the best way for teachers to begin to teach with objects in their classrooms is to start by looking at ordinary, everyday objects
In this blog post, Marianna Adams posed several questions to her readers about family programs that she intended to explore during her residency at the Isabella Stewart Gardner Museum in Boston. She wanted to understand why programs in museums that are called “family programs” only engage the children and not the caregivers.
This article is the product of research done by the FEAST (Facilitating Engagement of Adults in Science and Technology) consortium of European science museums and science centers. The report, designed to assist museum educators in supporting parents and caregivers in educating children in informal science institutions, explains how museums can help caregivers become more involved […]
This book was written as a guide for museum educators who facilitate outreach programs in classroom settings using objects from their museum’s collection. Vayne explains that learning from objects can be fun, inspiring, and even challenging, and that authentic objects from museums can be more intriguing to students than replicas.
Through her research, Marianna Adams discovered that although museum professionals want to create authentic and fun opportunities for intergenerational visitors to learn and participate together, there are many challenges to making this happen. Some challenges include a lack of resources and caregivers who don’t always want to actively participate. She provides examples of museums that […]
Abstract: “We describe a study of programs to deepen families’ scientific inquiry practices in a science museum setting. The programs incorporated research-based learning principles from formal and informal educational environments. In a randomized experimental design, two versions of the programs, called Inquiry Games, were compared to two control conditions. Inquiry behaviors were videotaped and compared […]
“Educators, docents, and interpreters are considered integral to the learning experiences at many museums. Although there is growing recognition that these staff members need professional development to effectively support visitor learning, there has been little research to describe their work or identify effective facilitation strategies.