The Docent Educator Spring 200 Come One, Come All

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The Docent Educator Spring 200 Come One, Come All Minds in Motion Vol. 10, No. 3 Spring 2001 THE QUARTERLY JOURNAL FOR DEDICATED EDUCATORS Touring WalMns and the General PuMk Docents Tailor-Made for a Walk-In Audience Touring the Public - - "Come One, Come All" Revamping, Researching, and Reciting Focus Tours A The Impact of Learning Styles Don't Depend on the Kindness of Strangers a 1 minds in motion Touring the Public - - Effective teaching is a casual conversation and weave them Understanding the differences challenge regardless of into your tour introduction. Your in individual learning styles will the circumstances. introduction should explain your assist you when gauging your Working with walk-in institution's mission and let visitors audience's needs. It will help you ^dsitors, however, may be among the know how their expectations relate to pose appropriate questions, take more formidable of educational the collection and touring experience. advantage of various responses, responsibilities. While certain "Welcome to our Historical and provide you with routes toward Cover Photo: assumptions can be made about a Society's Living Coffee Farm, an enfranchising others who learn fourth grade class coming to your historic site that has preserved a way or respond to things differently. Steve Zellman, institution in conjunction with its of life that flourished in the early 20* Remember, as the teacher, it is docent at the social studies curriculum, such century and a form of agriculture your responsibility to enfranchise American Museum presumptions cannot be applied to that continues to have a direct bearing all members of your group and to ofNatural History walk-in visitors. on the character and development accommodate the various ways they in New York City, Walk-in visitors rarely share of our area. Though you will not be acquire, process, and respond to wears a large blue similar backgrounds and characteris- hearing about, or sampling, different new information. badge identifying tics. Often, they do not have the types of coffee, you will be learning What about accessibility; is it him to the public. same reasons for coming to your about the Japanese immigrants who a concern? Have you received He also carries an institution, nor do they share the pioneered these coffee farms, their training in methods for teaching orangeflag on a same hopes and expectations for experience as immigrants to this new and touring people having visual pole which he raises the experience. Playing to the and strange world, and you will see or auditory challenges? If not, whenever he moves diversity of this audience requires how their coffee crop was harvested request such training from those with his weekend knowledge, flexibility, competence, and prepared for market. who supervise public programs at audience through self-confidence, and accommodation. "Have any of you spoken with your institution! Do you know how the museum's very And while these ingredients are family members who immigrated to make your tour accessible for crowded galleries. important in all teaching situations, to the United States from another all age groups? How should you rarely are they needed in such country? Where did they come from, approach touring a group that abundance as when working with and what did they remember most consists of grandparents, single adults, the variety of people who might about their experience?" and youngsters? (Try talking with comprise a walk-in tour group. Adopting a conversational and the adults, but asking your questions interactive tone with your visitors not to the youngsters.) If you have not Getting to Know You only gives them the tour's overview, received training on age-grading your Arrive at your greeting station it will acquaint them with the give- tours and methods for enfranchising early, as the group assembles, and use and-take of an active learning tour — all types of audiences, you have a the time before your tour begins to where questions are asked and ideas right to expect it from the institution engage in an informal conversation and answers are discussed among you serve. with visitors. "Where are you from?" the participants. It is difficult to be an effective "Have you been here before?" teacher if you do not receive extensive "What have you heard about our Knowing How to Deal with training. Though subject matter institution that brought you here Those You are Dealing With content should be considered an today?" These questions, and others Groups, and individuals within essential part of being a good teacher, like them, are useful for gathering groups, differ from one another. it cannot be considered the only part. information about the diverse people While you continue to initiate Equally important are those skills who will be sharing a common your tour, take notice of those who and attributes that make for effective guided experience. seem outgoing as well as those who teaching, such things as educational Take the impressions and seem reticent. Survey the range of techniques, methods of controlling information you gather from this individual learning styles before you. communication, ways of age-grading 2 The Docent Educator Spring 200 Come One, Come All information, the uses of inquiry while the tour is in progress; to learn how they might improve and and questioning strategies, issues of other visitors wiU leave before the gain even greater effectiveness. accessibility, and methods for the tour has ended. Both coming and development and implementation going should not fluster the docent. Knowing Your Limits of lesson plans. This phenomenon should be expected Should you tour the interior of when touring walk-in visitors. a Victorian home, but not the formal Establishing Expectations Nevertheless, it takes great garden behind the house, let visitors Keep in mind that walk-in tours confidence to continue teaching as know. "During our 45-minute tour, are usually provided as a convenience visitors drift away from your tour. we will be covering the interior of to visitors. Unless your institution Don't take their going personally. this 1880's home. From several requires all visitors to move through Everything from an impending rooms on the second floor, you will the site with guides, visitors should doctor's appointment to an expiring get a wonderful view of the garden be informed early on of the itinerary parking meter can be the reason in back; however we will not be able for your tour. And, if a visitor's for breaking away from a tour. to tour it together. Should you wish expectations are not going to be met Likewise, don't be overly flattered to focus on the garden, there is tour during a tour, let him know so that by those who might link up with specifically of the garden that begins he can make a choice about how your tour while it is in progress. at 2:00 p.m." to proceed. Most museum visitors are looking for Knowing your limits does Perhaps, during your informal routes toward greater understanding, not mean being inflexible. Quite conversations with visitors, you and your talk might just be what they naturally, you should be adaptive discover that most of your group want at that moment. AH docents, while touring, responding to visitors' arrived expecting to see an overview regardless of their tour's "body count," interests, questions, and concerns. Continued on of the permanent collection, but one should receive extensive evaluating However, you cannot be all things next page. couple hoped to see a special exhibi- tion. Assuming there is not enough time to accomplish both, you should let the couple know that you will not be taking them into the special exhibition area. "Our tour today wiU survey many of the highlights of our THE QUARTERLY JOURNAL FOR DEDICATED EDUCATORS permanent art collection, which The Docent Educator is a quarterly publication dedicated Publisher/Editor ranges from early Egyptian pieces to improving the performance, status, and satisfaction of Alan Gartenhaus to contemporary works by regional volunteer and staff educators teaching within museums, artists. If you only have time to historic sites, gardens, parks, zoos, libraries, and classrooms. Associate Editor visit our special exhibition of Dutch The publication is available by subscription to individuals, Jackie Littleton landscapes, however, you may wish as well as to groups and institutions. j to head directly for the second floor, minds in motion The Docent Educator w^Xzomts unsolicited articles, where that exhibition is located." The Docent Educator announcements, comments, general correspondence, and Post Office Box 2080 advertising inquiries. The views expressed or implied in this Coming and Going Kamuela, 96743-2080 USA HI publication do not necessarily represent the ofiScial position Unlike students taking a guided \ phone: (808) 885-7728 of the publisher, and efforts are made to present a variety of tour with their class, walk-in visitors fax: 885-8315 (808) viewpoints for the reader's consideration. are under no obligation to remain e-mail: [email protected] with a tour from its beginning until No part of this publication may be reproduced, or used its ending. Some visitors wiU join in any manner, without the written consent of the publisher. ISSN 1084-0443 All rights are reserved. The Docent Educator Spring 2001 1 Continued to all people, and you must know from what areas of the collection are the within, and what areas are beyond, previous your purview. page. Going with the Flow The temptation when touring walk-ins is to provide a set experience, and to expect visitors to adapt to the format, tone, and tenor of the tour that is being offered. That form of "recipe" teaching can work, but it rarely excels. In many ways, a parallel can be drawn between teaching and cooking. While recipes are important guides, the test of a cook is how she handles the situation when all the ingredients are not present, or when there is a need to change or an opportunity to improve.
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