Education
and Interpretation in Museums (History 6303)
Spring 2003
Instructors:
Ann
McCleary, Coordinator of Museum Studies Certificate program, UWG History
Department, 770-838-3031 (office), amcclear@westga.edu,
Office hours: Tuesday and Thursday, 9:30-10:45 a.m. and 2-3 p.m. and by
appointment
Karen
Kelly, Head of Education,
Class
meetings:
Catalog
Description
An
examination of the educational functions of a museum including interpretive
principles and techniques, school programs, adult and community programs,
staffing, marketing, and other programming logistics. This class is taught in association with the
Course
Description
The goal of this
class is to prepare students interested in museum work or in public history
with the knowledge and skills they need to plan, implement, and evaluate
educational and interpretative programs for the public. This course is part of the graduate-level
museum studies certificate program developed by UWG’s history department and
the
In the spirit of this
program, our goal is to present theoretical knowledge and offer practical
experience in the museum field to teach students what we would have liked to
have known when we entered museum work.
The class will be team-taught by three instructors–a public history
professor from UWG and two members of the AHC staff--who all bring considerable
practical experience working in the field of museum education and
interpretation. The
As a graduate seminar,
this course will emphasize class discussion and participation as well as the
creation of a portfolio. We will use
current writings by museum professionals and supplement these sources (listed
below as required books) with additional readings, as appropriate. Students will undertake a variety of hands-on
“practicum”-type assignments that provide experience in the tasks that a museum
educator would undertake and will compile these assignments in a portfolio to
turn in at the end of class. Students
interested in a career in museum work or public history are encouraged to blend
this portfolio with assignments or portfolios for other classes to use when
seeking jobs or other career opportunities.
Learning Outcomes
After
successfully completing this course, students will be able to demonstrate:
1.
Familiarity with literature in the field of
museum education and interpretation;
2.
A knowledge of the theory and ethics of museum
education and interpretation;
3.
An understanding of learning theory as it
relates to museum education;
4.
A knowledge of the principles of museum
education programming, from school groups to adult, family, and community
programs;
5.
A knowledge of educational and interpretive
techniques, from guided tours to object-based learning and living history
interpretation;
6.
Practical skills in museum education through the
completion of practicum assignments that mirror real-world experiences in the
field, including:
a.
To plan and prepare budgets
for educational and interpretive programs,
b.
To
create an interpretative plan,
c.
To
produce educational materials for museum programs,
d.
To demonstrate
how objects can be used in learning activities,
e.
To
participate in 15 hours of educational and interpretive programs and to
evaluate those programs according to professional museum standards.
7.
Knowledge of the Quality Core Curriculum (QCCs)
in
Required
These
books are all available for purchase at the university book store. All are also available through the American
Association of Museums Bookstore; AAM members receive a discount.
Please
note that there will also be additional readings assigned throughout the
semester, and copies of these readings will be provided to you in class the
week before they are due.
John
H. Falk and Lynn D. Dierkling, Learning from Museums: Visitor Experiences
and the Making of Meaning. Alta Mira
Press/American Association of State and Local History (AASLH), 2000.
George
E, Hein and Mary Alexander, Museums: Places of Learning. American Association of Museums Education Committee,
Professional Practice Series, 1998.
Barbara
Abramoff Levy, Sandra Mackenzie Lloyd, and Susan Porter Schreiber, Great
Bonnie
Pitman, editor, Presence of Mind: Museums and the Spirit of Learning. American Association of Museums, 1999.
Freeman
Tilden, Interpreting Our Heritage.
Course
Requirements
Class Portfolio (85% of total grade)
All students will complete a variety of class
assignments which will be graded according to the descriptions below. At the end of the semester, in lieu of a
final exam, students will assemble these assignments into a portfolio to be
submitted on the final exam date. An
addition 10% of your grade will be our evaluation of your portfolio, including
both its content, overall design, and creativity.
A
portfolio is a valuable tool to use in demonstrating the skills and knowledge
that you have to potential employers.
In preparing the portfolio, think about how you could best demonstrate
what you have learned in this class. You
should incorporate some narrative along with your written assignments to show
us that you understand the broader field of museum education and
interpretation. We encourage you to be
creative in making your portfolio, including items such as photographs of you
undertaking some of this work at the AHC.
If you so desire, you may revise any of your class assignments based on
commen6ts you may have received from the instructors.
1.
Two program
plans with budget and QCCs (each assignment worth 10% of final grade)
You
will create ideas for two programs in association with an upcoming exhibit at
the
2.
Produce
educational material for one of these programs (10% of final grade)
For one of the above
programs, you will need to create an educational material to use in association
with that program.
3.
Object-based
interpretive assignment (10% of final grade)
Create
an object-based interpretive tour of one of the AHM exhibits, incorporating at
least five objects that have particular meaning for you. Research those objects
using AHC archival and collections resources.
4. Interpretive plan outline for the Swan House
(15% of final grade)
The
interpretive plan for the Swan House is currently being re-evaluated along with
its renovation. You will create an
outline for an interpretive plan for the Swan House, following the AHC
guidelines.
5.
Program
evaluation for “Sheep to Shawl” (10% of
final grade)
Each
student is expected to attend this Saturday event at the Tullie Smith farm and
evaluate this program. Students will
collect feedback from AHC visitors using an audience survey questionnaire and
will then collate and analyze this evaluative data.
6.
Documentation
of participation in and evaluation for 15 hours of educational programs. (10% of grade)
You
will be expected to observe and/or participate in 15 hours of educational
programs as part of the “laboratory” component of this course (in addition to
the “Sheep to Shawl” program mentioned above).
For each program, we ask that you complete a two-page evaluation based
on the criteria that we provide. Before
evaluating the program, be sure that you have received a copy of the program
goals and objectives so that you can assess to what extent the program met its
stated expectations.
Within
these 15 hours, we ask that you sample at
least six different types of programs from the following list: (1)
school program, (2) adult program, (3) family program, (4) outreach
program in the schools, (5) guided tour at Tullie Smith Farm or Swan House, (6)
living history program, (7) fine arts tour, (8) garden/horticulture or other
science tour, and (8) special event.
Additional types of programs may be included upon permission of the
instructors. We will provide plenty of
opportunities for you to participate in programs at the
7. Overall
portfolio design: 10% of the final grade
Class participation and attendance
(15% of final grade)
As a graduate seminar, this class emphasizes class
discussion and participation. We expect
students to complete the readings in advance of the class and to be prepared to
discuss them. Attendance is also
important, as we will be bringing in a variety of guest speakers and
incorporating hands-on activities during class throughout the semester. More than two unexcused absences will lower
your final class grade.
Tentative Schedule
Please note: A more detailed schedule with readings and
assignments will be provided the first day of class.
January 8: Museum
education and interpretation: why?
January 15: Who
are we serving? Audience, advocacy,
partnerships and collaborations
January
22: Learning theory and
styles
January 29: Interpretive plans: historic houses and exhibitions
February 5: Interpretive
techniques; object interpretation
February 12: Museum Education, school systems, and the QCCs; Introduction to evaluating museum programs
February 19: Guided
tours
February 26: Adult
programs, public programs, and special events
March 5: Programs at art, science, and
children’s museums
March 12: Logistics:
program plans, managing programs, docents, volunteers, and staff training
March 19: No class: spring break
March 26: Living history
April 2: Museum
outreach programs
April 9: Evaluation;
outcome-based education
April 12: Attend
and assist with audience questionnaire survey for Sheep to Shawl Event at the
AHC (Saturday)
April 16: Education-related materials and
curriculum guides
April 23: Technology
and web-based education
April 30: Portfolio
due