Table Of Content

Minds in Motion Vol. 7, No. 1 Autumn 1 997 THE QUARTERLY JOURNAL FOR DEDICATED EDUCATORS Building Upon tlie GalleryExperience The Decent Challenge Hands-On Fun at theAquarium The Way to a Visitor's Heart: Using Food to IVIotivate Kinesthetic Learning "DesertDetective" a HighlyProductive Fun Orienteering minds in motion Highly Productive Fun Games in mvinstitution? cooperate,essential skills that Let the Games Begin You mustbe joking! facilitate furtherlearning. Forolder Observing. Observingis away Ourcollection has been children and adults,activities that ofuncoveringinformation. We learn researchedbyscholars, create opportunities forparticipation to see and to notewhatwe had not oursubject matter is serious and encourage the retention ofwhat is perceivedbefore. We develop our important,ourapproach is sophisti- learned andprovide formats for powers ofdiscrimination,which leads cated,andourdemeanoris dignified. furtherlearning thatcan be easily to intellectual maturity. Observing Whywouldweplaygames in our replicated in othereducational wellis an absolute necessityfor galleries?" environments. anyoneworkinginthe fieldsofart, Ifyou've perceived simil—ar Countless educationalstudies history,orscience. attitudes atyourinstitution staffor have proven thatwe retain Httle of Observingwellrequires that volunteerswholookuponeducati—onal whatwe hear,butmuchofwhatwe visitorslookcarefully,inspect games and activitieswith disdain do and say. Games and activities dihgently,andbe attentive. Most Cover Photo; Anactivityat kminsotwaktehna.tWthheseen"aprrmocphearilrycsrtirtuiccst"uraerde lceaaprintianhgzeexopnertihiesn,cebsyicnresaettitnigngasctive vhioswietovresr,wiullnlneostsdtohetyhheasevethrienagsso,nto TheAcademyof to promote learning,games and primarilystructured forpassive do so. Games andactivities supply NaturalSciences, activities offerverysound strategies learningopportunities. the reason. Forinstance,challenging inPhiladelphia, forteachingwith institutional visitors to make note of,ordraw,the challengesstudents What Games and collections. subtle differences inleafpatterns toidentifywhat The idea thatlearning mustbe Activities can Teach among trees in agarden orpark theyarelookingat, serious tobe credible couldn'tbe The purpose oflabels is to encourages themtolookcloselyand thusstrengthening fartherfrom the truth. Justasgood identifyanddescribe. The purpose to see characteristics theymighthave theirabilityto observeand cooks knowthateatingwelldoesn't ofmosttextpanels is to elaborate glossed overotherwise. The same is mean foodmusttastebland,good uponthatidentification. Therefore, true ofaskingvisitors tobecome compare. educators knowthatteachingwell labels and textpanels accomplish the detectives,and to identifyas many doesn'tmean thatlearningmustbe mostbasiclevelofan insti—tution's attributes as theycan abouta staid. Learningcan,and should,be educational responsibility thatof scientific specimen,animal,historic dynamicandenjoyable. identification anddescription. setting,document,orworkofart. Educators teachingwithin museums, Why use Games historic sites,zoos,parks, andgardens ** Comparing. Comparing or Activities? are free, therefore, to extend their means findingtheways inwhich two Itis neitherunsophisticated nor reachbeyond simplytellingvisitors ormoreitems are alike ordifferent. undignified to engagevisitorswith whattheyare lookingatto imparting The abilityto make comparisons games oractivities thatstimulate, skills thatpromote independent builds upon the skiUofobservation involve,andteachhowto retrieve learningandreflective thinking. andinvolves—averybasic form of information. While scholars might Amongthe skills thateveryone, description tellingwhatsomething prefertobe approachedin a scholarly from novice through expert, must use isor isnotlike. Inthisway,everyone, manner,thevastmajorityofvisitors to acquire,organize,and make sense regardless ofprevious knowledge or on touratyourinstitution are there to ofinformation are: observing, exposure,can participate in compari- AND learn enjoythemse—lves. These comparing,classifying,summarizing, son activities. two motivatingreasons —learning interpreting,hypothesizing,imagin- Havevisitors describe the and havingagoodtime need not ing,and deciding. Knowingthis,an differencesbetween two landscape be mutuallyexclusive. Theycan,and educatorcan developgames or paintings. Allowthem to discoverfor should,be areinforcingpartnership. activities thatreviewand strengthen themselves howthe styles ofrealism Foryoungerchildren,game these skills,while providingvisitors and impressionism differfrom one playingoften islearning. Through with the enjoymentofmakingtheir another. Or,askvisitors to find play,youngsters develop theirability own discoveries. similarities between differentlife to concentrate,explore,persevere, and forms and the developingstages of The Docent EducatorAutumn 1997 ahuman embryo,orbetween two difference between summarizing, and involves sayingsomething not already skeletal mounts. Othercomparing merelyrepeatingwhatwas learnedis saidbythegiven materialorsituation. activities mightinvolve comparing that,when summarizingomission is a Interpretations are notguesses. They examplesofmimicryamonginsects, creative actwhereaswhen repeating shouldbe defensible onthe basis of fish, animals,orplants. omission is an error. logic orreason. Titling,subtitling,retitling, or Havevisitors interpretthe results Classifying. Classifyingallows captioningare importantforms of ofa scientificexperimentthey us tobringorderto the information summarizingand theycanbe funto observe, such as the interaction thatwe accumulate. Classifyingis an do. Havevisitors retitle artbasedon between an acid and abase. Ask extension ofcomparingand involves theworks'emotionalorintellectual visitors to interpretthe resulting the notingofsimilarities ordiffer- characteristics. Then, askthevisitors benefits and detriments ofintroduc- ences andthen assigningthings to to discuss howtheirtitles serve to ing non-native plants or animals into groupsbaseduponthesevariables. summarize theirown responses tothe newecosystems. Or,havevisitors All academic subjects,especiallythe works. Readvisitors abrieffolktale interpretwhatcanbe knownor sciences and arthistory, are reliant from the cultureyou are examiningin understood about a people after upon the skillofclassification; and the galleries. Have thevisitors examiningtheirartifacts. devotegreatenergyto this endeavor. summarize the message ormoralof Classifications are correctifthey thatfolktale. Challengevisitors to Hypothesizing. Hypothesizing are appropriate,evenwhentheydo thinkofthemselves as newspaper goesbeyond the certainties of notconform to traditional academic reporterswho mustwrite the headline interpreting. To hypothesize is to assignments. Rememberthat, for foran event,scientific discovery,or suggestunknownpossibilities based teachingpurposes,emphasis should period ofhistory. Whatwould they onwhatisknown. Itis to make a beplaced onthe developmentof write? carefullyconstructed,educatedguess. groups andcategories,ratherthan on Challengevisitors to develop confirmingoneparticularsystem or Interpreting. The actof severalhypothesizes aboutlifeinthe basis. interpretingimparts meaningto,or 18th centurybyexaminingakitchen Askvisitors to classifythe extracts meaningfrom, material, ofthattime period. Or,havevisitors Continued on paintings in agalleryinto groups of situations,orevents. Interpreting hypothesize as towhytwentieth next page. theirown making. Theircategories mightfocusuponsubjectmatter, VCD media,size,colorpalette, style,orany otherrecognizable attribute. Then, have them discuss theircategories THE QUARTERLY JOURNAL FOR DEDICATED EDUCATORS andanydifferences in theirclassifica- tions. Or,havevisitors categorize the Publisher/Editor TheDocentEducatorisaquarterlypublicationdedicated majorresponsibilities involvedin AlanGartenhaus toimprovingtheperformance,status,andsatisfactionof supervisingalarge estate,plantation, volunteerandstaffeducatorsteachingwithinmuseums, orforestpreserve. Shouldyou assign AssociateEditor historicsites,gardens,parks,zoos,andclassrooms. visitors the taskofcategorizing Jackie Littleton Thepublicationisavailablebysubscriptiontoindividuals, animals,their answers mightinclude aswellastogroups andinstitutions. warm-blooded,terrestrial,meat- GraphicDesigner eating,andegg-laying,justto ShellyBaldwin TheDocentEducatorwelcomesunsolicitedarticles, announcements,comments,generalcorrespondence,and mention afew. mindsinmotion advertisinginquiries. Theviewsexpressedorimpliedinthis • TheDocentEducator publicationdonotnecessarilyrepresenttheofficialposition Summarizing. The skillof PostOfficeBox2080 ofthepublisher,andeffortsaremadetopresentavarietyof summarizinginvolves selectingthe Kamuela,HI 96743-2080 USA viewpointsforthereader'sconsideration. mostcogentinformation amongthe phone: (808) 885-7728 vastarraypresented.—Itis an abilityto fax: (808) 885-8315 Nopartofthispublicationmaybereproduced,orused select"whatcounts" to find the e-mail: [email protected] inanymanner,withoutthewrittenconsentofthepublisher. essence orcentralidea and to express ISSN 1084-0443 Allrightsarereserved. this essentialitysuccinctly. The The Docent EducatorAutumn 1997 minds in motion Highly Productive Fun Continued from centuryartists shitted from represen- artworkmightsound ifitwere an history. Or,visitors couldbe asked previous page. tational artto abstraction,then ask auditoryrather than avisualexperi- to defend theirchoice ofaworkof visitors to considerwhysome ence. Or,visitors mightbe asked to artthattheybelievewouldbe most contemporaryartists are movingback dream up an imaginaryanimalthat (orleast) appropriate fordisplayin torepresentationaldepictions again. possesses the combined attributes of apubUc plazaortown hall. Prior to conductingscience experi- manyotheranimals. Or,visitors ments, havevisitors hypothesize mightimaginewhatfewpossessions Some Final Thoughts severalpossible outcomes. theywould take with them ifthey Whileyourinstitution's collec- were to have immigrated from tion mayseem inherentlyinteresting Imagining. Imaginingextends anothercountryortraveledwest toyou,it maynotbe equallyso to thoughtfarther awayfrom the known in a coveredwagon. yourvisitors. And,evenwhenvisitors and into the realm of the possible,or are intrinsicallymotivated,theyoften even the impossible. Imaginingcan Deciding. Decidingrequires do notknowhowto pursue in-depth incorporatefantasizingorinventing. makingchoicesbased on criteria. relationshipswithyourcollection. Though manypeople thinkof Deciding,in aneducationalcontext, Games and otheractivities supply imaginingas child's play,itis a shouldbe made fordefensible reasons visitorswith reasons forprolonged higher-orderthinkingskill thatlies thatcanbe supportedwith evidence, engagementwith a collection,and atthe heartofthe creativeprocess, andwhich couldbe understoodby can teachvisitors howto acquire new whetherthatcreativityis devoted thosewho mighthave come to information andgain newinsights. to scientific exploration, artistic differentconclusions. Tobe educationallysound,the expression, ortechnological innova- Visitors couldbe challenged to games oractivities used in conjunc- tion. selectasingleobject, plant, animal, or tionwith touringcollections must An activitythatrequires the use artifactthatbestdescribes aparticular have teachingas theirprimary ofimaginingcould invite visitors to culture,place,ecosystem, ortimein objective andlearningclearlyapart considerhowa non-representational oftheirconstruction. Justbecause visitors are havingflm doesn'tmean thattheyare necessarilylearning. Enjoymentshould emerge from Submit an Article! learningin an active,participatory manner. When this occurs,the games and activitiesthatcreated Publish and shareyourteachingideas andtechniques. opportunities forparticipationhave accomplished theirgoal,andproven Consideraddressingone ofthe themes ofourupcomingissue. themselves to be amongthe more usefial,andenthusiasticallyreceived, Interpretation: TheSearchforMeaning Spring 1998 ofteachingstrategies. Submission deadline: December 1, 1997 DocentIncentivesandRewards/PreventingBurn-Out Summer 1998 Submission deadline: March 1, 1998 Alan Gartenhaus Highlights:ALookatDocentProgramsin VariousSettings Autumn 1998 PubHshingEditor SubmissiondeadUne: June 1, 1998 Sendyourtext andphotos to: The DocentEducator P.O. Box2080 Kamuela,HI 96743-2080. Toreceivewriter'sguidelinessendaself-addressed,stampedenvelope. Allarticlesareeditedforpublication. The Docent EducatorAutumn 1997 "Desert Detective Desert plants often have small leaves. Small leaves lose less water than big leaves. This helps the plant to save water. How does abotanical throughthe Garden attheirown garden teach specific speed,while theyseekoutsixteen scientifictopics to points on eachgame sheet. There is childrenwhen,in most no predeterminedpace. Learningis cases,theplantingswere designed for self-directedandis notsequential. beautyratherthan education? How The Garden has fourtrails,eachwith CLUE: Find a leaf smaller than canwe encourage childrento explore a specifictheme. Regardless ofthe the one shown above. andinvestigate the collectionwithout route childrentake,theyare able to hurtingtheplants orthemselves? complete the DesertDetective. Atmanymuseums andbotanical Childrenarestimulatedtolearn Childrencanworkas ateam,ora gardens,these challenges are met bytheenvironment. Thisis akey familymayworktogether,encourag- through theuse ofeducationalgames. characteristicofinformallearning. ingdiscussionthatreinforceslearning. Thesegames canbeusedbyfamilies The children are stimulatedtolearn Childrenareintrinsicallymoti- orbygroups ofschoolchildren. bythe intriguingnature oftheplants vated. TheDesertDetectiveis Forthepast 10years,the Desert and animalsintheenvironment, ideallysuitedtobuilduponintrinsic BotanicalGarden has used a scaven- while thegame sheetfocuses their motivation. The children's natural by gerhunt-likegame calledthe Desert attention. Thegame sheetalso curiosityis stimulatedbythe game Ruth Detective. This educationalgame provides awayforthem to record sheet,heighteningtheirdriveto Copeman evolvedvariations to covervarious whatthey've seen,which aids in explore. This increases the possibility teachingpoints,aswellas to take retention. thatcharacteristics ofplants that advantageofseasonalchanges. Thefocusoflearningistheexhibits. mayhave goneunnoticedbecome Nancy The Gardenis currentlyusingthree Visitors investigate realplants and an excitingchallenge to find. Cutler variations oftheDesertDetective: animals ratherthanfoUowabstract Thequalityoftheexperienceis theCaseofDesertPlantAdaptations, writtenmaterialsorworksheets. Oneof emphasized. Childrencome away the Case ofthePlantandAnimal thegame'smajorobjectivesistocreate witha memoryoffun and excitement. Partnerships,andthe Case ofthe involvementdirecdywiththeexhibits. This positive learningexperience PlantandPeople Connection. Exposuretoexhibitsisrapidandof stayswiththemlongintothefliture, Ineachone,theuseris askedto find shortduration. The DesertDetective possiblyencouragingthem to investi- andrecordsixteendiscoveries,such is ideallysuitedforinvestigatingwhile gate the subjectfurtherontheirown. as"Findatreewithgreenbark." movingquicklythroughaninstitu- Wehave foundthatgameslike Everyclue is followedbyinformation tion. Thegamesheetcontains"finds" the DesertDetective arevaluable explainingthe importance ofthe thatcanoccurthroughouttheGarden. tools forinformaleducation. Their characteristicdiscovered. Thevisitorsareatvaryinglevels flexibilityallows us to changethe Thegame follows the principles ofacademicachievement. TheDesert games to meetdifferentteaching ofinformaleducation adaptedfrom Detectivegame's clues are general objectives,the time ofyear,orthe Stephen Bitgood'sAComparison enoughto encourage allvisitors to age levelofthevisitors. Students ofFormalandInformalLearning. explore. Each clueboxcontains usingthe Desert Detective move Itis aformatthatis idealforuse informationdiscussingthe impor- through the Gardenpursuing insciencecenters,botanicalgardens, tance ofthe characteristicbeing information,learningenthusiastically, parks,andmuseums. sought, allowingachaperone or pointingto discoveries, and excitedly The followingpoints illustrate parentto explain the significance findingandgatheringinformation howDesertDetective and similar of"discoveries"to children. aboutthe desertenvironment. games can connectprinciples of Learningissocial. Aswith all informaleducation to assistand games, there is anelementof enhancelearning. competition. Childrentrytofindas RuthCopeman istheOutdoor Informallearnersareself-pacedand manyexamplesofeachitemaspossible, Education Coordinator,andNancyCutler self-directed. Gameslike theDesert whichencourages them to continue Detective allowchildren to move searchingthroughouttheirvisit. istheInterpretiveCoordinator,atthe DesertBotanicalGardeninPhoenix,AZ. 5 The Docent EducatorAutumn 1997 Kinesthetic Learning W hile 'all ofus experi- emulate the pose found in classical The docentswerereluctantatfirst, ence the physical sculptures. We also usedprops to butonce theybegan to experience world through our help children understandthe prin- kinesthetic learning, theywerevery bodies, peoplewho ciples ofdesign in aphysicalsense. enthusiastic. by have strongbodily-kinesthetic Forinstance, docents use silkcords Fortours,each docentworks intelligence tend to use theirbodies to explore hnes in art,havingstudents with groups ofapproximately 10 Nancy to express ideas andteeUngs. These constructhnes forthemselves that are students,which is the Museum's Renick individuals are often talented athletes, calm,excited,etc. standard tourgroup size. The dancers, skilled technicians,and When the KentuckyEducation kinesthetic activities used aregeared actors. Though childrenwho possess ReformAct (KERA) was introduced forchildren in kindergarten through Martin this orientation may notbeverbally in the early 1990's,ourschooltouring eighthgrade. Rollins expressive, theycan express them- program shifted its teachingmethods selves through movingtheirbodies, to include avarietyofnewinstruc- Warm-Vps which often frustrates teachers and tionalstrategies,includingmanymore Agroupbegins its kinesthetic docents. kinestheticones. To assistus inour experiencewith awarm-up exercise Teachingchildrenwho learn efforts,weworkedwith alocal designed to"breakthe ice." These bodily-kinestheticallycanbe movementartist,MaryAnnMaier, quickactivities (abouttwo minutes challenging,especiallyfordocents who designed a setofkinesthetic each),basedonbasic theaterwarm- and staffeducatorswho tend tobe activities thatdocents couldusewith ups,are fvin andfunny,demonstrating linguistic andspatiallearners. Atthe visitors. Ms.Maiercreated amenu to students that museumvisits canbe B. SpeedArtMuseum,we came ofnine kinesthetic activities that creative andenjoyable. J. upwith a fewtouring movement teachthreebasicvisual artconcepts: Duringthegame"Tinglies," activities, such as havingchildren movementandgesture, students standin acircle andbegin stand in a contraposto position to •• composition andline,and bywigghngtheirfingerslikeworms. •f stories in art The docentthen asks themto add (includingplot theirwrists,then arms,thenheads, and character thenbodies,wigglingquickly. development) Followingthis,the—docentslows down the activity firstthebodies Preparation stopwiggling,then the heads,etc. To prepare the untiltheyarejustmovingtheir docents forthis new fingers. When theystop completely, initiative,Ms. Maier participants experience avibrating came to present a sensation. Atthatpointthe docent workshop on the asks,"Canyou feelthe tinglies?" nine activities in a Followingthewarm-up,docents large,open areaof conductthree activities,one from theMuseumwhere each ofthebasic artconcepts,lasting the docentswould about 7 minutes peractivity. have plentyofroom toparticipate. MovementandGesture Then, she tookthe Afavorite movement activity docents through the is recreating the spiraled snakes seen activities step-by- onYorubacarved doorpanels. step, having them The spiral,a symbol foundin many ASpeedMuseumdocentencouragesyoungvisitorstophysicallyrelatetoanartwork. ekixnpeesrtiheentciecepaacrthof cduylntuarmesi,smisoofftleifne,saynmbdotlhircooufghthe photo: MarvinYoung theprogram. movementthis conceptis easily 6 The Docent EducatorAutumn 1997 reinforced. Studentsbeginby added to alterthe lookingatthe spirals on the doors moodofthepiece, anddiscussingwhere else theymay givingit anotherlayer have seen this symbol. Then,the ofmeaning. docent asks the students to make spiralsin the airwiththeirfingers. StoriesinArt Thisprogresses to makingspirals Perhaps the with theirwhole arms, andfinally mostpopulargroup withtheirentirebodies. Afterthe activities involve "dance"is completed,the docent storytelling and discusseswiththegroupwhysnakes, characterdevelop- spirals, andothershapes anddesigns ment. With aDutch appearonthesepanels. portraitofaman and PriortolookingatMademoiselle woman dressedlike PoganybyBrancusi,docents discuss Penelope andUlysses, Teachingstudentswholearnbodily-kinestheticallycanbechallengingunlessa gesture as indicators ofbehaviorand childrenwear docentispreparedwithappropriatestrategies. photo: MarvinYoung expression. She asks students to costumeprops,invent creategestures thatdemonstrate dialogueforthe pair, howtheyarefeelingatthe moment. and actouttheirreunion. Following Kinesthetic activities are usefiil Thegroup mirrors thegesture ofeach the activity,the students feelas ifthey in all settings. Educators have long participant. Then,whenthe students "own"theworkas theyhave experi- been aware that students respond to lookatthe artwork,thedocentasks, encedbeingPenelope orUlysses first teachingtechniques that are most "HowdoyouthinkMademoiselle hand. effective forthe students'individual Poganyisfeeling?" When examininga Rembrandt learningstyles. Certainly,we have portraitofawoman,students are found thatmanyofourvisitors Composition andLine engagedin anotherstorytelling respondwell to kinestheticlearning When teachingaboutcomposi- activity. Theyselectodd objects from experiences. tion,aparticularlyeffective activity aboxanduse them to tell astory involves havingchildrenrecreate a aboutthewoman. Forinstance, a paintingusingtheirbodies. Using student might selectapince-nezand Monet's TheChurchontheClijf, say,"These are myglasses. I havebad forinstance,students are challenged eyesbecausewedidn'thave any to spend afewminutes inspecting electriclights in myday. Lookat all thework,payingcarefiil attention thewrinkles around myeyes." NancyRenickistheAssociateCurator toelements ofthecomposition, ofEducationforAdultProgramsatthe includinglight,shape,texture, sizes KinestheticActivitiesfor J.B. SpeedArtMuseuminLouisville,KY. ofelements andplacementofobjects, AllMuseums SheholdsanMA. inArtHistoryfromthe etc. Thegroup is then askedto Kinesthetic activities canbe used UniversityofMinnesotaandwaspreviously recreatetheworkusingtheirbodies. in alldifferenttypes ofmuseums. In atTheMinneapolisInstituteofArts. Someone couldbe the tree,another historichomes andhistorymuseums, MartinRollinsisAssociateCuratorof personwouldbe the church, and forinstance, students can actout EducationforSchoolandFamilyPrograms soforth. differenttasks, such as spinningwool, attheJ.B. SpeedArtMuseum. MrRollins Once everyone has takenhis sweepingfloors,pumpingwater,and isalsoavisualartistwhoreceivedhisM.F.A. orherposition, the doc—entmightsay, so forth. Insciencemuseums, fromthe UniversityofCincinnatiandhis "Thewindisblowing howdoes movementactivities mightdemon- B.F.A.fromtheLouisvilleSchoolofArt. this changeyourposition? What strate howatoms arejoined to does the compositionlooklikewhen molecules orteach students about thewindblows?" Music can alsobe differentforms ofanimallocomotion. 7 The Docent EducatorAutumn 997 I Where Do Go from Here? I Museum Orienteering at the This storyis reallyabouta Orienteeringis aboutmap aHstofquestions,such as"Whatis love aftairwith maps. Iwas literacy. Itis agame thatexercises our the latitude and longitude ofthis always interested in maps- abilityto interpret and applysymbols spot?"or"HowdidAndrewJackson -roadmaps,blueprints, to understand ourimmediate Downingdie?" Participants could by shopping mall maps,even fire escape environment. Orienteeringis about answerthe questionsbynavigating Meg diagrams. Ilingeredoverthose noticing things and observingdetails. to the specificlocations shown on cartographic treasures delivered every When orienteeringis usedin a the map and studyingthe intorma- Garrett month in theNationalGeographic classroom orcampus activity, students tionlocated there. magazine. Interestbecamepassion are presentedwith a map oftheir Asimilartype ofactivitywas the dayI learned therewas an entire immediate surroundings and s—entoff designed torthe ChattanoogaNature sportdevoted to reading maps. in search ofspecificlocations at Center inTennessee forateacher's WhatIlearnedonthatdayyears which is a markerofsome sort,ora workshop. This nature centeruses agowas thatsomethingcalled piece ofinformation thattheyneed indoorandoutdoorexhibition areas, "orienteering"involved navigating to answerquestions orsolve some includingawetlands areawith a A through thewoodsusinga map and problem. version ofthis has been boardwalkbuilt through it. Forthis compass. Participants could run or used in museums and nature and activitya simple mapwas adapted walkas theychose,buttheyused a sciencecenters. Students aregiven a from the fireescape diagramon special type ofmap to find specifically map ofthe exhibit areawith certain displayin thebuilding. Detailswere placed ma—rkers and do itas quicklyas locations marked and alistot added so thatmanyfeatures in and possible somethinglike a road questions. In orderto answerthe around thebuildingthatnormally rally,oratreasure hunt. Itwasn'tlong questions,students mustvisiteach would be ignored (like some boulders beforeIgotalookatan"orienteering" ot the locations shown on the map in the parking area) couldbecome map. Iwas amazed atthelevel—of and studythe exhibitinformation navigable features onthe map. detail and colorthatitshowed presented there. To minimize One room contained an olderwall- ever)'rock,everyclearing, everytrail following andpromote independent mountedpictorialdisplayofhowthe bend. Suddenlythe orienteeringmap thinking,students are allowed to geologyofLookoutMountainwas made me notice myimmediate findthe locations in anyorderthey formed. This displaywas above eye- surroundings in a newway. I could choose. This canbe usetuleven in level and severalteachers commented see exactlywhereIwas on the map. familiarenvironmentsbecause thatdespite manypriorvisits,they And evenbetter,I could see exactly exhibits change. Students andvisitors had not noticed this displaybefore where Iwantedtogo andwhatI canbe made aware ofnewdisplays. the activitydrewtheirattention to it. wouldfind there. The map andthe An example ofthis is an One feature students enjoy groundbecame one. "Geography" orienteeringactivitythatwas about orienteeringis the autonomy was suddenlyan action adventure. designed severalyears ago by ofthe activity. With certainrestric- I feUinlove. members ofthe Quantico (VA) tions,thelearningcanbe self-guided. Ifyoulearnedgeographythe OrienteeringClub forthe EnidA. In sensitive areas monitors (docents, wayI did,the firstmapsyou saw Haupt Garden atthe Smithsonian staffetc.) can be posted to offer were oftheglobe,the hemisphere, Institution inWashington,D.C. suggestions oranswerquestions. the continents,the oceans,etc. This is a formalgarden area inwhich In an activitythatwas conducted Map studies neverinvolved anyarea no markers ofanykind could be recentlyon a middle school campus morepersonalthan astate orcounty, added to the site. However,the site in Nashville, the teachercould not nevermoved outotthe chair,and was filledwith information about stayin visual contactwith all students neverrequiredone to actually plantmaterial aswell as historical all the time. Parents and other demonstrate map reading competence figures and events. The activitywas teachers on the team also participated bynavigatingsuccessfiiUy. designed so that individuals received in the activityand,while doingso, Nowwhathas orienteeringto do adetailed diagram/map ofthe Haupt keptan eye outforpossibleproblems. with theworkofdocents? Garden showingspecific points The studentswere so excited that circledin red and numbered. The theyfocused on the activityand took numbered circles correspondedwith no time fortroublemaking. 8 The Docent EducatorAutumn 1997 Toaccommodateolderstudents, picture otthe site. For^"ounger If,afterreadingthisarticle, questionscanbecomposedinsucha visitors (upto aboutage 10),it yougotovourdictionary"andfindno wavthatasingle ans^verpro\id—esa wouldbebesttomakeapictorial referencefor"orienteering."tearnot. clueto sohingalargerpuzzle as orlandscapeperspecti\'e sincethev Orienteeringcomesfrom inoneinstancewhereachemistn^ haveahardertimeunderstanding Scandinavia,andmostNorth teacherdecidedtobuilduponthe aerialperspecti\'e. Americanshaveneverheardofit. students'memorizedbasicknowledge Inadditiontoteaching\isitorsto Theideathatmap andcompass oftheperiodictable ofelements. becomebetterobser\'ers,orienteering navigationis enjovedintemationallv Throughouttheschool,the educator teachespeopletothinkthree- as asportisnewstoalmostevervone. placedsmalladhesiredots^îth dimensionaUy. Italsoforcesthem And,theideathatorienteeringcanbe s\"mbolsofvarious elements^vritten tode\"elopaproblem-sohingstrategy" aneducato—rsbestfriendisequaUv onthem. Studentswerethengiven andcam"itout. And,when unknown imtilnow. chemicalformulas (inone casethe difficultiesarise,itteachesthemto formuladescribedphotos}-nthesis) adaptandkeeptning. Because andhadtouseamapoftheschool orienteeringcarriesvrixhitacertain tolocatealltheneededelements, "treasurehunt"excitement,itnever andthenshowever\'locationdiat feelsquiteliketheusualteaching/ madeuptheircompounds. Itwas learningexperience. reallyquiteingeniousbecauseit \^'hiletheseideasmavrequire MegGarrettservesanorienteering suddenlvmadetheabstractworld some shiftofperspecti\"e,thev^îll consultanttoeducatorsandrecreation ofmoleculesmoretangible. prove extremelvflexibleandAvill professionals. Havingorienteeredcompeti- Thesekindsofmapandquestion reward\isitorswithexcitementand tivelyfor25years,shehaswrittenabook, na\igationâmes canbeespeciaUv moti\^tion. Ifvouareinterestedin OrienteeiingandAlapGamesfor powerMteachingtoolswhenolder implementingsomeoftheseideas Teachersandhasvxnkedwiththe studentsareafterwardaskedtocreate butarestumpedbvaimiquefeature GeographyEducationProgramofthe asimpleversiontorvoungerstudents. ofvourfacilit\"orprogramming, NationalGeographicSociety. Hercompany. Theroleofthe docentandteacherin Iwelcometheopportunin'tohelp NavigationAdventures,providescorporate thiscaseistohelp studentsframethe TOusoh"esomeproblems. Pleasefeel teambuddingouting. Ms. Garrettholds questionsinanageappropriatewav freetocontactmebvemaiL aB.S.inSocialScieruesfromMiddle forthevoungerones,andtogenerallv [email protected],orphone(800) TennesseeStateUniversity. helpclarift-detailsthev^^Tintto 258-5995,orfax(615) 723-8788. includeinthe acti\it\". Ha%Tng finishedamuseum"maphike,"a groupofeighthgradersweregi\"en thetaskofcreatingasimilargame forafourthgradeclasscominginthe foUo^\ingweek Thevsuddenlvhad anewperspectiveontheintormation Sharing successful techniques, thoughts, and ideas. andexhibitsthevhadiust\iewed. Theybecameespedallvmoti\'atedbv Docents attheBavlvArtMu- thegalleries,theysharewhvthev" theideathattheireffortswouldbe seumoftheUniversity"of madetheirchoices andcomparetheir usedbvothers. And\tcallknowdjat Virginiaknowthatanactivity"called, choicesto thosemadebvother theAva\-tokamsomethingistt)teadiit "Academv"Awards"isasurewirmer. membersofthegroup. Theonl^"realexpenseisthetime Thedocents distribute cardslabeled ittakestothinkaboutthings "BestAaor,"'"êstActress,""Best differenth"andtomakeareasonable Cosrames,""EestSetDesign,"and mapordiagramofthearea. Some- "BestScreenplav"toindividuals or AudreyJessen,docent timesastaffpersonorvolunteerhas smallgroups. Afterthevisitorshav"e TheBayl\ArtMuseum draftingtalentsinthisarea. The madetheirselectionsfromthe artin Charlottesville, VA obiecti\-eis notcartographicperfec- tion,merelyareasonablyreadable 9 The Docent Educator ;997 Upon Building the Gallery Experience The PlainsIndian is one ofa Since mostofourPlains Indian ourhands-on activity,wetryto complex offour museums artifacts are behindglass and rememberthe differentanimals that housedwithin the Buffalo untouchable,we offertw—o hands-on werepaintedon the tipis. by BiU HistoricalCenterin workshops forchildren one The tipi activityinvolves a W Cynthia Cody,Wyoming. Itis apopular focuses on tipis,the otheron simplified constructionusingthree attractionforschoolchildrenwho partleche. Both are gearedprimarily sticks,about 8"longand 1/4"to 1/2" Connor sometimes travelhundreds ofmiles to forK- 4thgraders. The toursbegin in diameter. These arelacedtogether see the things theyread aboutwhile in the museum's galleries andprogress about 1"from the top and then studyingWyomingandU.S. history. to a classroom forthe hands-on extended to form atripod. (Canvas Children ofaU ageslove experiencing activity. Theobjectofthesetwo workswellforthecovering,butifnot apiece oflife thewayitwas. Some of workshops is to engage children in available,anyheavyweightfabric ourvisitors are members ofthe Plains close observation ofPlains Indian thatcan stand freewhen foldedwill Indian tribes,whose personal stories artifacts to fosteragreaterunder- do.) We demonstrate afinished enrich ourtours. standingofthe cultures thatproduced productso the childrenunderstand them. The hands-onactivity thatthe curvedpartofthe canvasis reinforceswhat the studentslearn in the bottom ofthe tipi. thegalleries andprovides a tangible Children arefree to create any objectto takebackto schoolfor design theywishontheircanvas tipi. follow-up activities and further We reviewwhatwe sawin thegallery review. in terms ofdesigns andcolorandthe Alarge Blackfoottipi in the factthatsome tipi designs tolda Plains Museum is the focalpointof story. The children use crayon and/ the tipiworkshop. Before the ormarkers fortheirdesigns. While children enterthetipi,we discuss tipi the children areworking,the docent etiquette. When thegroup is seated, circulates to help andto encourage the childrenparticipate in adiscus- the children to talkabouttheir sion aboutlife styles ofPlainsIndians. designs. Youngerchildrentend to This discussionleads into the subject include objects importantto their ottipis,whytheywereus—ed,andhow familieswhile olderchildren often the tipis are constructed then and make designs usingIndian symbols now. We lookatthe materials used theyhave seen in the museum. to constructthe tipi aswellas the Theyall enjoysharingthe stories design. Afterexperiencingthe theirtipis tell. weightofabuffalo hide, children Extensions ofthis activityback oftendecide canvaswouldbe much atschool mayinvolve the children easiertoworkwith than animalskins! constructingavillage usingtheir The tipi is also awonderful environ- tipis,afoUow-up activitythat mentforstorytelling,iftimepermits. requires them to considerwhatother Surroundingthe large tipi in the itemswouldbe in avillage, and museum are several miniature tipi which materials shouldbeuse to models thatrepresentthevarious create them. Some classes have made Plains tribes. The children describe villages and sentus the pictures. Eventheveryyoungeststudentsareabletoparticipateingallery thevarious designs and selecttheir Anotherfollow-up activityforthe follow-upactivities. photo: ChrisGimmeson.BBHC favorites. Asweleave the tipi area olderchildren mightbewritinga andhead forthe classroom space for storyfrom theperspective ofan 70 The Docent EducatorAutumn 1997