The Docent Educator

20 Pages·1993·2 MB·English

by  Gartenhaus, Alan

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'minds in motion \ \;
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Vol.2, No. 3 The Quarterly Journal for Dedicated Docents Spnnq 1993
Tough
Topics
Within every institution are ideas and experiences so charged that
they can promptvisitor reactions rangingfrom embarrassment tofervor
This issue examines several ofthese tough topics. Forewarned isforearmed!
A
Inside: The Naked Truth Staying Cool with Hot Issues
A A
Interpreting a Time of Slavery Teaching Evolution
A Difficult Subjects at the Zoo A
minds in motion
Tough
Tackling Topics
Publisher/Editor
AlanGartenhaus Toughtopics lie inwait. ownership ofsacredobjects andartifacts
They are aninherentand ofNativeAmericans, torealizehow
AssociateEditor ever-presentriskwhen closeto the"frontlines" museumscan
Jackie Littleton ^^^B-l teaching withany be. And, sincedocentsoftenrepresent
Graphic Design institutional collection. Somec—anbe the institutionalfrontline withthe
anticipated; othersjusthappen a general public, theyareamong those
Shelly Baldwin
combustiblecombinationofissues, who experience the effectsofsuch
mindsinmotion personalities, andhappenstance. confrontations mostdirectly.
The DocentEducator © Tough topics bytheirvery nature A docent's first andbest lineof
can prompt visitorreactionsranging defense whenconfrontedbyaconcerned,
2011 Eleventh Avenue East
WA frommilddiscomfort tooutright irate, oragitated visitoris toknow the
Seattle, 98102-4109 vehemence. Whetliertliey areperceived intent and purposeoftheinstitutionheor
USA
to be latentorovert, suchissues as she represents. Only thisinformation
nudity, violence, sexism, racism, slavery, legitimately explains thereasons objects
evolution, andanimal captivity havetlie orlifeforms arecollected andexhibited
potentialto ensnare docents in some as they are andcan appropriately shift
ratheruncomfortable situations. thediscussion away fromapersonal one.
TheDocentEducatorwelcomes Ordinarily, thepotential for While itisnotnecessarily
unsolicitedarticles,announcements,lettersto controversy surrounding toughtopics appropriateforeducational institutions,
theeditor,generalcorrespondence,and remainsdormant. Most visitors listen orthoseteaching withinthem, to tell
advertisinginquiries. The viewsexpressedor andrespondto docents witli interestand visitors whatto think, both share a
impliedinthispublication donotnecessarily respect, even when they areexperiencing responsibility to providepeoplewith
representtheofficialpositionofthepublisher, somelevelofdiscomfort. However, access to ideasand material evidence. It
andeffortsaremadetopresenta vanety of young children who areunableto is tlie visitor's responsibility toputthat
viewpoints forreaders' consideration. contain tlieirreactions, zealots who do informationandexperience into context
notwishto, andothers who feel their andto constructmeanings.
TheDocentEducatorispublished beliefs arebeing challenged, may Institutionscanhelp to embolden
quarterly. Theofficeandmailingaddressis: respondin ways thatcanunsettle docents as they "walkthroughthe mine
2011 EleventhAvenueEast prepareddocents andmake mincemeat fieldoftough topics" by making them
WA
Seattle, 98102-4109 ofunwittingones. feel secureandsupportedintheir
Teaching througha visitor's teaching. Whencontroversy does arise,
TheDocentEducatorisavailable by animatednegativeresponseorvocal adocentshouldhave theconfidence to
individualand institutionalsubscnption. challengecanbe adocent'snightmare. callupon a staffmember forsupport,
Noone wants tohave alessondisrupted knowingthatthestaffmember(educator,
Nopartofthispublicationmaybe in ways that arenotproductive, much curator, ordirector) willcometo that
reproduced, orusedinanymanner, without lessencounterhostility. Nonetheless, it docent'said.
thewrittenconsentofthepublisher. is a fact thateducation andteaching are Likewise, docents owe the same
Allrightsare resen'ed. notimmuneto—contemporary level ofsupport to theinstitution in
controversies even in settings as whichthey serve. Thoughthey maynot
seeminglybenignasmuseums, zoos, or alwaysbecomfortablewitheverychoice
parks. theirinstitution makes, they should
Cover: DocentRuthRatowskywasteaching As ithappens, museums, zoos, and supportitpublicly. Forinstance,docents
elementaryschoolchildren intheMuseumof parks arenot above the fray,butoften servingincontemporary arts institutions
Art. FortLauderdale, (FL)whenthispicture squarely inthemiddleofit. Oneneed neednot like,norconvinceothers to like,
wastaken. Thephotothenappearedinthe only thinkofthe embroilment thattook every workofartthe museumchoosesto
MiamiHeraldwiththeheadingHEY,MA, placeover the Mapplethorpe exhibit. Itremains thedocent'sduty,
GUESSWHATISAWATTHEMUSEUM! photography exhibition,ortheemotional however, to supportthe museum's
entanglements surrounding the choiceto presentit, andeachvisitor's
photo: BobEighmie, MiamiHeraldshiff
THE DOCENT EDUCATOR
righttoexamineitinanatmosphere that During ourAutumnrenewalperiod,
isbothopenandjudgment-free. wereceived many gratifying notes and
Adocent'suseoflanguage while Dear Reader letters telling ushow much you enjoy
teaching can alsohelporhinder when andappreciate TheDocentEducator.
treadingneartoughtopics. Forinstance, We thank you forthemand askbutone
docentswouldbewiseto avoidtheuse This issueon'ToughTopics" favorinreturn ... thatyou supportour
ofjudgmental words lestvisitorsadopt forcedus to confrontafew tough effortsbytakingoutyourown
similarlanguage. This is trueevenwhen decisionsofourown. The mostcrucial subscription andbyurgingothers in
thejudgmental words areadoptedin was whethertoexpandthisissue to yourorganization doso, too.
defenseoftheinstitutionorexhibition. accommodate themanydiverseand Institutions mightconsider
Forexample, thedocentwho defends a importantarticleswereceived. providing complimentarysubscriptions
workofartas "great" orthe artistas Creating anexpandedissueis a to eachoftheirdocents as aninvestment
"well-respected" invitesvisitors toreply costlyproposition foras small andyoung in theirprofessionaldevelopmentandin
withequal, andperhapsopposite, apublicationas TheDocentEducator. thequality ofthepublic services. To
judgments. Nevertheless, wedecidedto go ahead help defray costs. TheDocentEducator
Withsome groups, docents may find withthe expandededitionas aservice to offers agroup rate. Wediscountour
thatfocusingonmaterialevidence,rather ourreadership and with thehope that the yearly subscriptioncharge 20%, to $16
thanonconcepts, cankeep theirlesson contentofthis issue mightpromptmore peryear, for 10 ormore subscriptions
productive. Forexample, whenworking ofourreaders tobecomepersonal mailed to a singleaddress.
withgroups thatwishto avoidthe topic subscribers. We ask for yourhelp and active
ofevolution, adocentteaching with We estimate thateachissueof involvement! By gaining additional
dinosaurmounts mighthave visitors TheDocentEducatorisreadby seven- subscribers, we neverneedto hesitate to
comparethephysical attributes and to-tenotherpeople in additionto the bring you all the informationyou should
dentitionofthesecreaturesratherthan subscriber. Thoughitis wonderful to have tobetterteachin museums, historic
argue about theirageorwhat they have suchanimpact, apublicationlike homes, zoos, gardens, andparks.
confirmaboutevolution. thisultimately succeedsorfailsbasedon Thank you foryourunderstanding,
Docents andothereducators itsnumberofsubscribers, notreaders. concern, and support.
working in museums, zoos, andparks
shouldnotavoid tough topicsjust
becausetheyareemotionallychargedor
problematic. However, theycanlead Back issues of
discussionsinwaysthatrespectand
accommodate diverseopinions andthat The Docent Educator
keep atime-constrained, limited
encounterproductive. To accomplish are now available!
this,docentsmustreceive frequent,
intensivetraining, notonly insubject-
Toorderyourcopies, requestissuesby volume,number, and title. Eachback
mattercontentbutalso inteaching
methodology, fromtheinstitutions they issueis $9.00(outside the U.S. add$2.00forpostage andhandling). Sendyour
vthoolsuentweehrotmoussetrvwe.alIktaismoonnlgyrtioguhgthtthaotpics rEeaqsute,sSte,atwtilteh,cWhAeck9o8r10m2o-n4e1y09o.rde(rS,ortroy:, TwheedDooncoetnatcEcdeputcaptuorrc,ha2s0e1o1rdEelresv,ennoUridAovewneue
—
shouldbewell-prepared awareofthe billor invoiceforback issues,)
process andtechniques thatfacilitate
"SharpeningCommunicationSkills"
teaching, knowledgeableofthesubject
matter, informedasto theirinstitution's Vol. 1, No. 2
philosophic stance, andconfidentofits "InquiryandTeaching"
support. Vol. l,No. 3
"SpecializedTeaching"
Vol. I, No. 4
"UnderstandingAudiences"
Vol. 2, No. 1
Alan Gartenhaus
"InterdisciplinaryApproaches"
PublishingEditor
Vol. 2, No. 2
THE DOCENT EDUCATOR
Staying Cool with Hot Issues
Engaging Young People in Tough Conversations
To
avoidcontroversyin 3. Understandwhatneutralitymeansin
education is to avoid active, thecontextofcontroversial issue
meaningful learning; discussions. Itis notanabsenceof
itreduces education to personal opinionbut a withholdinguntil
propaganda orindoctrination. The students canexploretheissuesfor
process ofcoming to terms withtough themselves. Italsomodels thereflective,
issues allows youth todrop assumptions thoughtful approach to dealing with
andlookbeneaththe surfaceofthings. sensitive issues. Ifyourpersonal viewis
Practice in making choices andforming expressed, give itwith soundreasons and
. . motivation and reasonedopinions allows youthto asonly onereasonedopinion among
develop andrefine critical tliinking otherpossible viewpoints. Students also
attention are increased skills. Psychologist HowardGiU"dner, need to see thatopinionscanbechanged,
inhisbook The UnschooledMind, calls so indicateifyou everhadadifferent
when people
oneducators to use opportunities for opinion that was laterchangeddue to
"multiple stances" thatdevelop the habit moreinformationorexperience.
(adults andyouths)
oflooking at things frommiuiy different
perspectives therebyincreasing tolerance. 4. Determinethefocus anddirection
are involved in Reaching andrelatingto young yourdiscussionwill take. Besureyou
peoplecanbechallenging even inthe explainthat focus to students. Thiswill
controversial issue bestofsituations. Research shows, help keep thegroup ontrack
however, that motivationand attention
discussions.^^ are increased whenpeople (adults and Discussion Activities
youths) are involvedincontroversial To Use With Groups
issuediscussions. Where youngpeople
see aconnection to their lives and CommonGround Questions
futures, interest ishigh Setthe stagefordiscussionwith
questions such as:
Decent Strategies for How do you feel whenyou try to
Talking About Hot Issues explainsomethingto someone who
doesn'tbelieve you?
1. Explore yourownemotions, biases, Is itOKto change your mindabout
andbeliefs related to thecontroversial something? Whatdoes it taketochange
issueanddetermineyourcomfortlevel. yourmind? What aresome things you
Reservetherightnotto tourexhibitions usedto believebuthavefoundoutare
thataddress issuesaboutwhichyou not true, orthatyoujustdon'tbelieve
cannotbeobjective. Young peopleare anymore?
sensitiveandreactto adultambivalence Ifsomething makesus sadorafraid
OK
anddiscomfort. orconfused, isit to talk aboutit?
Whyorwhy not? Why mightpeoplebe
2. Research anddiscussthe unwilling to talk aboutsuch topics?
controversy tobetterdefinetheissue.
Roleplay thevarious"sides" ofan issue Reasoning Role Cards
andidentifythetypesofreasoning used Developrolecards withadifferent
foreachviewpoint. Thisprocess allows viewpointandsupporting reasons written
forpracticein facilitatingdiscussions oneachone. Ask studentsto take the
whileproviding anobjectiveintellectual viewpointdescribedonthecard and
balance. contributeto thediscussionbasedonthat
THE DOCENT EDUCATOR
By MariannaAdams and
Cynthia Lee Moreno
rolewhetherthey agreewithitornot. Docent Notebook:
Atclosure, askstudentsfortheirown Sample Discussion
realopinions ontheissue. Is itdifferent Outline
orsimilartotheirrolecardandwhy?
Didanyonechangeormodify their
1 Inthisdiscussion,
opinion as aresultofthediscussion? .
we will learnfromwhat we
TokenSystem allsay soitisimportantto
listenandnotinterrupt
Encourageequalparticipation.
whenothers are speaking.
Drawoutreticentstudents andgently
curb those who tend to dominate. One Raise yourhandto be
recognizedwhenyou want
technique isto establisha TokenSystem.
to contributeto the
Eachstudentreceivesthesamenumber
discussion.
oftokens whichthey "spend"on
contributions tothediscussion.
2. Everyone whohas
Remember alsoto respecttherights of
something to say will have
students who donotwishto takepartin
achanceto speak. You do
thediscussion.
nothaveto offer your
opinions ifyou donot
Thinking Rule
wantto.
Ifonestudentis attackedbythe
others forhis/heropinion, invokethe
3 Whenyou contribute
ThinkingRule. For5 minutes everyone .
to thediscussion, be sure KiiKluxKlan robeinKentuckyHistoricalSocietyexhibit
will thinkofreasons to support that youaddsomethingnew "FacesofChange: Kentucky'sSecondCentury." Robeon
person'sopinion. This is a step ortwo in that advancesthe loanfromTheKentuckyMuseum, BowlingGreen.
theotherperson's moccasins anddefuses discussion. Donotrepeat photo.- NathanPrichard
thetension.
what someoneelsehas said.
ClosureProcess
4. Ideas,notpeople, will be discussed.
Closureisessential. Itisnotenough
toraisetheissue. Studentsneedpositive
5. Inthisdiscussionwe arelooking MariannaAdamsistheCuratorof
support as they continue throughthe notso muchfor answersto questions as Education. MuseumofArt, Ft. Lauderdale,
rpoeianstosnionfgtphreoicsessuse.,Rneotveiehwowthtehmeain forgoodreasons foryouropinions. FELd.ucParteivoinouastlyt,hesRhienwgalisngthMeuHseeaudmofofArtin
discussionprogressed, andidentify Sarasota, EL, andhastaughtArt, English
areasofagreementanddisagreement. An annotatedbibliographyof Literature, andSocialStudiesinelementary
Themessagehere isthatwecan agree throughhighschool.
todisagree. Ifthediscussionopenedup researchsourcesusedin thisarticle is CynthiaLeeMorenoistheAssociate
somedark, potentiallyfrightening or availablefor$3.00anda9x12 self- DirectorattheLexington Children'sMuseum
confusing aspectsoflife take time to addressed, stampedenvelope with $0.75 inLexington, KY. Previouslysheservedas
pointouttheothersideofthecoin, the postagefrom: MariannaAdams, AssistantCuratorofEducationatthe Tampa
positivelearning andgrowing thatcan CuratorofEducation, MuseumofArtin Tampa, EL. Sheisa
MuseumofArt, OneEastLasOlasBlvd., facilitatorforschoolandco?rimunitygroup
comeoutofadversity.
FortLauderdale, FL33301-1807 workshopsonconflictresolutionand
prejudicereduction.
Theauthorshavemadepresentationson
thissubjectfortheAmericanAssociationof
MuseumsConferenceandNationalArt
EducationConference.
THE DOCENT EDUCATOR
s
From Document Drama:
to
Interpreting Slavery at Tryon Palace
Did
GovernorTryon have offon atechnicality? True, wecouldn't
slaves?" "What was the provethatTom lived at the Palace.
African-American Tryonboughthimwhile living in
experience incolonial Brunswickin 1766fromJamesMurray,
NorthCarolina?" who "rejoice(d) tohear [thatTom] makes
Asrecently as 1990, visitors to agood servantto sogood aMaster."
Tryon Palace, thereconstructedcolonial Yet in 1773, whenfiredestroyedTryon's
capitol ofNorth Carolina, New York home, housekeeperPatty
learnedonly sketchy Hatchgaveherdepositionthatshe"asked
answers to thesequestions. where wastheNegro Tom, andshewas
Theoriginal Palace was toldhe wasin thegarretoverthekitchen
completed in 1770 for and she riui up iuidpulledhimoutof
WilliamTryon, colonial bed." Was this thesameTom? Ifhewas
governorofNortliCarolina withTryon's householdinBnmswickin
from 1765-1771 andofNew 1766 and in NewYork in 1773, wasn'tit
York from 1771-1780. likely thathe was atthe Palacein 1770
While documentsrecorded and 1771?
namesofthe English And whatofSurry? Hewas
servants GovernorTryon advertised as arunawayin New Bern's
brought to Brunswick, Nortli North Carolina GazetteonJuly 25, 1777,
Carolina, in 1764, and described as "formerly the Property of
namesofTryon's servants in GovernorTryon, andnow belongsto the
New York in 1773, there Estate ofIsaac Edwards, deceased."
wasno listing ofTryon' Edwards had beenTryon'sprivate
household while he lived at secretaryinNewBern. IfEdwards
the Palace in New Bern from purchasedSurry, perhaps whenTryon
June 1770 toJuly 1771. As moved to New Yorkin 1771, mightthat
to Tryon's slaveholding, notsuggestthatSurry, too, hadbeenin
there were only scattered New Bern? We still hadno document
references toTryon owning proving Tom'sorSurry'spresenceatthe
amannamed Surry, Palace, buttheevidencewedidhavewas
purchasing a mannamed toosuggestive forus tocontinue to
Tom, andpaying taxeson comfortably ignoreslavery.
DerrickParkerportrayedtheslaveSurryinthe 1992 eightblack malesin Therewritingofourlivinghistory
TryonPalacedrama tour. Brunswickcounty. dramatour for the Summer 1991 season
With this limitedevidence, offered a tantalizingopportunity; adding
weallowedourselves aslavecharactertothedramatourwould
acomfortable approach toslavery, introducethe topic ofslavery to our
admitting thattheGovernorowned visitors in an immediate, personal
slaves but suggesting that these slaves encounter. Ratherthanhearing a
were probablyononeofTryon'sother museumguide analyze the meaning of
NorthCarolinaproperties. Afterall, we slaveryin 18th-century society, visitors
had no documentthat stated inso many wouldhearahistoricalperson speakfor
words that therewere slaves at the himself.
Palace. We didn'thave aresponsibility, Conjecturalpersonalities forSurry
wereasoned, tointerpretthelivesof andTomweredrawnfromthefew
people we couldn'tprove werehere. documents wedidhave. UsingJames
Butwere wejustletting ourselves Murray'sdescriptionofTomasa"good
THE DOCENT EDUCATOR
by Hilarie M. Hicks
NEWBERN. JotY »j. ijfj.
Servant" andPattyHatch's concern Rt*Nnrirh*etmbrttheeSDaoblftlnabresr,RmeNweagrrodM.asBtaMrfSmrty,w- onthedocumentationforTomand
forTomduring thefire, wepainted •bou: ; Fen6lackct aboat )oYeanofA^e, wall Surry. Agoodfollow-up
—Tomas the favoriteofthehousehold Stuniaidie,ofitCrlxntaherrt.^-cTUheewiAfa,idaFaedlclaorwriietdawtaielw> Nhr!garom.aaiykd•'ifflpfrcraekatt interpretationwas crucial; when
someonewhodealtwithslavery ^Uretc^gaoaoddoEaogwlibOcil.oagHt(towtahiefEotramtecrlojrftih/etsPcrEdpvetrmtryJio,fCdercveearfneodr. visitors heardthecharacterSurry
throughoutwardcompliance, brevcr lecaret hia, lb ikat iget luaagaie, (ball bare the contemplaterunning away, andthen
*»o«cRewttd.
whateverhis innerfeelings may 4 RICHARD BLACKLCDCE. Jaa.y laterlearnedfromtheirPalaceguides
havebeen. Relyingon Surry's thatthehistorical Surry did indeed
runaway ad, whichdescribedhimas TheadvertisementforrunawayslaveSurryfromthe run away, the visitorsrealized they
a"newNegro"ornative African, we NorthCarolinaGazette, July25, 1777. hadheard thestoryofanactual
depictedSurry as astrong-minded person.
man whohadexperiencedfreedomand Theencounterends as Surry wryly asks Itwas initially a shockto many
who wouldeventually take his chances thevisitors toremember, shouldthe building interpreters to learn that wehad
to regainit. The contrastbetweenthese GovernororMr. Edwards ask abouthim, rethoughtourinterpretationofthe
conjecturalpersonalities forTomand "Bestway everyone mindhisown historical evidence andthat slavery
Surry hintedatthediversityofslaves' business." wouldnow bepresented aspartofthe
responses to slavery. "Away to Alamance" completedits Palacestory. After learning aboutthe
Thenewdramatour, entitled"Away secondseasonin 1992, and Surryproved documentationinclass, and seeing
to Alamance: GovernorTryonandthe to be themostpopularcharacterwith visitors" appreciationofthe Surry
Regulators," was to focus onGovernor visitors. Visitors liked listening to Surry characterontours, most interpreters
Tryon's 1771 suppressionof becauseit"sounds like they'regetting becamecomfortable withSurry. Asone
backcountry riots againsthigh taxes and the scuttlebutt," according to Ron interpretercommentedina survey after
corruptlocal government. (Alamance "Sylki" Chappie, whoportrayed Surry thefirstseason, "—Let's alwayskeep the
wasthe siteofthe Regulators' defeat.) fortwoseasons. Visitorswere leftboth slave [character] Heisa sourceof
AtfourdifferentpointsintheTryon laughing andthinking. Derrick Parker, knowledge notgiven [on] any otherpart
Palacetour, visitors wouldencountera who alsoplayedSurry in 1992, feltthat ofthe tour."
characterinterpreterportraying one of "aboveall,ithelpedpeop—leunderstand Puttingwords in the mouthsof
thehistoricalpeople involvedin this orsee some ofthe pains emotional historical characters requirescareful
—
conflict. Wechose Surryto bethe more so thanphysical that slaves had research as well as ahealthy respectfor
characterwho would introducevisitors to go through. You could seethatpeople therealities ofpastpeople's lives. The
to someoftherealities ofslave lifeashe saw thepain, by thenodding orthelook real Surry andTomwho lived anddied
loadedsuppliesfortheGovernor's march in theireyes." 200 years ago couldprobablyfindfault
to thebackcountry. BothChappie andParkeragreed withthe details ofourpresentation, but
MuchofSurry's monologue that anAfrican-American mancouldbe wehope they wouldlookkindly onour
recountsconjectural conversations with theirtoughestaudiencemember. "I attempttoremembertheirexperiences,
Tome as Surry contemplates the would seeinhisface thesamething I and theexperiencesoftheirenslaved
upcoming moveofthe Tryonhousehold would think," saidParker,"'what'she brothers and sisters
toNewYork. WhenSurryhas asked doing up there inthatslave suit?'" Once
why Tomwaschosen to go to New itbecame apparentthatthe monologue
York, Tomhasreplied, "You know what wasnot attempting toperpetuate
theeleventhcommandmentbe? Best stereotypes, Parkerthoughthecouldsee
waseveryonemindhisownbusiness" (a the manthinking, "You're right, you're HilarieM. HicksisCuratorof
lineborrowedfromperiodAfrican- teaching avery good lesson." InterpretationforTryonPalaceHistoric
Americanhumor, asreportedina South Ourefforts tointerpretslaveryhave SitesandGardensinNe\i'Bern,North
Carolinanewspaper). Inanimpassioned been"a very goodlesson" for all ofus at Carolina, acampusofseveralhistoric
moment, Surrydeclares thathe can't TryonPalace. Having acharacter structuresincludingthereconstructedhome
play the samecompliantrolethat—he sees interpreterportray life underslaveryhas ofNorthCarolina'scolonialgovernor. She
Tomplay: "IwasborninAfrica I openedthedoorforourbuilding wastheauthor/researcherfortheliving
rememberwhennobody owned mebut interpreters to discuss slavery as well. historydramatour "AwaytoAlamance:
GovernorTryonandtlieRegulators." An
me." Surryhas learnedthatheistobe Since thebuilding interpreterswereto alumnusoftheCooperstown Graduate
soldtoMr. Edwards, andconfides to the introducethe Surrycharacter andgive a PrograminHistoryMuseumStudies, shewas
visitorshis intentiontorunaway ifMr. brieffollow-up afterhismonologue, formerlyahistoricalinterpreterforthe
Edwardsproves to be aharshmaster. theirtraining for the drama tourfocused Colonial WilliamsburgFoundation.
THE DOCENT EDUCATOR
Time
Interpreting a of Slavery
npreparingto writeabout inaccurate andoutdated. Readslave
AI the interpretationof narrativesandinterviewsthatpresentthe
slavery in museums, I historyofenslaved African-Americans in
^^^^ came across a news theirown words. Thesesources are
clipping entitled, "Slavery: readily available inpublishedbooks and
Museums Reveal UncomfortableTruth periodicals.
ofthe Past." The titlealone struck
A
several familiarchords associatedwith Acknowledgeany uneasiness you
myownexperience andthatofthe have aboutpresenting thetopic of
Museum'sstaffin interpreting the slavery. Create an outletfordiscussion.
sensitive andoftenhighly-chargedissue Formadocentroundtable. Oneobjective
...we learned a great ofslavery in America. While the oftheroundtableshouldbe addressing
impetus forourMuseum'sexpanded difficultquestions that you may
deal about our own interpretationofslaverycame inthe encounter while giving tours. Keep a
formofan exhibitionofslave lifein the notebook withthequestions andresearch
anxieties^ limitations^ antebellumSouth, werecognized the answers forquickreference.
necessity ofevaluatingourprograms and
and strengths ..." tourstodeal more honestly and Asktheexperts, hivitemuseum
forthrightly with the topicofslavery. As professionals andothereducators who
staff, wealso realizedthat, whilethe have hadexperienceinterpreting slavery
transitiontowards a moreinclusive to visit witli staffandspeaktodocents.
interpretationofSouthernhistory was
needed, it would be attimes Visitothersites thatinterpret
uncomfortable forstaffand visitors alike. African-Americanhistory. You may be
While revamping existing toursand surprised atthenumberofsitesin your
developing new programs, welearneda ownbackyard thathave already
greatdeal aboutourownanxieties, incorporated the topicofslaveryintheir
limitations, andstrengthsrelated to tours andprograms. MarcellaThum's
presenting the topicofslavery. As we Hippocrene U.S.A. Guide toBlack
searchedtocreateaplan forinterpreting America (New York: Hippocrene Books,
slavery, weestablishedstrategies that 1991) is anexcellentresource listing
combined traditional interpretative historic sites in townsandcities across
techniques withnew methods tested in theUnited States.
ourtours. The following guidelines
derived fromourownexperiencesmay Beabletoarticulatethereasons
provehelpful. whyyourinstitutioninterpretsslavery
as partofits mission. Wereceive
Getting Started numerousquestions fromvisitors
challenging ourmotives forinterpreting
Dispelyourmyths. Beforeyou slavery inourhistorichouseandmuseum.
begin yourreading, make a listoffacts
youknow aboutthehistory ofslavery in Balanceyourpresentation. Itoften
Americaandresearcheachpoint for becomeseasy to focusonlyon those
accuracy. Bookson thetopicofslavery storiesofindividuals who overcame
written after 1965 tendtoreflectthe most oppressionby escapingto freedom.
recentscholarship andwill be yourbest While you wantstudents andother
sources ofinformation. Manyofthe visitors to have apositive museum
"facts" we learnedas students are experience, you shouldrememberthat
THE DOCENT EDUCATOR
"
by Sheryl Kingery
they needtounderstandthereahties of Avoid role-
hfe forenslaved African-Americans. As playingactivities.
analternative, focus onsurvival Remain sensitive to
strategies. thepersonalhistory
ofslavery. Avoid
Practice. Take trialruns. Become using firstperson
more comfortableby having other questions, such as
docents asktoughquestions during your "Ifyouhadbeen a
practiceruns. Remember, the audience slave ...?" Itis
willonly be as comfortable asyou are. betterto askvisitors
to think aboutwhat
Presenting Your Tour life mighthavebeen
like foranenslaved
Dispel their mytlis. Understand individual. Avoid
A .studentlooksatneck-waist-wristmanacles(ca. 1830-60)inthe
youraudience's perceptions and role-play thatplaces
exhibition "BeforeFreedom Came.
expectations. Beforeyourtour, ascertain anindividual inthe
yourgroup'sknowledgeofthehistory of positionofenslavement. Yourisk exhibition'scontentdidnotwantto tour
slavery. Askingquestions atthe trivializing the serious and sensitive it, we modifiedourplans andheld a
beginningofthetourallowsyou to nature ofthe topic. roundtablediscussion in another area. In
clarify anymisconceptions as you this case, meeting the needs ofthe
proceedonthe tour. Beflexible inyourmeansof students was more importantthan
interpretation. Thehistoryofslavery in completing the touras itwasplanned.
Bestraightforward when theUnitedStates is anuncomfortable
answering visitors" questions. Students subjectformany visitors,regardless of Be receptive to broadening your
andothervisitors often testdocents by race. Be willing to adaptyour interpretation to discussrecent events in
askingthe mostdifficultquestions atthe interpretation to meetthediverse history. During adiscussion on the
beginningofthetour, particularlywhen attitudesofeachtourgroup. Remember, limitedrightsoffree African-Americans
the subject is controversial. Avoiding however, thatchanging the meansof inthe antebellumSouth, one student
questions,orgivingevasive answers, is interpretationdoes notmeanchanging offered an accountofhowhis father was
thefirst step towardlosing credibility. thecontentofyourinterpretation. For refusedthe useofa water fountainin the
instance, when studentsupsetwithour segregatedSouth. While the connections
between thepast andrecenthistoryneed
A Bibliography Relating to Slavery in the U. S. to beclarified forstudents, learning how
to weave oral history sharedby students
Blassingame, John, ed. Slave Testimony: Two Centuries ofLetters, into yourpresentationwillgreatly
Speeches, Interxiews, andAutobiographies. BatonRouge: Louisiana State enhance the effectivenessofyourtour.
University Press, 1977.
Egypt,Ophelia S., et. al., eds. Unwritten HistoryofSlavery:
AutobiographicalAccountsofEx-Slaves. Nashville: FiskUniversity Press,
1945.
Gates,Henry Louis, ed. The ClassicSlaveNarratives. New York: EducaSthieornylatKiTnhgeeMryusisetuhmeaConodrWdhiintaetoHrooufse
PenguinBooks, 1987. oftheConfederacyinRichmond. Virginia.
Jacobs,HarrietA. Incidents in theLife ofaSlave Girl. Written by Shedevelopededucationalprogramsforthe
Herself EditedbyJeanFaganYellin. Cambridge: HarvardUniversity Museum'sexhibition "BeforeFreedom
Press, 1987. Came: African-AmericanLifeinthe
Osofsky, Gilbert, ed. Puttin on OleMassa: TheSlaveNarrativesof AntebellumSouth" andauthored "Before
'
HenryBibb, William WellsBrown andSolomonNorthup. NewYork: Freedom Came: A Teacher'sResource
HarperandRow, 1969. Packet." Ms. Kingeryearnedher
Perdue, Charles L., et. al., eds. Weevils in the Wheat: Intennews with undergraduatedegreeinanthropologyfrom
the UniversityofVirginiaandhergraduate
VirginiaEx-Slaves. Charlottesville: University ofVirginiaPress, 1976.
degreeinmuseum educationfromthe
Reprint.
CollegeofWilliamandMary.
Sterling, Dorothy, ed. WeAre YourSisters: Black Women in the
NineteenthCentury. NewYork: Norton & Company, 1984.
THE DOCENT EDUCATOR
Teaching Evolution
What
do "Animal Rights," take theirowntoursofthe gallery,as
"Bigfoot," "Cannibalism long as they arenotdisruptive anddo not
Controversy," "Genetic distribute any written materials toother
^^^^m-^ Engineering," "Infanticide," visitors. Somepeople aredisturbedby
"Nazis, Evolutionary Programof," thispolicy, becauseothervisitors may
"SocialDarwinism," and"Spiritualism" hearthecreationist-orientedguide
^^Unfortunatelyy have incommon? Theyareallentries in discussing anexhibitin amannerthatis
77;eEncyclopediaofEvolution byRich;ird atodds withthe museum's scientific
no matter how benignly Milner(NewYork: Factson File, hic, perspectiveandcouldmistakethis
1990. p.481). Whenpeopleassociate so personforamuseumrepresentative.
wepresent evidence, many varied and inflammatory issues However, visitors will sometimes
withevolution, toexpect iuiythingbut comment incorrectly aboutexhibits to
some individuals controversy to accompany its teaching othervisitors, andit isneitherpossible
wouldbenaive! nordesirable thatthe museumstifletheir
may believe Docents teaching about biology, conversation. Rather, having museum
geology,andpaleontology mustbewell staffand volunteersclearly identifiedis
that we are trying to preparedduring docenttraining sessions importiuit in limiting mistaken identity.
to deal with thecontroversy surrounding Some museums evenhave signs
change their minds thisissue. They shouldnotfind indicatinghow visitorscanrecognize
themselvesunpreparedfora museumstaffandvolunteers.
or attack confrontation theydidnot anticipateor Guides at theDenverMuseumof
that they werenot trainedto handle. Natural Historyoftencall teachersbefore
their religious ideals/* conducting school toursto findout what
The Official Museum Position theparticularinterests are andhow the
Statement students are being prepared fortheir
visit. They informteachers that
The firststep inpreparing the evolution will becoveredin theirtour.
museumanddocents forthepotential This allows ateachertoelectnottotake
controversy surrounding evolutionis to aguided tourortogiveparents whohave
have anofficial museumposition objections the optionofkeeping their
statementontheissue. Thescience, children home.
education, marketing, development, and
otherkeydepartments, staff, and trustees The Role ofthe Docent as
shouldhave inputinto itsdevelopment Educator
and there should be institutional "buy-in"
onit. This way, docents andstaffknow Docents needto understandthatitis
whatwill be supported intheirwork with nottheirresponsibilityto "convince"or
thepublic. Docenttraining should "persuade" visitors thatevolutionis
include a discussionofthis statement. "true" orthatothers should"believe" in
Docents shouldunderstand, however, it. Ourrole as educators is to inform
thathaving apolicyon teaching visitors aboutbiological concepts, fossil
evolutionwill notprevent the evidence, andthe scientific interpretation
controversy, and sincedocents areonthe oftheevidence. Itis the visitor'sjob to
"frontline" with thepublic, they are take this information anduseitin
likely to be theones who encounterany forminghis orherownbeliefs andideas.
difficulties mostdirectly. Aseducators, wewantto encourage
At theDenverMuseumofNatural peopleto becareful observers and
History, we allowcreationistgroups to critical thinkers. We aren'tthereto tell
THE DOCENT EDUCATOR