Monday, January 02, 2012
Best museum ed books EVER? Add them to the MEM Museum Ed Book List
museumedbooklist - Looking for a productive way to start 2012? ;-) Help create a cross-disciplinary Museum Ed Book List with best books of any year. Join the MEM Wiki http://bit.ly/sL65hO
List of 2011 Museum Education Books
List of 2011 Museum Education Books, as compiled by Museum Education Monitor
All Together Now: Museums and Online Collaborative Learning (Will B. Crow and Herminia Wei-Hsin Din)
American Association of Museums Recorded Webinar Educator Toolkit
Applied Theatre: International Case Studies and Challenges for Practice (edited by Monica Prendergast and Juliana Saxton)
Beyond Cultural Diversity: The Case for Creativity (edited by Richard Appignanesi)
The Convivial Museum (Kathleen McLean and Wendy Pollock)
Creative Community Builder's Handbook: How to Transform Communities Using Local Assets, Arts, and Culture (Fieldstone Alliance)
The Cultural Leadership Handbook: How to Run a Creative Organization (Robert Hewison and John Holden)
Curating and the Educational Turn (Paul O’Neil and Mick Wilson)
Ecologies of Affect: Placing Nostalgia, Desire, and Hope (Tonya K. Davidson; edited by Ondine Park and Rob Shields)
Environmental Description for visually and dual sensory impaired people (Riitta Lahtinen)
The Field Trip Book: Study Travel Experiences in Social Studies (Ronald V. Morris)
Gaming the Past: Using Video Games to teach Secondary History (Jeremiah McCall)
Hot Topics, Public Culture, Museums (edited by Fiona Cameron and Lynda Kelly)
Ignite the Power of Art: Advancing Visitor Engagement in Museums (Bonnie Pitman and Ellen Hirzy)
Interpretative Master Planning (John Veverka)
Interpretive Solutions: Harnessing the Power of Interpretation to Help Resolve Critical Resource Issues (Michael E Whatley)
Introduction to Art Therapy Research (Lynn K. Kapitan)
La fabrique du musée de sciences et sociétés (sous la direction de Michel Côté)
Learning Bridges – Toward Participatory Learning Environments (Kristiina Kumpulainen et al)
Letting Go? Sharing Authority in a User-Generated World (Bill Adair; edited by Benjamin Filene and Laura Koloski)
Manifesta Worksbook: An Art Mediation Resource (International Foundation Manifesta)
Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions (Ylva French and Sue Runyard)
Measuring Success Resource Pack (Learning through Landscapes)
Mobile Apps for Museums: The AAM Guide to Planning & Strategy (e-book) (Nancy Proctor)
Museums at Play: Games, Interaction and Learning (edited by Katy Beale)
Places of the Imagination (Stijn Reijnders)
Social Design in Museums: The Psychology of Visitor Studies (2 Vol) (Stephen Bitgood)
Story Bridges: A guide for conducting intergenerational oral history projects (Angela Zusman)
Storyteller Guitar (Doug Larson)
The Sustainable Exhibitions Complete Course (Rachel Madan)
Teaching in the Art Museum: Interpretation as Experience (Rika Burnham and Elliott Kai-Kee)
Twilight at Conner Prairie: The Creation, Betrayal, and Rescue of a Museum Series: American Association for State and Local History (Berkley W. Duck III)
Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers (Second Edition) (Graeme K. Talboys)
All Together Now: Museums and Online Collaborative Learning (Will B. Crow and Herminia Wei-Hsin Din)
American Association of Museums Recorded Webinar Educator Toolkit
Applied Theatre: International Case Studies and Challenges for Practice (edited by Monica Prendergast and Juliana Saxton)
Beyond Cultural Diversity: The Case for Creativity (edited by Richard Appignanesi)
The Convivial Museum (Kathleen McLean and Wendy Pollock)
Creative Community Builder's Handbook: How to Transform Communities Using Local Assets, Arts, and Culture (Fieldstone Alliance)
The Cultural Leadership Handbook: How to Run a Creative Organization (Robert Hewison and John Holden)
Curating and the Educational Turn (Paul O’Neil and Mick Wilson)
Ecologies of Affect: Placing Nostalgia, Desire, and Hope (Tonya K. Davidson; edited by Ondine Park and Rob Shields)
Environmental Description for visually and dual sensory impaired people (Riitta Lahtinen)
The Field Trip Book: Study Travel Experiences in Social Studies (Ronald V. Morris)
Gaming the Past: Using Video Games to teach Secondary History (Jeremiah McCall)
Hot Topics, Public Culture, Museums (edited by Fiona Cameron and Lynda Kelly)
Ignite the Power of Art: Advancing Visitor Engagement in Museums (Bonnie Pitman and Ellen Hirzy)
Interpretative Master Planning (John Veverka)
Interpretive Solutions: Harnessing the Power of Interpretation to Help Resolve Critical Resource Issues (Michael E Whatley)
Introduction to Art Therapy Research (Lynn K. Kapitan)
La fabrique du musée de sciences et sociétés (sous la direction de Michel Côté)
Learning Bridges – Toward Participatory Learning Environments (Kristiina Kumpulainen et al)
Letting Go? Sharing Authority in a User-Generated World (Bill Adair; edited by Benjamin Filene and Laura Koloski)
Manifesta Worksbook: An Art Mediation Resource (International Foundation Manifesta)
Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions (Ylva French and Sue Runyard)
Measuring Success Resource Pack (Learning through Landscapes)
Mobile Apps for Museums: The AAM Guide to Planning & Strategy (e-book) (Nancy Proctor)
Museums at Play: Games, Interaction and Learning (edited by Katy Beale)
Places of the Imagination (Stijn Reijnders)
Social Design in Museums: The Psychology of Visitor Studies (2 Vol) (Stephen Bitgood)
Story Bridges: A guide for conducting intergenerational oral history projects (Angela Zusman)
Storyteller Guitar (Doug Larson)
The Sustainable Exhibitions Complete Course (Rachel Madan)
Teaching in the Art Museum: Interpretation as Experience (Rika Burnham and Elliott Kai-Kee)
Twilight at Conner Prairie: The Creation, Betrayal, and Rescue of a Museum Series: American Association for State and Local History (Berkley W. Duck III)
Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers (Second Edition) (Graeme K. Talboys)
Saturday, December 31, 2011
Thanks for the great books 2011!
Monday, December 19, 2011
Best museum education book of 2011?
What would you tell them? Which would YOU choose? Please help me out by visiting http://www.surveymonkey.com/s/YCQDN5J – and cast your vote!
Look forward to hearing from you.
Cheers,
Chris
Sunday, December 04, 2011
Learning to remember slavery at the museum: school field-trips, difficult histories and shifting historical consciousness
(UK)
Research question: How are shifts in the ‘historical consciousness’ of ‘difficult histories’ such as transatlantic slavery renegotiated and rearticulated through school field-trips to museums in England within the context of periods of heightened commemorative activity, such as the 2007 bicentenary of the abolition of the slave trade?
Data presentation: 100,000 word doctoral thesis, journal articles, chapters in edited books, conference papers.
Principal researcher: Nikki Spalding.
Sites: Wilberforce House Museum (Hull, UK), International Slavery Museum (Liverpool, UK), National Maritime Museum (London, UK), Buxton National Historic Site and Museum (Ontario, Canada).
Time span: 2007-2010 (fieldwork)
Contact information: nikki.spalding@newcastle.ac.uk or nikkispalding@rocketmail.com
Young Science Correspondents
(USA)
Research questions: Impact on 8 high school students’ awareness, engagement, attitude, skills, behavior of participating in a year-long science journalism training program
Data presentation: We have a written report based on surveys and a videotaped evaluation based on Logic Model questions, involving interviews with the students done by an independent videographer. http://www.youtube.com/watch?v=yfBPLgMUn6o
Sites: The program involved students from two high schools in the City of Phoenix: a bioscience high school and a regular high school with a journalism program.
Time span: The project ran from June 2009-May 2010
Contact: Laura W. Martin, Ph.D., Senior Director of Educational Services, Arizona Science Center lmartin@azscience.org (602) 716-2000
21st Century Learning Community Centers STEM After School and Camp Programs
(USA)
Research questions: Impact on kids (grades 4-8) re awareness, engagement, and attitude; value of the program for parents; impact on teachers participating in training
Data presentation: We have three written reports from different years:
Time span: Summer 2009, school year and summer 2009-2010, spring 2011; we are collecting data this school year as well.
Sites: Programs took place at school sites throughout the state of Arizona involving hundreds of kids
Contact: Laura W. Martin, Ph.D., Senior Director of Educational Services, Arizona Science Center lmartin@azscience.org (602) 716-2000
Community Outreach
(Canada)
Research questions: The purpose of this proposal is to develop a cohesive understanding of the Education audience outside of the physical site at Canadian Museum of Immigration at Pier 21 (CMIP) as well as to develop and implement revenue-based outreach programs fulfilling the CMIP and Education mandates. What outreach programs would promote engagement and understanding of immigration to Canada for school-aged audiences? As a secondary question, outreach programming will be explored in terms of cost effectiveness and revenue capabilities.
Data presentation: Data will be presented in the form of a literature review and institutional comparisons and offerings. Resources will be evaluated using a criteria scoring system (analytical rubric) as well as through test group surveys in a pilot, phase-in project.
Principal Researchers: Elisabeth Tower, Manager, Education; Ashley MacPherson, Coordinator, Education
Sites: Local and national levels
Time Span: 3 months (August 1, 2011 – October 1, 2011)
Contact: Elisabeth Tower, Manager, Education 1(902) 425-7770 ext243 education@pier21.ca
Culture Trunks
(Canada)
Research Question: Our goal is to create online resources for web users ages 15-25. In support of this goal, the Museum is creating a phase-in, online resource for web-based learning that utilizes the exploration of youth audiences who actively seek information regarding immigration, migration, cultural diversity, identity, and curriculum through social media, and online communities.
Data presentation: Data will be presented in the form of surveys and questionnaires which in turn will be used to create online resources. Resources will be evaluated using a criteria scoring system (analytical rubric) as well as through test group surveys.
Principal Researchers: Elisabeth Tower, Manager, Education; Fiona Valverde, Director of Marketing, Development and Communications
Site: National level, online
Time Span: 2 months (October 1, 2011 – December 1, 2011)
Contact: Elisabeth Tower, Manager, Education 1(902) 425-7770 ext243 education@pier21.ca
Bringing Natural History Collections to life!
! (UK)
Research Question: What is the impact of combining natural history collection activities with habitat exploration or live animal experiences?
Data Presentation: Doctoral thesis/ website
Researcher: Grace Kimble
Sites: Natural History Museum and Wildlife Garden, London and Grant Museum, University College, London
Time span: Part time Research started Oct 2010. Pilot programme July 2011, data collection summer 2012.
Contact: g.kimble@nhm.ac.uk
UBC Okanagan Education 417 Oral History Conversations
(Canada)
Research Questions: Really Oral History Conversations; for example, “Tell me about life in the Okanagan when you were younger. Include information that you think would be important for children to know about today.”
Data presentation: Discs to participating museums in the Okanagan Valley
Principal Researcher: Dr. Vicki A. Green with research assistants Education students in their final year of studies who are in social studies methods and who choose to participate.
Sites: Research is conducted through the Lake Country, Kelowna, Penticton, Vernon, Armstrong and Salmon Arm Museums in British Columbia, Canada
Time span: The conversations are gathered each fall from September to December.
Contact Dr. Vicki A. Green, Faculty of Education, University of British Columbia Okanagan Campus. 1-250-807-8107; Vicki.green@ubc.ca
The Role of Museum Programs in Parent Involvement
(USA)
(This research is the part of a post-doctoral research study supported by the Fulbright Visiting Scholar Program)
Research questions: What is the nature of parental involvement programs in museums across US? What are the museum’s staff’s experience and perceptions about their museum’s parental involvement programs? More specifically what is important about the parental involvement design, the development, and the evaluation programs?
Data presentation: Report. The qualitative data presented at the ICOM-CECA Annual Conference 2011. The results of the project also will be submitted to national and international journals.
Principal researcher: Kadriye Tezcan Akmehmet (Assis. Prof., Yildiz Technical University, Museum Studies Graduate Program, Istanbul, Turkey)
Supervisor: Prof. Jessica Luke (Part Time Faculty, George Washington University Museum Studies Program)
Site: United States (George Washington University Museum Studies Program, Hosted by Prof. Kym Rice-The Director of the Program)
Time span: August 2010-July 2011
Contact: kadriyetezcan@gmail.com , tezcan@yildiz edu.tr ; 00 90 (506) 253 75 66
Young Children's Experience in Natural History Museums
(UK)Questions: What are young children experiencing when they visit natural history museums with their families? How can children's photography be used to help us gain their viewpoints?
Presentation: PhD thesis
Researcher: Elee Kirk, PhD student, School of Museum Studies, University of Leicester, UK
Site of research: Oxford University Museum of Natural History, UK
Anticipated completion date: December 2012
Contact information: ek170@le.ac.uk http://www2.le.ac.uk/departments/museumstudies/research/phd-student-research/EleeKirk
Parents as First Educators
 |
| Courtesy Bristol City Museum 2011 |
(UK)
Research question: To explore what kinds of resources could enable parents to engage their pre-school children with museum collections and buildings, through supporting families to build their own narratives.
Data presentation: Final summary report available at www.learning-unlimited.co.uk/page4/page4.html , full final report available from Jo Graham, contactable through www.learning-unlimited.co.uk/page3/page3.php , findings shared through number of presentations including at courses such as Early Years Enthusiasm Day, Nov 2009, St Nicholas priory, Exeter, UK
Principal researcher: Jo Graham, Learning Unlimited
Sites: St Nicholas Priory, Exeter, Plymouth City Museum, Bristol City Museum, Russell-Cotes Art Gallery and Museum, Bournemouth, Torquay Museum, Cheltenham Art Gallery and Museum
Time span: Jan – April 2009
Contact: Jo Graham jo@learning-unlimited.co.uk
Family Learning in Interactive Galleries (FLING)
) (USA)
Research questions: Family Learning in Interactive Galleries, also called FLING, was a four-year long research project funded by an IMLS National Leadership grant that examined families' value and use of interactive galleries in art museums and their motivations for visiting the spaces.
Data presentation: The process, research, and results are shared on the web site www.familiesinartmuseums.org .
Principal researchers: The research component was directed by The Institute of Learning Innovation www.ilinet.org and Audience Focus www.audiencefocus.com/us/ . The lead researchers were Jessica Luke, ILI, and Marianna Adams, Audience Focus. The on-site data collection research for FLING was conducted by three researchers hired for this project, one at each museum.
Sites: The project studied three southeast art museums with interactive art spaces and their visitors: Frist Center for the Visual Arts (Nashville), High Museum of Art (Atlanta), and Speed Art Museum (Louisville).
Time span: The research project was conducted from 2007-2011
Contact: Complete information may be found on the website at: http://www.familiesinartmuseums.org/pdf/FINALRESOURCES9.7.11.pdf
The partnership team for the grant was:
Marianna Adams, Audience Focus marianna@audiencefocus.com
Julia Forbes, High Museum of Art julia.forbes@woodruffcenter.org
Anne Henderson, Frist Center for the Visual Arts ahenderson@fristcenter.org
Jessica Luke, ILI luke@ilinet.org
Cynthia Moreno, Speed Museum cynthia@speedmuseum.org
The Museum Experience of Children with Autism and Their Families: Improving Access through Web and Electronic Resources
(USA)
Research questions:
1. What are the needs and motivations of children with autism for wanting to visit the museum (education, socialization, other)?
2. What are the needs and motivations of the family for the museum visit (education, socialization, other)?
3. What are the components of museum-related Web experiences that enhance museum accessibility for families with children affected by autism?
4. How can Web resources be designed to better meet the needs of families with children affected by autism?
Data presentation: The data will be presented through research publications and presentations.
Principal researchers:
Mega M. Subramaniam, Assistant Professor, College of Information Studies, University of Maryland
Giuseppe (Pino) Monaco, Education Outcomes Manager, Smithsonian Center for Museum Studies and Education
Paul T. Jaeger, Assistant Professor, College of Information Studies, University of Maryland
Beth Ziebarth, Director of Smithsonian Institution Accessibility Program
Lesley Langa, Graduate Research Associate, Information Policy & Access Center, College of Information Studies, University of Maryland
Katie Shanahan, Graduate Research Associate, Information Policy & Access Center, College of Information Studies, University of Maryland
Site: National Museum of American History
Time span: May 1, 2011- April 31, 2012
Contact: Dr. Subramaniam (mmsubram@umd.edu ) or Dr. Monaco (monacop@si.edu )
High Priority Design Values Used by Successful Children's Museum Exhibit Developers: A Multiple Case Study Analysis of Expert Opinions
(USA)
Research question: What are the design values used by successful children's museum exhibit developers when they develop exhibits? Not surprisingly, the data revealed that most of the developers designed exhibits which promoted family learning. They did this by developing exhibits that encouraging meaningful interactions between parents and children.
Data presentation: Master's thesis. Thesis available upon request
Principle researcher: Stephen Ashton, doctoral student at Brigham Young University, and Audience Research & Development Coordinator at Thanksgiving Point .
Sites: Interviews were conducted with exhibit developers at the following four museums: The Boston Children's Museum, The Children's Museum of Pittsburgh, The Children's Museum of Houston, and Science City in Kansas City. Observations were also conducted at those four museums.
Time span: 2010-April 2011
Contact: Stephen Ashton Audience Research & Development Coordinator at Thanksgiving Point www.thanksgivingpoint.org Doctoral Student at Brigham Young University 801-376-2333 stephendashton@gmail.com ; sashton@thanksgivingpoint.org
Storyland: A Trip Through Childhood Favorites Summative Evaluation
(USA)
Evaluation question: How children perceive and connect to literacy and reading through interactive, book-based experiences adults’ intention to implement the messages embedded throughout Storyland, which brings seven beloved picture books to life in a 1,500 square foot exhibit to travel around the nation and a 500 square foot exhibition to travel to six Minnesota communities.
Data presentation: Written report of findings
Principal evaluators: Cheryl Kessler, Blue Scarf Consulting; Kirstin Nielsen, Exhibition Development Manager, Minnesota Children’s Museum
Site: Minnesota Children’s Museum, community centers in Worthington and Elk River, Minnesota, and a library in Redwood Falls, Minnesota.
Time span: June 2011-May 2012
Contact: Cheryl@BlueScarfConsulting.com ,
Science + You Summative Evaluation
(USA)
Evaluation questions: How and to what degree do families use the Science + You, an 11-component, immersive traveling exhibit, for children ages 3-8 and accompanying adults to investigate, experiment, and understand how science and scientists approach and solve problems related to human health and nutrition. How do families’ experiences influence their post-visit intentions and actions? What resonates with children?
Data presentation: Written report of findings
Principal evaluators: Cheryl Kessler, Blue Scarf Consulting; Mary Trieschmann, VP of Programs, Kohl Children’s Museum of Greater Chicago
Site: Kohl Children’s Museum of Greater Chicago, Glenview, IL
Time span: September-November, 2011
Contact information: Cheryl@BlueScarfConsulting.com mtrieschmann@kohlchildrensmuseum.org
Parents and Caregivers as an Audience for Museum Family Spaces
(USA)
Research questions: This research seeks to determine how family galleries in art and history museums can better serve the needs and interests of parents and caregivers. Guiding questions include: How do parents and caregivers use family spaces? What are parents' and caregivers' perceptions of family spaces? Suggestions are provided for ways to accommodate and engage parents and caregivers in family spaces.
Data presentation: Master's Thesis
Principal researcher: Allison Feigen, candidate for Master of the Arts in Museum Education, The University of the Arts
Site: The National Building Museum's family exhibition, Building Zone
Time span: January - December 2011
Contact: alfeigen@gmail.com
Mobile Learning meets Family Learning in the Science Museum: A Case Study of Family Science Learning in the National Science Museum
(Thailand)
Research questions:
1. How can science museums in non-Western contexts increase their impact on family audiences through the use of mobile technologies?
1a.What are currently the impacts of science museums on family learning?
1b.How do science museums in Thailand currently compare with science museums in the West regarding their impacts on family learning?
1c.What are additional desirable impacts of science museums on family learning in Thailand?
1d. What are the impacts of mobile technologies on family learning in science museums in Thailand?
Date presentation: Dissertation
Principal researcher: Ms.Wijitra Suriyakul Na Ayudhya; First Supervisor: Dr.Giasemi Vavoula; Second Supervisor: Dr.Viv Golding
Site: The National Science Museum, Thailand
Time span: 3 years (PhD research)
Contact: Ms.Wijitra Suriyakul Na Ayudhya, PhD Student, School of Museum Studies, University of Leicester wsna1@le.ac.uk and wijitra_j@hotmail.com
Artissimo Kiosk and Gallery
(Canada)
Evaluation questions: The National Gallery of Canada undertook a four-year project to revitalize its flagship family program, Artissimo. Research and outcomes-based evaluation focused on how families learn in museums and from artworks, and resulted in seven new family activities and a purpose-built kiosk.
Data presentation: Data is summarized in a Formative Evaluation Report (2007), as well as a paper, outlining the stages of evaluation and implementation that is being prepared for the 2012 annual conference of the Canadian Museums Association.
Principal evaluator(s): Megan Richardson, National Gallery of Canada and Marianna Adams, Audience Focus Inc.
Site: National Gallery of Canada, Ottawa, Ontario, Canada
Time span: front-end and formative evaluation, research, consultation, design, production implementation, and summative evaluation took place over 4 years (2007 - 2011)
Contact: Megan Richardson, Chief, Education and Public Programs, National Gallery of Canada, mrichard@gallery.ca ; 613.990.0574
Thursday, September 01, 2011
Vote now for your choice of best museum education internship project of 2011!
Take 10 to choose your favs from the MEM 2011 list of museum education internships. Just scroll down through the 26 listings below. For each or just the ones you prefer, check off your reaction(s). Is the project useful, interesting, important, or cool (or all four, if you like!)? Comments as to your reasoning welcomed but remember these are your peers - so please be gentle!
Internships receiving the most votes in any category will be featured on Twitter the MEM Facebook Page and the MEM website
Look forward to hearing from you!
Remotely Operated Vehicle Activity Development
(USA)
Description: Interns worked with the current science team at Pacific Science Center and regional scientists to develop and prototype a staff-led activity rooted in inquiry-based learning methods. The activity featured Remotely Operated Vehicles to help visitors understand how scientists explore vents. Interns also assisted in on-site programs between scientists and visitors. Link to larger context within which project will exist http://www.pacificsciencecenter.org/portal-to-current-research
Interns: Galen Richards, Andrew Hermann
Supervisors: Tamara Yurkanin, Stephanie Fitzwater, Dana Vukajlovich, Michael Bowers
Site: Pacific Science Center, Seattle WA http://www.pacificsciencecenter.org/
Time span June through August
Contact: tyurkanin@pacsci.org
Description: Interns worked with the current science team at Pacific Science Center and regional scientists to develop and prototype a staff-led activity rooted in inquiry-based learning methods. The activity featured Remotely Operated Vehicles to help visitors understand how scientists explore vents. Interns also assisted in on-site programs between scientists and visitors. Link to larger context within which project will exist http://www.pacificsciencecenter.org/portal-to-current-research
Interns: Galen Richards, Andrew Hermann
Supervisors: Tamara Yurkanin, Stephanie Fitzwater, Dana Vukajlovich, Michael Bowers
Site: Pacific Science Center, Seattle WA http://www.pacificsciencecenter.org/
Time span June through August
Contact: tyurkanin@pacsci.org
Taft Museum of Art Summer Art Camp
(USA)
Description: Students grades 3-12 explore the museum and create artwork inspired by the summer’s special exhibition (in 2011, In Company with Angels: Seven Rediscovered Tiffany Windows)
Interns: Mary Hancock, Brian Hone, Elizabeth Schanher
Supervisors: Nancy Huth, Jean Graves
Site: Taft Museum of Art, Cincinnati, Ohio
Time span: Five one-week sessions; two sessions for grades 3-5, two sessions for grades 6-8, and a high school workshop
Contact: jgraves@taftmuseum.org
Description: Students grades 3-12 explore the museum and create artwork inspired by the summer’s special exhibition (in 2011, In Company with Angels: Seven Rediscovered Tiffany Windows)
Interns: Mary Hancock, Brian Hone, Elizabeth Schanher
Supervisors: Nancy Huth, Jean Graves
Site: Taft Museum of Art, Cincinnati, Ohio
Time span: Five one-week sessions; two sessions for grades 3-5, two sessions for grades 6-8, and a high school workshop
Contact: jgraves@taftmuseum.org
Youth and Family Programming at the Campbell Carriage Factory Museum
(Canada)
Description: To enrich visitor experience and expand community outreach and partnerships, I developed on-site activities for regular visitors, as well as day camp programming for youth ages 5-12. I researched, visited, and gathered resources from other museums. This information was compiled alongside a report of recommendations for future educational projects.
Intern: Charlotte Gleave Riemann
Supervisors: Ron Kelly Spurles and Paul Bogaard
Site: The Campbell Carriage Factory Museum, Sackville, New Brunswick
Time span: June-August, 2011
Contact: tantramarheritage@nb.aibn.com
Description: To enrich visitor experience and expand community outreach and partnerships, I developed on-site activities for regular visitors, as well as day camp programming for youth ages 5-12. I researched, visited, and gathered resources from other museums. This information was compiled alongside a report of recommendations for future educational projects.
Intern: Charlotte Gleave Riemann
Supervisors: Ron Kelly Spurles and Paul Bogaard
Site: The Campbell Carriage Factory Museum, Sackville, New Brunswick
Time span: June-August, 2011
Contact: tantramarheritage@nb.aibn.com
30 Americans - Educator Resource Packets
(USA)
Description: 30 Americans is a wide-ranging survey of the work of many of the most important African-American artists of the last three decades. The educator resource packets feature a selection of works. Research was completed on the artists’ backgrounds and progress of their careers, as well as on the description, preparation, and context of the corresponding artworks. Exhibit micosite http://www2.corcoran.org/30americans/explore
Intern: Emily Mendonca
Supervisor: Linda Powell
Site: Corcoran Gallery of Art http://www.corcoran.org/
Time span: June-August 2011
Contact: Emily Mendonca emendonca@corcoran.org
Description: 30 Americans is a wide-ranging survey of the work of many of the most important African-American artists of the last three decades. The educator resource packets feature a selection of works. Research was completed on the artists’ backgrounds and progress of their careers, as well as on the description, preparation, and context of the corresponding artworks. Exhibit micosite http://www2.corcoran.org/30americans/explore
Intern: Emily Mendonca
Supervisor: Linda Powell
Site: Corcoran Gallery of Art http://www.corcoran.org/
Time span: June-August 2011
Contact: Emily Mendonca emendonca@corcoran.org
Baycrest Art Walk
(Canada)
Description: Baycrest is a senior's hospital, residence and research institution. The Art Walk booklet is a self-guided tour of Baycrest's art collection that residents can take with visitors/care-givers. The Art Walk encourages a life-long engagement with the arts and stimulates conversation about art, opinions and memories.
Intern: Miriam Selick
Supervisors: Bianca Stern, director of Culture, Arts & Innovation and Aviva Babins, Museum Coordinator
Site: Baycrest Hospital, 3560 Bathurst St. Toronto, Canada
Time Span: summer 2011 (and ongoing)
Contact Information: miriamselick@hotmail.com bstern@baycrest.org
Description: Baycrest is a senior's hospital, residence and research institution. The Art Walk booklet is a self-guided tour of Baycrest's art collection that residents can take with visitors/care-givers. The Art Walk encourages a life-long engagement with the arts and stimulates conversation about art, opinions and memories.
Intern: Miriam Selick
Supervisors: Bianca Stern, director of Culture, Arts & Innovation and Aviva Babins, Museum Coordinator
Site: Baycrest Hospital, 3560 Bathurst St. Toronto, Canada
Time Span: summer 2011 (and ongoing)
Contact Information: miriamselick@hotmail.com bstern@baycrest.org
Denver Museum of Nature and Science Photo Study
(USA)
Description: My internship involves the management of the museum visitor photo study. We seek to see the museum through the eyes of its visitors by having visitors take photographs throughout their visit using digital cameras. The photographs are used to explore visitor experiences and understand what engages and interests visitors.
Intern: Katie Schroeder
Supervisors: Andrea Giron, Kathleen Tinworth, and Laureen Trainer
Site: Denver Museum of Nature and Science, Denver, Colorado
Time span: Data collection: June-August 2011, Data analysis: August-September 2011
Contact: Katie Schroeder, Kathryn.Schroeder@du.edu
Description: My internship involves the management of the museum visitor photo study. We seek to see the museum through the eyes of its visitors by having visitors take photographs throughout their visit using digital cameras. The photographs are used to explore visitor experiences and understand what engages and interests visitors.
Intern: Katie Schroeder
Supervisors: Andrea Giron, Kathleen Tinworth, and Laureen Trainer
Site: Denver Museum of Nature and Science, Denver, Colorado
Time span: Data collection: June-August 2011, Data analysis: August-September 2011
Contact: Katie Schroeder, Kathryn.Schroeder@du.edu
Summer History Camps
(USA)
I taught three week-long summer camps for ages 4-9, which used hands-on activities and museum exploration to introduced life in Federal period Georgetown. I researched and developed one camp, entitled “Living Local in Georgetown,” which focused on how life was more local and how local produce was used and reused.
Intern: Jacob Goldstein
Supervisor: Jennifer Michaelree Squire
Site: Dumbarton House, Washington, DC http://www.dumbartonhouse.org/
Time Span: Summer 2011
Contact: Jake Goldstein Jgoldst9@gwmail.gwu.edu Jennifer Michaelree Squire
Education Director education@dumbartonhouse.org
I taught three week-long summer camps for ages 4-9, which used hands-on activities and museum exploration to introduced life in Federal period Georgetown. I researched and developed one camp, entitled “Living Local in Georgetown,” which focused on how life was more local and how local produce was used and reused.
Intern: Jacob Goldstein
Supervisor: Jennifer Michaelree Squire
Site: Dumbarton House, Washington, DC http://www.dumbartonhouse.org/
Time Span: Summer 2011
Contact: Jake Goldstein Jgoldst9@gwmail.gwu.edu Jennifer Michaelree Squire
Education Director education@dumbartonhouse.org
MoMA Courses Online: Implementation and Research of Online Learning Environments at The Museum of Modern Art
USA)
Description: For my 12-month internship, I have been helping to build two MoMA Courses Online, Modern Art 1880-1945 and Materials and Techniques of Postwar Abstract Painting. Working with Landau Fellow Effie Phillips, we have been surveying and evaluating the online students’ experience to better understand how people learn and interact online.
Intern: Colleen Brogan
Supervisor: Beth Harris, Pablo Helguera
Sites: http://education.moma.org http://moma.org/courses
Time Span: 12 months
Contact: Colleen_Brogan@moma.org Beth_Harris@moma.org
Description: For my 12-month internship, I have been helping to build two MoMA Courses Online, Modern Art 1880-1945 and Materials and Techniques of Postwar Abstract Painting. Working with Landau Fellow Effie Phillips, we have been surveying and evaluating the online students’ experience to better understand how people learn and interact online.
Intern: Colleen Brogan
Supervisor: Beth Harris, Pablo Helguera
Sites: http://education.moma.org http://moma.org/courses
Time Span: 12 months
Contact: Colleen_Brogan@moma.org Beth_Harris@moma.org
Public Art Collection Tours
(Canada)
Description: While I was primarily hired to work on The City of Calgary’s Public Art Collection database, my job also included informative and entertaining tours. I conducted several indoor/outdoor walking tours of public art in the downtown area, introducing and reintroducing citizens to iconic works in our city. http://www.calgary.ca/CSPS/Recreation/Pages/Public-Art/Downtown-Public-Art-Circuit-tour.aspx
Intern: Johanna Plant
Supervisors: Barbara Greendale and Quyen Hoang
Site: City of Calgary (Calgary, Alberta, Canada)
Time span: May to August, 2011
Contact: publicart@calgary.ca
Description: While I was primarily hired to work on The City of Calgary’s Public Art Collection database, my job also included informative and entertaining tours. I conducted several indoor/outdoor walking tours of public art in the downtown area, introducing and reintroducing citizens to iconic works in our city. http://www.calgary.ca/CSPS/Recreation/Pages/Public-Art/Downtown-Public-Art-Circuit-tour.aspx
Intern: Johanna Plant
Supervisors: Barbara Greendale and Quyen Hoang
Site: City of Calgary (Calgary, Alberta, Canada)
Time span: May to August, 2011
Contact: publicart@calgary.ca
Canadian Museum of Civilization Public History Internship
(Canada)
Description: A public history internship focusing on research, cataloguing and collections development in the national collection completed as part of the M.A. Public History program at the University of Western Ontario. Project topics included the Dionne Quintuplets, Canadian Women on the Home Front, Canadian Nursing and mystery artefacts. Sample project http://www.civilization.ca/cmc/exhibitions/tresors/nursing/ncint01e.shtml
Intern: Sarah Bennett
Supervisor: Krista Cooke, Assistant Curator Site: Canadian Museum of Civilization
Site: Canadian Museum of Civilization http://www.civilization.ca/home
Time Span: May 2, 2011 to July 29, 2011
Contacts: Krista Cooke Krista.cooke@civilisations.ca & Sarah Bennett bennettsarahelizabeth@gmail.com
Description: A public history internship focusing on research, cataloguing and collections development in the national collection completed as part of the M.A. Public History program at the University of Western Ontario. Project topics included the Dionne Quintuplets, Canadian Women on the Home Front, Canadian Nursing and mystery artefacts. Sample project http://www.civilization.ca/cmc/exhibitions/tresors/nursing/ncint01e.shtml
Intern: Sarah Bennett
Supervisor: Krista Cooke, Assistant Curator Site: Canadian Museum of Civilization
Site: Canadian Museum of Civilization http://www.civilization.ca/home
Time Span: May 2, 2011 to July 29, 2011
Contacts: Krista Cooke Krista.cooke@civilisations.ca & Sarah Bennett bennettsarahelizabeth@gmail.com
Family Activity Backpacks
(Canada)
Description: Family Activity Backpacks, developed for ages 3-8 or 8-12, offer age-appropriate experiences for families who casually visit the Museum of Health Care. The project involved designing backpacks filled with gallery-specific activities, testing with volunteer families, and improving the backpacks for better visitor experience.
Intern: Tanya Szulga
Supervisors
Kathy Karkut, Collections Manager, and Catherine Toews, Museum Manager and Program Director
Site: Museum of Health Care at Kingston, Ontario http://www.museumofhealthcare.ca/ ; Backpack Project http://www.museumofhealthcare.ca/activities-and-programs/backpacks.html
Time span: Project development completed in 4 months. Project use is ongoing.
Contact: Museum of Health Care at Kingston 32 George Street, Kingston ON K7L 2V7 613-548-2419 museum@kgh.kari.net
Description: Family Activity Backpacks, developed for ages 3-8 or 8-12, offer age-appropriate experiences for families who casually visit the Museum of Health Care. The project involved designing backpacks filled with gallery-specific activities, testing with volunteer families, and improving the backpacks for better visitor experience.
Intern: Tanya Szulga
Supervisors
Kathy Karkut, Collections Manager, and Catherine Toews, Museum Manager and Program Director
Site: Museum of Health Care at Kingston, Ontario http://www.museumofhealthcare.ca/ ; Backpack Project http://www.museumofhealthcare.ca/activities-and-programs/backpacks.html
Time span: Project development completed in 4 months. Project use is ongoing.
Contact: Museum of Health Care at Kingston 32 George Street, Kingston ON K7L 2V7 613-548-2419 museum@kgh.kari.net
How do Museum Educators engage children ages 6-12 who are not exposed to art and museums?
(USA)
Description: I observed which techniques proved successful in the engagement of young children and the arts. I studied how the use of current contemporary pieces within the museum and projects with local artists can supplement The Frost Summer Art Camp curriculum to develop an understanding of art techniques.
Intern: Kelsey Kyle
Supervisor: Linda Powers, Curator of Education
Site: The Patricia and Phillip Frost Art Museum
Time span: May 2011- August 2011
Contact: KKyle003@FIU.EDU
Description: I observed which techniques proved successful in the engagement of young children and the arts. I studied how the use of current contemporary pieces within the museum and projects with local artists can supplement The Frost Summer Art Camp curriculum to develop an understanding of art techniques.
Intern: Kelsey Kyle
Supervisor: Linda Powers, Curator of Education
Site: The Patricia and Phillip Frost Art Museum
Time span: May 2011- August 2011
Contact: KKyle003@FIU.EDU
Library and Archival Management in a University Gallery
(Canada)
Description: The two main elements of this project involve cataloguing the gallery’s library of print resources and creating a new, more accessible archival system for records of past gallery exhibitions. This project will make the gallery’s resources and archival records more easily available to academic researchers and students both within the University of Winnipeg community and beyond.
Intern: Emily Doucet
Supervisor: Jennifer Gibson
Site: Gallery 1C03, University of Winnipeg, Winnipeg, Manitoba
Time span: May 15- August 19, 2011
Contact information: ra-doucete@uwinnipeg.ca or j.gibson@uwinnipeg.ca
Description: The two main elements of this project involve cataloguing the gallery’s library of print resources and creating a new, more accessible archival system for records of past gallery exhibitions. This project will make the gallery’s resources and archival records more easily available to academic researchers and students both within the University of Winnipeg community and beyond.
Intern: Emily Doucet
Supervisor: Jennifer Gibson
Site: Gallery 1C03, University of Winnipeg, Winnipeg, Manitoba
Time span: May 15- August 19, 2011
Contact information: ra-doucete@uwinnipeg.ca or j.gibson@uwinnipeg.ca
Applying Psychographics to Audience Development in Arts and Heritage Programming
(The Netherlands)
Description: I observed investors, artists and Deiska participants engaging in various programming, from which I determined the psychographic backgrounds (i.e. the personal interests) that brought people to Deiska. I then made a branding package to catch new groups with different interests to become part of the Deiska audience (e.g. families high tea opening on Sunday afternoon, versus the usual business audience at weeknight wine openings). Sample of work available at http://www.scribd.com/christine_platt1674
Intern: Christine Platt
Supervisor: Donna Wolf, Founder and CEO of Deiska
Location: Deiska art fund, Amsterdam, Netherlands
Span: 6 months
Contact: Christine.platt@yahoo.com
Description: I observed investors, artists and Deiska participants engaging in various programming, from which I determined the psychographic backgrounds (i.e. the personal interests) that brought people to Deiska. I then made a branding package to catch new groups with different interests to become part of the Deiska audience (e.g. families high tea opening on Sunday afternoon, versus the usual business audience at weeknight wine openings). Sample of work available at http://www.scribd.com/christine_platt1674
Intern: Christine Platt
Supervisor: Donna Wolf, Founder and CEO of Deiska
Location: Deiska art fund, Amsterdam, Netherlands
Span: 6 months
Contact: Christine.platt@yahoo.com
Community Archiving: Sharing Stories with the Asia over 50s Club
Northern Ireland)
Description: This community archive project asks members of the Asia over 50s Club to share their stories and experiences. Why did they move to Northern Ireland? What are the similarities and differences between the two cultures? These voice recordings and photographs are published on the Northern Ireland Archive website, so both the community itself and wider society have access to this unique material.
Intern: Lise den Brok
Supervisors: Helen Perry and John Hamilton
Site: process in Causeway Museum Service's offices in Coleraine, results on www.niarchive.org
Time span: May 2011 to August 2011, with opportunities to develop the project further through a publication or exhibition
Contact: Lise den Brok on llyse@hotmail.com , Causeway Museum Service on john.hamilton@colerainebc.gov.uk
Description: This community archive project asks members of the Asia over 50s Club to share their stories and experiences. Why did they move to Northern Ireland? What are the similarities and differences between the two cultures? These voice recordings and photographs are published on the Northern Ireland Archive website, so both the community itself and wider society have access to this unique material.
Intern: Lise den Brok
Supervisors: Helen Perry and John Hamilton
Site: process in Causeway Museum Service's offices in Coleraine, results on www.niarchive.org
Time span: May 2011 to August 2011, with opportunities to develop the project further through a publication or exhibition
Contact: Lise den Brok on llyse@hotmail.com , Causeway Museum Service on john.hamilton@colerainebc.gov.uk
Teaching Science Right from the Start
(USA)
Description: Educate preschool teachers on how to teach children science from an early age. This grant funded project focused on three subject areas, water/bubbles, color/light/shadow, and magnets. Daycare providers attended workshops and received science resource kits. Each kit contained items to enhance learning in the three areas discussed in the workshops.
Intern: Amelia Blake
Supervisor: Marcia MacRae (Interdisciplinary Arts Specialist)
Site: DuPage Children's Museum http://www.dupagechildrensmuseum.org/
and various home daycares in the west Chicago area
Time Span: May 2011-August 2011
Contact Information: blakeame56@gmail.com , mmacrae@dupagechildrensmuseum.org
Description: Educate preschool teachers on how to teach children science from an early age. This grant funded project focused on three subject areas, water/bubbles, color/light/shadow, and magnets. Daycare providers attended workshops and received science resource kits. Each kit contained items to enhance learning in the three areas discussed in the workshops.
Intern: Amelia Blake
Supervisor: Marcia MacRae (Interdisciplinary Arts Specialist)
Site: DuPage Children's Museum http://www.dupagechildrensmuseum.org/
and various home daycares in the west Chicago area
Time Span: May 2011-August 2011
Contact Information: blakeame56@gmail.com , mmacrae@dupagechildrensmuseum.org
Linotype: A Grey Roots Film
(Canada)
Description: The making of a short interpretive film for exhibition in our Print Shop, featuring two volunteers who worked in Owen Sound’s printing industry, and the function and significance of a working Linotype Machine that is displayed in the exhibit.
Intern: Alex Graham-Heggie
Supervisor: Petal Furness
Site: Grey Roots Museum and Archives http://www.greyroots.com/, via Fleming College
Time Span: Approx. 5 weeks
Contact: jgrahamh@flemingc.on.ca
Description: The making of a short interpretive film for exhibition in our Print Shop, featuring two volunteers who worked in Owen Sound’s printing industry, and the function and significance of a working Linotype Machine that is displayed in the exhibit.
Intern: Alex Graham-Heggie
Supervisor: Petal Furness
Site: Grey Roots Museum and Archives http://www.greyroots.com/, via Fleming College
Time Span: Approx. 5 weeks
Contact: jgrahamh@flemingc.on.ca
Program Analysis, Learning2Look at Renaissance Charter High School in Queens, NY
(USA)
Description: This past month, I reviewed transcripts from the Learning to Look after- school program. I created a detailed analysis that included observations, drew comparisons to students’ use of descriptive language throughout the year and came up with methods on how teachers can keep students interested in their work.
Intern: Victoria Williams
Supervisor: Rebecca Shulman Herz
Site: The Noguchi Museum, Queens. NYC http://www.noguchi.org/ ; Learning2Look project http://www.noguchi.org/programs/education/schools
Time span - July-August 2011
Contact: rherz@noguchi.org
Description: This past month, I reviewed transcripts from the Learning to Look after- school program. I created a detailed analysis that included observations, drew comparisons to students’ use of descriptive language throughout the year and came up with methods on how teachers can keep students interested in their work.
Intern: Victoria Williams
Supervisor: Rebecca Shulman Herz
Site: The Noguchi Museum, Queens. NYC http://www.noguchi.org/ ; Learning2Look project http://www.noguchi.org/programs/education/schools
Time span - July-August 2011
Contact: rherz@noguchi.org
Education Internship
(USA)
Description: Education interns prepare teaching materials and research files to educate docents and teachers about current exhibitions and objects from the museum‚s collection. Teaching guides consist of an analysis of an artwork supplemented by biographical information, lesson ideas, and discussion questions. Additional tasks include maintaining and generating tour records and supporting development of learning centers.
Interns: Patrick Johnson, Katie Reshel
Supervisor: Sheri Castelnuovo, Curator of Education
Site: Madison Museum of Contemporary Art http://www.mmoca.org/
Time span: June to August 2011
Contact: interns@mmoca.org
Description: Education interns prepare teaching materials and research files to educate docents and teachers about current exhibitions and objects from the museum‚s collection. Teaching guides consist of an analysis of an artwork supplemented by biographical information, lesson ideas, and discussion questions. Additional tasks include maintaining and generating tour records and supporting development of learning centers.
Interns: Patrick Johnson, Katie Reshel
Supervisor: Sheri Castelnuovo, Curator of Education
Site: Madison Museum of Contemporary Art http://www.mmoca.org/
Time span: June to August 2011
Contact: interns@mmoca.org
Audience Development, Education, and Outreach at Canadian University Art Galleries
(Canada)
Description: The main responsibilities of the Education and Outreach Assistant intern are to research, develop and implement a wide-ranging program of activities, including panel discussions, symposia, gallery tours, workshops and lectures. These programs are designed to expand awareness on the part of students, faculty and staff of the art gallery’s rich resources so as to facilitate the use of its collections and exhibitions in teaching and research.
Intern: Fiona Wright, Education and Outreach Assistant
Supervisors: Sandra Dyck, Curator and Diana Nemiroff, Director of CUAG
Site: Carleton University Art Gallery, Ottawa, Ontario http://cuag.carleton.ca/
Time span: 37 weeks
Contact: fiona_wright@carleton.ca
Description: The main responsibilities of the Education and Outreach Assistant intern are to research, develop and implement a wide-ranging program of activities, including panel discussions, symposia, gallery tours, workshops and lectures. These programs are designed to expand awareness on the part of students, faculty and staff of the art gallery’s rich resources so as to facilitate the use of its collections and exhibitions in teaching and research.
Intern: Fiona Wright, Education and Outreach Assistant
Supervisors: Sandra Dyck, Curator and Diana Nemiroff, Director of CUAG
Site: Carleton University Art Gallery, Ottawa, Ontario http://cuag.carleton.ca/
Time span: 37 weeks
Contact: fiona_wright@carleton.ca
Local Library Outreach Project
(USA)
Description: My main project has been marketing the Worcester Art Museum and especially our studio art classes to various communities throughout the state of Massachusetts by promoting on-site artistic demonstrations/ workshops at public libraries.
Intern: Ava Pandiani
Supervisor: Elaine Cowan
Site: Worcester Art Museum http://www.worcesterart.org/
Time span: three months
Contact: ava.pandiani@gmail.com
Description: My main project has been marketing the Worcester Art Museum and especially our studio art classes to various communities throughout the state of Massachusetts by promoting on-site artistic demonstrations/ workshops at public libraries.
Intern: Ava Pandiani
Supervisor: Elaine Cowan
Site: Worcester Art Museum http://www.worcesterart.org/
Time span: three months
Contact: ava.pandiani@gmail.com
Hatfield Marine Science Center Visitor Center Intern
(USA)
Description: I spent my summer working with the public through daily presentations about current research, leading estuary tours, and interpreting. My main project involved working with a researcher to develop an exhibit representing their work in comprehensible terms. For me, this meant designing and creating a touch screen about hydrothermal vent communities.
Intern: Dylan McDowell
Supervisor: Dr. William Hanshumaker
Site: Hatfield Marine Science Center in Newport, OR http://hmsc.oregonstate.edu/
Time span: June 20th-September 5th
Contact: mcdoweld@onid.orst.edu
Description: I spent my summer working with the public through daily presentations about current research, leading estuary tours, and interpreting. My main project involved working with a researcher to develop an exhibit representing their work in comprehensible terms. For me, this meant designing and creating a touch screen about hydrothermal vent communities.
Intern: Dylan McDowell
Supervisor: Dr. William Hanshumaker
Site: Hatfield Marine Science Center in Newport, OR http://hmsc.oregonstate.edu/
Time span: June 20th-September 5th
Contact: mcdoweld@onid.orst.edu
A Closer Look At Steller Sea Lions And The Life History Transmitter
(USA)
Description: A set of interpretive panels and video interactive portraying Dr. Markus Horning's research on Steller sea lion populations off the coast of the Aleutian Islands in Alaska, only made possible by the design of a novel implantable tag: the Life History Transmitter.
Intern: Diego Martin, Allison Walkingshaw (Graphic Designer)
Supervisors: Bill Hanshumaker, Markus Horning
Site: Hatfield Marine Science Center, Newport, Oregon http://hmsc.oregonstate.edu/
Time Span: June-August 2011
Contact Info: Diego Martin diego.j.martin@gmail.com
Description: A set of interpretive panels and video interactive portraying Dr. Markus Horning's research on Steller sea lion populations off the coast of the Aleutian Islands in Alaska, only made possible by the design of a novel implantable tag: the Life History Transmitter.
Intern: Diego Martin, Allison Walkingshaw (Graphic Designer)
Supervisors: Bill Hanshumaker, Markus Horning
Site: Hatfield Marine Science Center, Newport, Oregon http://hmsc.oregonstate.edu/
Time Span: June-August 2011
Contact Info: Diego Martin diego.j.martin@gmail.com
Phipps High School Internship Program: Learning for a Greener Future
(USA)
Description: This paid summer internship invites teenagers from underserved communities to work hands-on in the field of display horticulture. Additionally, interns are introduced to environmental issues, healthy living and sustainability initiatives and the beauty of nature through a variety of classes, field trips and documentary films.
Interns: Jamesha Eubanks, Aneesa Fulton, La’Derionte Johnson, Mberwa Mada, Denise Porter, Shanell Schipani, Alexander Soltis, Gordon Thomas
Supervisor: Kate Borger
Sites: Phipps Conservatory and Botanical Gardens, Pittsburgh, PA http://phipps.conservatory.org/ and field trip sites
Time span; 6 weeks each summer (June 20 – July 28, 2011)
Contact: kborger@phipps.conservatory.org ; (412) 441-4442, x 3905
Description: This paid summer internship invites teenagers from underserved communities to work hands-on in the field of display horticulture. Additionally, interns are introduced to environmental issues, healthy living and sustainability initiatives and the beauty of nature through a variety of classes, field trips and documentary films.
Interns: Jamesha Eubanks, Aneesa Fulton, La’Derionte Johnson, Mberwa Mada, Denise Porter, Shanell Schipani, Alexander Soltis, Gordon Thomas
Supervisor: Kate Borger
Sites: Phipps Conservatory and Botanical Gardens, Pittsburgh, PA http://phipps.conservatory.org/ and field trip sites
Time span; 6 weeks each summer (June 20 – July 28, 2011)
Contact: kborger@phipps.conservatory.org ; (412) 441-4442, x 3905
Museum Education and Friendship Train Project
(Turkey)
Research questions: How can we make museums more functional and how can we turn them into places that children can visit with pleasure, support creative skills in children and facilitate participatory and sustained learning? How can we develop hands-on and minds-on activities about games, cultural heritage and daily life in museums?
Data presentation: Seasonal reports and main conclusion report has already been presented. A conclusion conference will be held in Ankara Turkey with the participation of project team, suppliers, museum specialists and museum educators. Museum Education Modules are going to be published by September 2011.
Principal researchers: Prof. Ayşe Çakır İlhan (Coordinator)- Museum Education Department and Fine Arts Education, Prof. Müge Artar - Museum Education Department and Educational Psychology, Ayşe Okvuran Phd. - Department of Creative Drama and Fine Arts Education, Res. Assist. Ceren Karadeniz - Museum Education Department of Ankara University, Ankara, Turkey
Sites: Main destinations of the project are Erzurum and Kars (where are the Eastern cities of Turkey). The rest of the project scope is Ankara, İstanbul, Eskişehir, Kayseri, Sivas, Erzincan cities.
Time span: Project started in December 2009 and finished in June 2011 (There will also be regular site controls of the cities where project was held)
Contact: Research Assistant Ceren Karadeniz , Ankara University , Eğitim Bilimleri Fakültesi Çocuk Kültürü Araştırma ve Uygulama Merkezi 06590 Cebeci, Ankara, TURKEY
ceren_blacksea@hotmail.com ckaradeniz@ankara.edu.t http://cokaum.ankara.edu.tr/
Research questions: How can we make museums more functional and how can we turn them into places that children can visit with pleasure, support creative skills in children and facilitate participatory and sustained learning? How can we develop hands-on and minds-on activities about games, cultural heritage and daily life in museums?
Data presentation: Seasonal reports and main conclusion report has already been presented. A conclusion conference will be held in Ankara Turkey with the participation of project team, suppliers, museum specialists and museum educators. Museum Education Modules are going to be published by September 2011.
Principal researchers: Prof. Ayşe Çakır İlhan (Coordinator)- Museum Education Department and Fine Arts Education, Prof. Müge Artar - Museum Education Department and Educational Psychology, Ayşe Okvuran Phd. - Department of Creative Drama and Fine Arts Education, Res. Assist. Ceren Karadeniz - Museum Education Department of Ankara University, Ankara, Turkey
Sites: Main destinations of the project are Erzurum and Kars (where are the Eastern cities of Turkey). The rest of the project scope is Ankara, İstanbul, Eskişehir, Kayseri, Sivas, Erzincan cities.
Time span: Project started in December 2009 and finished in June 2011 (There will also be regular site controls of the cities where project was held)
Contact: Research Assistant Ceren Karadeniz , Ankara University , Eğitim Bilimleri Fakültesi Çocuk Kültürü Araştırma ve Uygulama Merkezi 06590 Cebeci, Ankara, TURKEY
ceren_blacksea@hotmail.com ckaradeniz@ankara.edu.t http://cokaum.ankara.edu.tr/
Material Objects, Art-making and Dementia: An Exploratory Project
(UK)
Research questions: “Literature has suggested that the experience of viewing aesthetic stimuli can provide personal meaning for the viewer, serve a valued social function, and engage cognitive and affective processes that attempt to interpret and understand the stimuli.
These experiences could account for reports of improved memory and language abilities when a person with dementia is engaged in viewing art. It is possible that people in mild to mid stages of dementia may benefit from art by ameliorating depression, increasing communication with caregivers, and helping to express emotion. Furthermore, there may be short-term improvements in language ability, attention, and memory as aesthetic stimuli engage a variety of cognitive processes. Viewing and making visual art may allow people to find alternate routes for misplaced memories, and improve language abilities and memory retrieval.” http://www.morg.org.uk/current-work.html
Data presentation: Report
Principal researchers: Prof Paul Camic paul.camic@canterbury.ac.uk Dr Victoria Tischler Victoria.Tischler@nottingham.ac.uk
Sites: Dulwich Picture Gallery, Nottingham Contemporary
Time span: 2011-2012
Contact: as above
Research questions: “Literature has suggested that the experience of viewing aesthetic stimuli can provide personal meaning for the viewer, serve a valued social function, and engage cognitive and affective processes that attempt to interpret and understand the stimuli.
These experiences could account for reports of improved memory and language abilities when a person with dementia is engaged in viewing art. It is possible that people in mild to mid stages of dementia may benefit from art by ameliorating depression, increasing communication with caregivers, and helping to express emotion. Furthermore, there may be short-term improvements in language ability, attention, and memory as aesthetic stimuli engage a variety of cognitive processes. Viewing and making visual art may allow people to find alternate routes for misplaced memories, and improve language abilities and memory retrieval.” http://www.morg.org.uk/current-work.html
Data presentation: Report
Principal researchers: Prof Paul Camic paul.camic@canterbury.ac.uk Dr Victoria Tischler Victoria.Tischler@nottingham.ac.uk
Sites: Dulwich Picture Gallery, Nottingham Contemporary
Time span: 2011-2012
Contact: as above
Tuesday, August 09, 2011
An Affective Pedagogy Success Story: Sovereign Hill Schools
(Australia)
Research questions: What is the nature of affective learning being achieved by students in Sovereign Hill's two-day costumed school program, the impact of the experience in their lives, the significant outcomes in learning about Australian history, and the important personal and interpersonal learning being achieved.
Data presentation: Research report to be posted on Web page of Sovereign Hill Museum; relevant symposia and conferences in museum and school education
Principal researcher Associate Professor Margaret Zeegers
Site: The Sovereign Hill Museums Association, Ballarat, Victoria, Australia
Time span: Two years
Contacts: Associate Professor Margaret Zeegers School of Education University of Ballarat University Drive Mt Helen Victoria, 3353 E: m.zeegers@ballarat.edu.au P:03 53279327;
Tim Sullivan Deputy CEO & Museums Director The Sovereign Hill Museums Association 39 Magpie St Ballarat Vic 3350 Ph: 613 5337 1176 Fax: 613 5333 5663 tsullivan@sovereignhill.com.au
Michael Ward Principal Sovereign Hill Schools The Sovereign Hill Museums Association 39 Magpie St Ballarat Vic 3350 Ph: 613 5337 1143 mward@sovereignhill.com.au
Research questions: What is the nature of affective learning being achieved by students in Sovereign Hill's two-day costumed school program, the impact of the experience in their lives, the significant outcomes in learning about Australian history, and the important personal and interpersonal learning being achieved.
Data presentation: Research report to be posted on Web page of Sovereign Hill Museum; relevant symposia and conferences in museum and school education
Principal researcher Associate Professor Margaret Zeegers
Site: The Sovereign Hill Museums Association, Ballarat, Victoria, Australia
Time span: Two years
Contacts: Associate Professor Margaret Zeegers School of Education University of Ballarat University Drive Mt Helen Victoria, 3353 E: m.zeegers@ballarat.edu.au P:03 53279327;
Tim Sullivan Deputy CEO & Museums Director The Sovereign Hill Museums Association 39 Magpie St Ballarat Vic 3350 Ph: 613 5337 1176 Fax: 613 5333 5663 tsullivan@sovereignhill.com.au
Michael Ward Principal Sovereign Hill Schools The Sovereign Hill Museums Association 39 Magpie St Ballarat Vic 3350 Ph: 613 5337 1143 mward@sovereignhill.com.au
Front-end Evaluation: Places of Invention Exhibition
(USA)
Question(s): 1. How do visitors respond to the concept “places of invention” and “hot spot”? 2.What are visitors’ reactions to three proposed hot spots? 3. To what extent do visitors recognize the characteristics that supported these hot spots? 4. In what ways do the hot spots have personal resonance for visitors?
Data presentation: Report for the Lemelson Center for the Study of Invention and Innovation, National Museum of American History, Smithsonian Institution
Principal evaluator: Randi Korn & Associates, Inc.
Site: National Museum of American History, Smithsonian Institution
Time span: July – September 2011
Contact: info@randikorn.com
Question(s): 1. How do visitors respond to the concept “places of invention” and “hot spot”? 2.What are visitors’ reactions to three proposed hot spots? 3. To what extent do visitors recognize the characteristics that supported these hot spots? 4. In what ways do the hot spots have personal resonance for visitors?
Data presentation: Report for the Lemelson Center for the Study of Invention and Innovation, National Museum of American History, Smithsonian Institution
Principal evaluator: Randi Korn & Associates, Inc.
Site: National Museum of American History, Smithsonian Institution
Time span: July – September 2011
Contact: info@randikorn.com
Bibliotherapy as an Educator's Tool in History Museums
(USA)
Research Question: How can the theory of Bibliotherapy (or healing through reading a narrative) be transferred from a personal therapeutic technique, to a museum education technique in interpreting emotionally charged exhibitions for middle school aged children? Emotionally charged exhibitions include those that represent moments in our world's history that evoke emotions that may be hard to understand or conceptualize.
Data presentation: written masters thesis paper.
Researcher: Myself (Kelly Cole)
Sites: My research is primarily being done through the use of online list-servs of professionals in museum education, library services and psychology.
Time Span: Work began for this project in January 2011 and will hopefully conclude in December 2011 with the defense of this thesis.
Contact: Kelly Cole, kc1700@gmail.com , I would love feedback, input or if anyone would be interested in completing a survey for me!
Research Question: How can the theory of Bibliotherapy (or healing through reading a narrative) be transferred from a personal therapeutic technique, to a museum education technique in interpreting emotionally charged exhibitions for middle school aged children? Emotionally charged exhibitions include those that represent moments in our world's history that evoke emotions that may be hard to understand or conceptualize.
Data presentation: written masters thesis paper.
Researcher: Myself (Kelly Cole)
Sites: My research is primarily being done through the use of online list-servs of professionals in museum education, library services and psychology.
Time Span: Work began for this project in January 2011 and will hopefully conclude in December 2011 with the defense of this thesis.
Contact: Kelly Cole, kc1700@gmail.com , I would love feedback, input or if anyone would be interested in completing a survey for me!
A Sense of History, the Spirit of Place: The National History Day (NHD) Experience and Its Impact on Historical Learning and Museum Use
(USA)
Research questions:
1. Does doing museum and archival research instill lasting habits and interest?
2. How do museum resources help students connect to history?
3. What impact does in-depth research have on students’ sense of history and experience of historical sites?
4. Do research and travel change students’ attitudes toward historical events?
Data presentation: Researchers will share findings, including survey data and student reflections, with the NHD organization and museum and social studies organizations
Principal researchers: Kay Sloan, Saul Rockman, Rockman et al
Sites: NHD schools
Time span: Spring 2011-Summer 2012
Contact: Kay Sloan, kay@rockman.com or Cathy Corn cathy@nhd.org
Research questions:
1. Does doing museum and archival research instill lasting habits and interest?
2. How do museum resources help students connect to history?
3. What impact does in-depth research have on students’ sense of history and experience of historical sites?
4. Do research and travel change students’ attitudes toward historical events?
Data presentation: Researchers will share findings, including survey data and student reflections, with the NHD organization and museum and social studies organizations
Principal researchers: Kay Sloan, Saul Rockman, Rockman et al
Sites: NHD schools
Time span: Spring 2011-Summer 2012
Contact: Kay Sloan, kay@rockman.com or Cathy Corn cathy@nhd.org
Historic Houses, Green Gardens
(USA)
Research Question: How do historic houses use their gardens to teach children about food? Specifically, can children relate the foods that they learn about in a historic context to the foods they eat today?
Data Presentation: The data will be presented in my master's thesis, which will be published at University of the Arts in Philadelphia.
Principal Researcher: Myself! (Ruth Lonvick)
Research Sites: Pennsbury Manor, Wyck Historic House, and one site to be determined
Time Span: I began working on this in January 2011, and will potentially complete my work in December 2011.
Contact Information: ruth.lonvick@gmail.com . I would love to receive feedback or input!
Research Question: How do historic houses use their gardens to teach children about food? Specifically, can children relate the foods that they learn about in a historic context to the foods they eat today?
Data Presentation: The data will be presented in my master's thesis, which will be published at University of the Arts in Philadelphia.
Principal Researcher: Myself! (Ruth Lonvick)
Research Sites: Pennsbury Manor, Wyck Historic House, and one site to be determined
Time Span: I began working on this in January 2011, and will potentially complete my work in December 2011.
Contact Information: ruth.lonvick@gmail.com . I would love to receive feedback or input!
Students and Faculty in the Archives (SAFA)
(USA)
The project will bring first-year undergraduates into Brooklyn Historical Society’s archives and create a replicable model for collaboration between museums and colleges.
Research questions: Will SAFA enable our partner faculty to better integrate primary source material into their curricula? Will archival experience improve student acquisition of key inquiry and archival literacy skills, as well as student engagement and retention?
Collected data includes: course syllabi and assignments; student- and faculty-generated course websites; student and faculty pre- and post- learning assessments; student and faculty reflections; and institutional student data such as the NSSEE and course completion, course passing, and retention rates.
Principal Researchers and Evaluators: Julie Golia, Public Historian, Brooklyn Historical Society; Robin M. Katz, Outreach and Public Services Archivist, Brooklyn Historical Society; Bill Tally, Senior Researcher and Designer, Center for Children and Technology, Education Development Center
Research Site: Brooklyn Historical Society, Brooklyn NY
Project Time Span: January 2011-December 2013
Contact: Julie Golia jgolia@brooklynhistory.org and Robin M. Katz, rkatz@brooklynhistory.org . For more information on the project, go to http://safa.brooklynhistory.org/
The project will bring first-year undergraduates into Brooklyn Historical Society’s archives and create a replicable model for collaboration between museums and colleges.
Research questions: Will SAFA enable our partner faculty to better integrate primary source material into their curricula? Will archival experience improve student acquisition of key inquiry and archival literacy skills, as well as student engagement and retention?
Collected data includes: course syllabi and assignments; student- and faculty-generated course websites; student and faculty pre- and post- learning assessments; student and faculty reflections; and institutional student data such as the NSSEE and course completion, course passing, and retention rates.
Principal Researchers and Evaluators: Julie Golia, Public Historian, Brooklyn Historical Society; Robin M. Katz, Outreach and Public Services Archivist, Brooklyn Historical Society; Bill Tally, Senior Researcher and Designer, Center for Children and Technology, Education Development Center
Research Site: Brooklyn Historical Society, Brooklyn NY
Project Time Span: January 2011-December 2013
Contact: Julie Golia jgolia@brooklynhistory.org and Robin M. Katz, rkatz@brooklynhistory.org . For more information on the project, go to http://safa.brooklynhistory.org/
Maine Community Heritage Project
(USA)
Research questions: How and to what extent does the Maine Community Heritage Project: 1) build/change relationships between community team members and the organizations they represent; 2) impact program participants’ interest, awareness, and knowledge in local history; 3) impact program participants’ research skills and ability for sharing community history?
Data presentation: Final report to client.
Principal researchers: Cheryl Kessler, Research Associate, Institute for Learning Innovation, and Steve Bromage, Assistant Director, Maine Historical Society
Sites: Sixteen communities in Maine.
Time span: 2007-2010
Contact: info@ilinet.org, sbromage@mainehistory.org
For more on the project visit http://www.mainememory.net/share_history/share_mchp.shtml
Research questions: How and to what extent does the Maine Community Heritage Project: 1) build/change relationships between community team members and the organizations they represent; 2) impact program participants’ interest, awareness, and knowledge in local history; 3) impact program participants’ research skills and ability for sharing community history?
Data presentation: Final report to client.
Principal researchers: Cheryl Kessler, Research Associate, Institute for Learning Innovation, and Steve Bromage, Assistant Director, Maine Historical Society
Sites: Sixteen communities in Maine.
Time span: 2007-2010
Contact: info@ilinet.org, sbromage@mainehistory.org
For more on the project visit http://www.mainememory.net/share_history/share_mchp.shtml
Life & Times of Eva Brook Donly
(Canada)
Research questions: Who was this woman and what societal influences led her to become a teacher, artist, businesswoman, diplomat, and philanthropist? Besides a museum named in her honour what is her lasting legacy? Why were Eva Brook Donly and other female artists overlooked as significant artisans of the late 19th and early 20th centuries?
Date presentation: Master's thesis and publication
Principal Researcher: Doris Lemon, with assistance from Scott Gillies, Robin Dickson, Angela Whitehead & Andrew Gallimore
Sites: Eva Brook Donly Museum & Archives, 109 Norfolk St. S. Simcoe ON www.norfolklore.com
National Gallery, University of Waterloo, Library and Archives Canada
Contact: Scott Gillies marketing@norfolklore.com
Research questions: Who was this woman and what societal influences led her to become a teacher, artist, businesswoman, diplomat, and philanthropist? Besides a museum named in her honour what is her lasting legacy? Why were Eva Brook Donly and other female artists overlooked as significant artisans of the late 19th and early 20th centuries?
Date presentation: Master's thesis and publication
Principal Researcher: Doris Lemon, with assistance from Scott Gillies, Robin Dickson, Angela Whitehead & Andrew Gallimore
Sites: Eva Brook Donly Museum & Archives, 109 Norfolk St. S. Simcoe ON www.norfolklore.com
National Gallery, University of Waterloo, Library and Archives Canada
Contact: Scott Gillies marketing@norfolklore.com
Exhibiting the Monster: Northern Youth Focused Community Based Exhibit Model
(Canada)
Research questions: Can we successfully follow a youth focused community based exhibit model (http://www.wingluke.org/pages/process/introduction.html ) in Northern Canada? What adjustments need to be made to accommodate seasonality, low population, and small museum staff?
Data presentation: Youth will be facilitated to create museum exhibition signage.
Principal researcher: Janna Swales, Director of Collections & Research
Site: Yukon Transportation Museum, Whitehorse, Yukon, Canada
Time span: 2011/2012
Contact: Janna Swales janna@goYTM.ca
Research questions: Can we successfully follow a youth focused community based exhibit model (http://www.wingluke.org/pages/process/introduction.html ) in Northern Canada? What adjustments need to be made to accommodate seasonality, low population, and small museum staff?
Data presentation: Youth will be facilitated to create museum exhibition signage.
Principal researcher: Janna Swales, Director of Collections & Research
Site: Yukon Transportation Museum, Whitehorse, Yukon, Canada
Time span: 2011/2012
Contact: Janna Swales janna@goYTM.ca
From learning to pedagogy: Teaching history to secondary students in Australian museums and heritage sites
(Australia)
Research questions:
1. Who teaches history in Australian museums?
2. What methods do educators use to teach history in Australian museums and heritage sites?
3. What are teachers’ perceptions of the effectiveness of the methods used to teach history to their students in museums and heritage sites?
Date presentation: Doctoral thesis
Principal researcher: Louise Zarmati, Deakin University
Sites: Nine Australian history museums and heritage sites
Time span: - Submission 15 August 2011
Contact: lfza@deakin.edu.au
Research questions:
1. Who teaches history in Australian museums?
2. What methods do educators use to teach history in Australian museums and heritage sites?
3. What are teachers’ perceptions of the effectiveness of the methods used to teach history to their students in museums and heritage sites?
Date presentation: Doctoral thesis
Principal researcher: Louise Zarmati, Deakin University
Sites: Nine Australian history museums and heritage sites
Time span: - Submission 15 August 2011
Contact: lfza@deakin.edu.au
Friday, July 08, 2011
Characteristics of a community of practice of educators: Collaborative efforts to utilize a contemporary art museum’s resources in local schools
(USA)
Research Questions: This qualitative research study is attempting to bridge a perceived gap that hinders effective communication and collaboration between museum staff and local PK-12 teachers. The following questions will guide the study: What are characteristics of a particular community of practice of educators joined together by interest in using museum resources in their teaching? What are challenges of keeping the members of this community of practice together? What are benefits for members and for the extended local community? How does this community of practice change over time?
Data presentation: Ph.D. dissertation
Principal researcher: Stephanie Harvey Danker, art education doctoral candidate, University of Illinois-Urbana Champaign
Research advisor: Dr. Michael Parsons
Contact: sndanker@yahoo.com
Site: one midwest university contemporary art museum
Time span: data collection based around museum teacher workshops and events for teachers occurring between July 2010 – early fall 2011
Research Questions: This qualitative research study is attempting to bridge a perceived gap that hinders effective communication and collaboration between museum staff and local PK-12 teachers. The following questions will guide the study: What are characteristics of a particular community of practice of educators joined together by interest in using museum resources in their teaching? What are challenges of keeping the members of this community of practice together? What are benefits for members and for the extended local community? How does this community of practice change over time?
Data presentation: Ph.D. dissertation
Principal researcher: Stephanie Harvey Danker, art education doctoral candidate, University of Illinois-Urbana Champaign
Research advisor: Dr. Michael Parsons
Contact: sndanker@yahoo.com
Site: one midwest university contemporary art museum
Time span: data collection based around museum teacher workshops and events for teachers occurring between July 2010 – early fall 2011
Winding the Clock: A Watercolor by Winslow Homer
(USA)
Research Question: What does this watercolor have to tell us about contemporary feminine identity, about Homer's oeuvre and about the patron's collecting practices?
Data presentation: in a peer-reviewed journal article
Principal Researchers: Stephen Caffey, Assistant Professor of Art and Architectural History, Department of Architecture, Texas A&M University; and Nan Curtis, Director of MSC Forsyth Gallery
Sites: Texas A&M University, Harvard University Library and the Boston Public Library
Time span: begun Jan 2011 expected completion date Jan 2012
Contact: Stephen Caffey Assistant Professor of Art and Architectural History 3137 TAMU College Station, Texas 78743 scaffey@arch.tamu.edu
Research Question: What does this watercolor have to tell us about contemporary feminine identity, about Homer's oeuvre and about the patron's collecting practices?
Data presentation: in a peer-reviewed journal article
Principal Researchers: Stephen Caffey, Assistant Professor of Art and Architectural History, Department of Architecture, Texas A&M University; and Nan Curtis, Director of MSC Forsyth Gallery
Sites: Texas A&M University, Harvard University Library and the Boston Public Library
Time span: begun Jan 2011 expected completion date Jan 2012
Contact: Stephen Caffey Assistant Professor of Art and Architectural History 3137 TAMU College Station, Texas 78743 scaffey@arch.tamu.edu
Prison Art Therapy Programs for Aboriginal Women in the Waterloo Region
(Canada)
Research questions: What is the percentage of Aboriginal Women in Corrections Facilities? How can museum and gallery programs positively impact their lives and act as a catalyst for change?
Data presentation: In a research report
Principal researchers: Chandra Erlendson, Cassandra Zita (2010)
Sites: Homer Watson House & Gallery, Grand Valley Institution for Women
Time span: 2009-2012
Contact: Chandra Erlendson, Director of Education & Public Programs, 519-748-4377 ext.222 programs@homerwatson.on.ca
Research questions: What is the percentage of Aboriginal Women in Corrections Facilities? How can museum and gallery programs positively impact their lives and act as a catalyst for change?
Data presentation: In a research report
Principal researchers: Chandra Erlendson, Cassandra Zita (2010)
Sites: Homer Watson House & Gallery, Grand Valley Institution for Women
Time span: 2009-2012
Contact: Chandra Erlendson, Director of Education & Public Programs, 519-748-4377 ext.222 programs@homerwatson.on.ca
Serving our Veterans, Serving our Community
(Canada)
Research Questions: How has Sunnybrook Hospital adapted to the changing needs of Canadian veterans? How has Sunnybrook Hospital evolved to serve the larger community as well? Who are the people who helped shape the Sunnybrook Hospital?
Data presentation: Exhibit in the Virtual Museum of Canada, including over a hundred pictures with accompanying text, sounds, and video clips.
Principle researchers: Phil Gold, Billi Knight
Site where the research is being conducted: Sunnybrook Health Sciences Centre, Sunnybrook Archives
Time span: Approximately 6 months
Contact information: Sunnybrook Archives, 2075 Bayview Ave., K-wing, room B117B, Toronto, ON 416.480.6100 ext. 2571 sbarchives@sunnybrook.ca http://sunnybrook.ca/content/?page=history http://sunnybrook.ca/content/?page=historical_archive
Research Questions: How has Sunnybrook Hospital adapted to the changing needs of Canadian veterans? How has Sunnybrook Hospital evolved to serve the larger community as well? Who are the people who helped shape the Sunnybrook Hospital?
Data presentation: Exhibit in the Virtual Museum of Canada, including over a hundred pictures with accompanying text, sounds, and video clips.
Principle researchers: Phil Gold, Billi Knight
Site where the research is being conducted: Sunnybrook Health Sciences Centre, Sunnybrook Archives
Time span: Approximately 6 months
Contact information: Sunnybrook Archives, 2075 Bayview Ave., K-wing, room B117B, Toronto, ON 416.480.6100 ext. 2571 sbarchives@sunnybrook.ca http://sunnybrook.ca/content/?page=history http://sunnybrook.ca/content/?page=historical_archive
Interpreting the homes of leading scientific figures: the way forward in engaging the public with science?
(UK)
Research questions: 1. Could the interpretation of historic houses where leading scientific figures lived and worked be a way forward in improving public interest in and accessibility to science? 2. What kind of interpretive techniques could lend themselves to this endeavour? 3. Could these interpretive techniques be incorporated within the traditional science museum environment?
Data presentation: This will be presented in the form of a dissertation which will go towards a Masters Degree in Heritage Management.
Principle researcher: Kate Christmas, MA Student in Heritage Management at the Ironbridge Institute, UK.
Sites: Detailed case studies of Dr Jenner's House, Gloucestershire, England and Down House, Kent, England. The author is also creating a list of house museums where scientists lived and worked on a global scale.
Time Span: May 2011 - August 2011.
Contact: KAC035@bham.ac.uk and katec7710@googlemail.com .
Research questions: 1. Could the interpretation of historic houses where leading scientific figures lived and worked be a way forward in improving public interest in and accessibility to science? 2. What kind of interpretive techniques could lend themselves to this endeavour? 3. Could these interpretive techniques be incorporated within the traditional science museum environment?
Data presentation: This will be presented in the form of a dissertation which will go towards a Masters Degree in Heritage Management.
Principle researcher: Kate Christmas, MA Student in Heritage Management at the Ironbridge Institute, UK.
Sites: Detailed case studies of Dr Jenner's House, Gloucestershire, England and Down House, Kent, England. The author is also creating a list of house museums where scientists lived and worked on a global scale.
Time Span: May 2011 - August 2011.
Contact: KAC035@bham.ac.uk and katec7710@googlemail.com .
Kress Foundation Campus Art Museum Study
(USA)
Research questions:
1. How exemplary campus art museums are integrated into academics,
2. The role these museums play in people’s everyday lives,
3. The cultures and structures that support campus art museums, and
4. Use and contributions of art distributed to campus museums through the “Great Kress Giveaway” 50 years ago.
Principal researcher: Corrine Glesne, a qualitative researcher
Sites: Data collected through interviews and observations at seven campus art museums that include a mixture of private and public universities and colleges in rural, small city, and urban locations. The common denominator is that all received Kress gifts of old masters half a century ago, which assures that the museums have existed for at least 50 years, allowing inquiry into their contributions over time.
Data presentation: Results will be presented in reports, perhaps journal articles, and at conferences and meetings.
Time span: The study began in the summer of 2010 and will be completed before the end of 2011.
Contact: Corrine Glesne at ceglesne@yahoo.com
Research questions:
1. How exemplary campus art museums are integrated into academics,
2. The role these museums play in people’s everyday lives,
3. The cultures and structures that support campus art museums, and
4. Use and contributions of art distributed to campus museums through the “Great Kress Giveaway” 50 years ago.
Principal researcher: Corrine Glesne, a qualitative researcher
Sites: Data collected through interviews and observations at seven campus art museums that include a mixture of private and public universities and colleges in rural, small city, and urban locations. The common denominator is that all received Kress gifts of old masters half a century ago, which assures that the museums have existed for at least 50 years, allowing inquiry into their contributions over time.
Data presentation: Results will be presented in reports, perhaps journal articles, and at conferences and meetings.
Time span: The study began in the summer of 2010 and will be completed before the end of 2011.
Contact: Corrine Glesne at ceglesne@yahoo.com
Learning science through science theatre: the case of “Robot and I”
(Israel)
Research questions: What is the contribution of a science theatre play on basic robotics to the teaching of science content and the promotion, motivation and engagement to learn science? What design principles may be formulated by studying the creation process and the learning outcomes of such a science play?
Data presentation: Data will be presented in educational research conferences, as an article in a peer-reviewed journal and to personnel in science museums.
Principal researcher: Ran Peleg, Technion - Israel Institute of Technology
Site: Madatech – The Israel National Museum of Science, Haifa, Israel
Time span: Data was collected in July and August of 2010.
Contact: Ran Peleg, Department of Education in Technology and Science, Technion – Israel Institute of Technology +972-(0)52-3309843 rpeleg@gmail.com http://edu.technion.ac.il/en/show_details.php?id=89
Research questions: What is the contribution of a science theatre play on basic robotics to the teaching of science content and the promotion, motivation and engagement to learn science? What design principles may be formulated by studying the creation process and the learning outcomes of such a science play?
Data presentation: Data will be presented in educational research conferences, as an article in a peer-reviewed journal and to personnel in science museums.
Principal researcher: Ran Peleg, Technion - Israel Institute of Technology
Site: Madatech – The Israel National Museum of Science, Haifa, Israel
Time span: Data was collected in July and August of 2010.
Contact: Ran Peleg, Department of Education in Technology and Science, Technion – Israel Institute of Technology +972-(0)52-3309843 rpeleg@gmail.com http://edu.technion.ac.il/en/show_details.php?id=89
“Darwin’s journey” - learning science through museum science theatre
(Israel)
Research questions: What is the contribution of a museum science theatre play on Darwin and evolution in promoting scientific literacy in general and the teaching of science content in particular to free-choice museum visitors? What design principles may be formulated by studying the creation process and learning outcomes of such a science play?
Data presentation: Data will be presented in educational research conferences, as an article in a peer-reviewed journal and to personnel in science museums.
Principal researcher: Ran Peleg, Technion - Israel Institute of Technology
Site: Bloomfield Science Museum, Jerusalem, Israel
Time span: Data was collected in December of 2010.
Contact: Ran Peleg, Department of Education in Technology and Science, Technion – Israel Institute of Technology +972-(0)52-3309843 rpeleg@gmail.com http://edu.technion.ac.il/en/show_details.php?id=89
Research questions: What is the contribution of a museum science theatre play on Darwin and evolution in promoting scientific literacy in general and the teaching of science content in particular to free-choice museum visitors? What design principles may be formulated by studying the creation process and learning outcomes of such a science play?
Data presentation: Data will be presented in educational research conferences, as an article in a peer-reviewed journal and to personnel in science museums.
Principal researcher: Ran Peleg, Technion - Israel Institute of Technology
Site: Bloomfield Science Museum, Jerusalem, Israel
Time span: Data was collected in December of 2010.
Contact: Ran Peleg, Department of Education in Technology and Science, Technion – Israel Institute of Technology +972-(0)52-3309843 rpeleg@gmail.com http://edu.technion.ac.il/en/show_details.php?id=89
Does 'pointing at' in museum exhibitions make a point? A study of visitors' performances in three museums for the use of reference as a medium for initiating and prompting meaning-making
(UK)
Research questions: How do visitors' performances initiate, prompt and lead to shared meaning-making? How does the context (physical, social, personal and institutional) affect the emerging performances? Which practices do visitors use for sharing their performances? How is reference used by group members and how does its use shape the emerging performances?
Principal researcher: Dimitra Christidou, PhD student, UCL, Institute of Archaeology
Sites: The Courtauld Gallery; The Horniman Museum and the Gardens; Wellcome Collection, all in London, UK.
Time span: March 2010-December 2011
Contact: d.christidou@ucl.ac.uk
Research questions: How do visitors' performances initiate, prompt and lead to shared meaning-making? How does the context (physical, social, personal and institutional) affect the emerging performances? Which practices do visitors use for sharing their performances? How is reference used by group members and how does its use shape the emerging performances?
Principal researcher: Dimitra Christidou, PhD student, UCL, Institute of Archaeology
Sites: The Courtauld Gallery; The Horniman Museum and the Gardens; Wellcome Collection, all in London, UK.
Time span: March 2010-December 2011
Contact: d.christidou@ucl.ac.uk
Summative Evaluation: The Center for Creative Connections’ (C3) Programs and the Exhibition Encountering Space
(USA)
Questions: How do visitors experience the Encountering Space exhibition? What interactives work well /do not work well? How do visitors experience the C3 programs? What aspects of the C3 programs work well / do not work well? What do visitors value about the C3 and its programs?
Data presentation: Report for the Dallas Museum of Art
Principal evaluator: Randi Korn & Associates, Inc.
Site: Dallas Museum of Art
Time span: March - June 2011
Contact info: info@randikorn.com
Questions: How do visitors experience the Encountering Space exhibition? What interactives work well /do not work well? How do visitors experience the C3 programs? What aspects of the C3 programs work well / do not work well? What do visitors value about the C3 and its programs?
Data presentation: Report for the Dallas Museum of Art
Principal evaluator: Randi Korn & Associates, Inc.
Site: Dallas Museum of Art
Time span: March - June 2011
Contact info: info@randikorn.com
The Corcoran Gallery of Art’s Arts 101 Program Evaluation
(USA)
Research questions: Evaluation of the Arts 101 program will explore the program’s intended impact, “Students are empowered to think and act creatively in their lives, their learning, and their community.”
Data presentation: Data will be collected using in-depth interviews with program stakeholders and middle-school students, as well as observations of program activities
Evaluators: Randi Korn & Associates, Inc.
Sites: The study will be conducted in District of Columbia Public Schools and the Corcoran Gallery of Art in Washington, DC
Time span: Evaluation will take place in November and December 2011
Contact: Stephanie Downey, downey@randikorn.com
Research questions: Evaluation of the Arts 101 program will explore the program’s intended impact, “Students are empowered to think and act creatively in their lives, their learning, and their community.”
Data presentation: Data will be collected using in-depth interviews with program stakeholders and middle-school students, as well as observations of program activities
Evaluators: Randi Korn & Associates, Inc.
Sites: The study will be conducted in District of Columbia Public Schools and the Corcoran Gallery of Art in Washington, DC
Time span: Evaluation will take place in November and December 2011
Contact: Stephanie Downey, downey@randikorn.com
StudioLab
(USA)
Research question: Every year, from May to August, the Durango Discovery Museum invites an artist-scientist team to work on a collaborative project at the Powerhouse in Durango, Colorado. Applications are accepted from January 1 to January 31. To be considered, applications must be received by the Durango Discovery Museum no later than January 31. Selection of the art + science team is made by February 28 and the residency, including work/experimentation, fabrication/production, and public presentation/involvement take place between May and the end of August. The selected artist-scientist team receives a single $500 honorarium at the end of the residency. The staff and board of the Durango Discovery Museum, as well as a panel of previous StudioLab residents evaluate applications for StudioLab. Applications are judged on the basis of creativity, inventiveness, interactivity (i.e. the inclusion of opportunities for the public to be involved in proposed projects), and relevance to the “art + science” mission of the program. Selection is made on the basis of merit, without regard to sex, race, creed, religion, national origin, or physical ability.
Data presentation: Interactive projects involving museum visitors throughout the summer
Principal researcher(s)/evaluator(s): museum staff, board, and science advisory board
Site: Durango Discovery Museum and the Four Corners Region
Time span: every summer May-August inclusive
Contact: Haz M Said, haz@durangodiscovery.org http://www.durangodiscovery.org/programs/studiolab/
Research question: Every year, from May to August, the Durango Discovery Museum invites an artist-scientist team to work on a collaborative project at the Powerhouse in Durango, Colorado. Applications are accepted from January 1 to January 31. To be considered, applications must be received by the Durango Discovery Museum no later than January 31. Selection of the art + science team is made by February 28 and the residency, including work/experimentation, fabrication/production, and public presentation/involvement take place between May and the end of August. The selected artist-scientist team receives a single $500 honorarium at the end of the residency. The staff and board of the Durango Discovery Museum, as well as a panel of previous StudioLab residents evaluate applications for StudioLab. Applications are judged on the basis of creativity, inventiveness, interactivity (i.e. the inclusion of opportunities for the public to be involved in proposed projects), and relevance to the “art + science” mission of the program. Selection is made on the basis of merit, without regard to sex, race, creed, religion, national origin, or physical ability.
Data presentation: Interactive projects involving museum visitors throughout the summer
Principal researcher(s)/evaluator(s): museum staff, board, and science advisory board
Site: Durango Discovery Museum and the Four Corners Region
Time span: every summer May-August inclusive
Contact: Haz M Said, haz@durangodiscovery.org http://www.durangodiscovery.org/programs/studiolab/
How Does Art Teach?
(Canada)
Research question: Through curatorial displays, educational residencies, a conference, networking events, the project will act as a platform seeking to iterate, experiment, and problem-solve the question: how does art teach. Launching a pedagogical project that asks the question: how does art teach, in the context of globalization and of an aggressive capitalist society that has reduced the role of art to that of mere decoration, is meant as an incentive to consider that art should be a tool of critical engagement, with political and social connotations, and not a passive commodity.
Data presentation: Exhibtiion project and a conference (sept-dec 2012)
Principal Researchers: Vicky Chainey Gagnon & Yael Filipovic
Sites: On-line; blog; in person in special events at the gallery in 2011-12
Time span: September 2011- December 2012
Contact: Vicky Chainey Gagnon Curator, Foreman Art Gallery Of Bishop's Vicky.Chaineygagnon@Ubishops.Ca 2600 College Street Cp 2136 Sherbrooke, Qc J1m 1z7 819-822-9600, Ext 2687
Research question: Through curatorial displays, educational residencies, a conference, networking events, the project will act as a platform seeking to iterate, experiment, and problem-solve the question: how does art teach. Launching a pedagogical project that asks the question: how does art teach, in the context of globalization and of an aggressive capitalist society that has reduced the role of art to that of mere decoration, is meant as an incentive to consider that art should be a tool of critical engagement, with political and social connotations, and not a passive commodity.
Data presentation: Exhibtiion project and a conference (sept-dec 2012)
Principal Researchers: Vicky Chainey Gagnon & Yael Filipovic
Sites: On-line; blog; in person in special events at the gallery in 2011-12
Time span: September 2011- December 2012
Contact: Vicky Chainey Gagnon Curator, Foreman Art Gallery Of Bishop's Vicky.Chaineygagnon@Ubishops.Ca 2600 College Street Cp 2136 Sherbrooke, Qc J1m 1z7 819-822-9600, Ext 2687
L'influence d'un stage pratique d'enseignement au Musée canadien de la nature sur le sentiment d’autoefficacité en enseignement des sciences de stagiaires / The influence of a practicum at the Canadian Museum of Nature on the science teaching self-efficacy of preservice teachers
(Canada)
Research questions: Comment le sentiment d'autoefficacité en enseignement des sciences chez des stagiaires a changé suite à leur stage en enseignement au Musée canadien de la nature? / How did the science teaching self-efficacy of student teachers change after their practicum at the Canadian Museum of Nature?
Data presentation : Cette recherche qualitative est une étude de cas multiples / This research is a qualitative multiple case study for a doctoral dissertation
Principal researcher: Annick Deblois est la chercheure et professeure Liliane Dionne la superviseure / Annick Deblois is the principal researcher and Liliane Dionne PhD is the supersivor
Site : Le site de recherche était le Musée canadien de la nature / The research site was the Canadian Museum of Nature
Time span : L'étude a eu lieu sur deux semestres / The study took place over two semesters
Contact: Annick Deblois annick.deblois@pch.gc.ca
Research questions: Comment le sentiment d'autoefficacité en enseignement des sciences chez des stagiaires a changé suite à leur stage en enseignement au Musée canadien de la nature? / How did the science teaching self-efficacy of student teachers change after their practicum at the Canadian Museum of Nature?
Data presentation : Cette recherche qualitative est une étude de cas multiples / This research is a qualitative multiple case study for a doctoral dissertation
Principal researcher: Annick Deblois est la chercheure et professeure Liliane Dionne la superviseure / Annick Deblois is the principal researcher and Liliane Dionne PhD is the supersivor
Site : Le site de recherche était le Musée canadien de la nature / The research site was the Canadian Museum of Nature
Time span : L'étude a eu lieu sur deux semestres / The study took place over two semesters
Contact: Annick Deblois annick.deblois@pch.gc.ca
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