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4 * miniTs in motion . \ < , < The Docent Educator A 4 « « Vol. 3, No. 4 The Quarterly Journal for Dedicated Educators Summer 1994 Blockbusters Special Exhibitions Large Crowds "Special" Exhibits A Questions? Questions! Mastering Blockbusters Videos Boost Blockbusters A Elusive University Audiences A Taming the Maddening Crowds A Blockbusters and School Teachers minds in motion "Special" Exhibitions The Same, but Different An incomprehensible number exhibitions that began to appearwith to provide information thanon regular, ofimages and sounds increasingregularity since theearly inquiry-oriented tours ofthe compete forourattention 1970's. Theircatchy titles are often— permanentcollection? everyday. From traffic signs provocative, theirtransitory natur—e It is the prerogative and toproductlabels, from freeway noises to appearing only fora limited time responsibility ofeach institution to elevatormusic, from television creates a sense ofurgency, and the establish its own goals fortouring special commercials to store window displays, accompanyingmediahooplaoffershosting exhibitions. The decision, which should the happenings ofcontemporary life institutionsahigherprofilethanusual. be madeby the institutional directorand constantly bombard us with stimuli. From model dinosaurs that move senioreducation departmentstaff, must The cumulativeeffectofall this and growl to the treasures found in then be communicatedto all who work dissonance teaches us to see and listen threatened environments; fromthe with the public. Both staffand volunteer less acutely inordertoeliminate the wonders ofancient civilizations tothe educators should know and understand distractions. As aresult, ourattention is horrors ofhuman slavery; froma the philosophy guiding theiractivities. increasingly more difficult tocapture retrospective ofan artist's lifetime of When establishing the philosophic and hold. work toan array ofcold-warera toys, goal fortouring special exhibitions, itis The advertising, movie, music, and special exhibitions lend a senseof imperative toemploy realism and television industries understand this excitementtoarealm that is otherwise honesty. Forinstance, since the majority phenomenon well. They employ ever thoughtbymanytobeanythingbutexciting. ofvisitors taking tours aredependent greaterlevels ofexcitement, explicitness, The tactic has worked. Special learners, less able to acquire information and sensationalism to gamerthe public's exhibitions have drawn tens ofthousands ormake determinations aboutwhatthey notice and interest. From video games to ofadditional visitors to museums, zoos, see andhearthan those with greater music lyrics, from movies like Fatal and historic sites. They have been useful levels ofexposure and experience, it Attraction tocomputer-generated tools foraudience-building andfor must behonestly acknowledgedthat experiences such as "virtual reality," we increased institutional visibility. In fact, telling does not equal teaching. If havebecomepeoplebestbaitedbyhigh they have been so successful that some hearingensured learning, then merely stimulusandthelureofanadrenalinemsh. newer"museums" only feature changing attending a lecture on nuclearphysics With this in mind, considerthe exhibitions and do noteven possess wouldguarantee comprehension. implications formuseums, gardens, and permanentcollections oftheirown. It's also notrealisdc to assumethat historic sites. Could there be Forall their usefulness, success, and simple access to an exhibit, ortorecited environments more antithetical to validity, changing exhibitions can tax information, satisfies an institution's today's fast-paced, action-packed, over- education anddocentprogramming. The educational responsibility. Nevertheless, stimulating world than that ofstatic demands ofacquiring and presenting institutions must stakeoutanddefenda exhibithallsorthevestibulesofoldhous—es? new information can fatigue and philosophy ofpublic service. If crowd Mostexhibitions are inanimate intimidate, as often as itcan excite. And, control and logistical assistanceare silent and still; they demandthat visitors the sense ofobligation to visitors who paramount, then so be it. Ifthe initiate and sustain engagement. For havemade special efforts (and distribution ofinformation (regardless of many people, such institutions and their sometimes paidadditional fees) to its absorption) is pre-eminent, then collections simply do not "speakloudly attend, may resultin anxiety or guides need only recite from prepared enough" to be heard overthe din ofall confusion aboutresponsibilities and scripts. If, on the otherhand, educational thatcompetes fortheirattention and appropriatemethodology. programming is responsibleforensuring interest. (Even in zoos, visitors quickly What shouldtherole ofdocents and that learning occurs, then teaching abandon exhibits where animals are interpretersbe when touring special shouldbe the prescribedroute. sleeping orare well camouflaged.) exhibitions? Since itis often the subject Whateverthe decision, itshouldbe This may explain theproliferation matterofsuchexhibitions thatattracts known and understoodby both the staff of"Blockbusters" andother"special" visitors, is there agreaterresponsibility and volunteers whoexecute it. THE DOCENT EDUCATOR ' ' ' i * i /-*•'.; -'minifsm^mot'm. • , "/. Wheneducationis truly thegoal, developedby BenjaminBloom, called thenteaching shouldbetheprimary "TheTaxonomyofCognitiveLearning." Publisher/Editor conduit. Teaching is themosttime Itis well synopsizedandmaderelevant AlanGartenhaus consuming andleastcomprehensive tomuseumteachingin this issueofThe AssociateEditor methodofguiding visitors through DocentEducatorbyLauraWendling in Jackie Littleton exhibitions. Suchcharacteristics are axiicXt Questions? Questions! A worthnoting as visitors whoexpecttobe Reportfrom the Field. Graphic Design showneverythingin aspecialexhibition Anotherteachingmethodthatcanbe Shelly Baldwin may bedisappointedwhen amethodthat successfulemployedwas developedby relies upon in-depthexaminations, rather Dr. Louis Raths, and is explainedin minds in motion thanasurvey oroverview, isemployed. depthinhis text Teachingfor Thinking The DocentEducator © Whataboutthe public's (ColumbiaTeachers College Press, 2011 Eleventh Avenue East expectations? Usually, visitors beheve 1986). Dr. Raths approaches teaching WA thatthey wantto see "everything," using those thinking andorganizing Seattle, 98102-4109 thoughtheircapacity to absorb whatthey principles thathebelieves people rely U.S.A. seeand heardiminishes rapidly afterthe upon naturally, on theirown, to acquire firstfew minutes. Also, mostwould andanalyze information. They are: simplyratherbe told aboutan exhibition, • obser\>ation - looking closely with and shown whattonotice, than toengage reasonorpurpose inconversationandtheretrieval • comparison - finding similarities and/ TheDocentEducatorwelcomes ofinformation. ordifferences in twoormore things unsolicitedarticles,announcements,letters Ifthe institutional goal is to satisfy • classification - sorting using totheeditor,generalcorrespondence,and thesedesires,then that scripted establishedorcreatedcriteria advertisinginquiries. Theviewsexpressedor presentationmight suffice. Ifthe • summarization - condensingformor impliedinthispublicationdonotnecessarily institution strives togobeyond the substance withoutomittingessentials representtheofficialposition public's desires (addressingtheirneeds) • interpretation -pullingmeaningout ofthepublisher,andeffortsaremadeto then, again, teaching is calledfor. If of, orinvesting meaning on to, presentavarietyofviewpointsfor both areessentialconsiderations,—then something readers" consideration. perhaps there shouldbe ablend • hypothesis - makingpredictionsbased teaching activities followed by abitof onevidenceorwhatis known TheDocentEducatorispublished "show andtell." • imagination - extending intothe quarterly. Theofficeandmailingaddressis: Whenevereducation is an unknown usingfantasy 2011 EleventhAvenueEast W institution's goal, inwhole orinpart, • decision-making - making Seattle, A 98102-4109 those whoteach shouldfind some determinations usingestablished comfort in theknowledge thatthey are criteria. TheDocentEducatorisavailableby strivingtoimpartthe same lookingand Eitherenabling structure canbe individualandinstitutionalsubscription. analyzing skills using the special employedequally well withnew exhibitions as they do when usingthe exhibitions or "oldfriends," because Nopartofthispublication permanentcollection. While this does bothaddress theprocessoflearning, may bereproduced,orusedinany notremove thedecent'sresponsibility to andboth serve to impart skills for manner,withoutthewrittenconsent learn aboutthe special exhibition, itdoes independentandcontinuedlearning on ofthepublisher. lessentheburdenof becoming thepartofvisitors as apriority over Allrightsarereserved. "experts." (Itis the "borrowedinsights" rememberingisolatedpieces offactual ofscriptedpresentations thatestabhsh information. They offermethods for guides as authorities in the minds of teaching, whentellingjustisn'tenough. visitors.) Cover: top- fromtheBlockbuster"RamsesII," Itis axiomatic thatestablished exhibitedattheDallasMuseumofNaturalHistory teachingconcepts andtechniqueshave (photobyShellySeymocir) constancy evenwhen the objects usedin middle-anannouncementforaspecialexhibition alessonhavechanged. Amongthe more Alan Gartenhaus adornstheMcCordMuseumofCanadianHistory, inMontreal successfulteaching structures was one Publishing Editor bottom- largecrowdsvisitaspecialexhibitionat NC theMintMuseumofArtinCharlotte, IphotacnurlestyofMiniMmt'umofArt) THE DOCENT EDUCATOR Mastering Blockbusters — Blockbusters mention the dealing with these large-scale veryword and a universal exhibitions. The mosteffectivemethod groan can be heard for"mastering" aBlockbusteristo throughout "docent land." visualize theexhibition as alargepuzzle Hearts beatfast and palms grow clammy, that mustbe broken down intosmaller, as thoughts oflearning about hundreds of more manageable parts. Methods togain unfamiliarobjects in three hours race mastery ofthe information include: through the minds ofvolunteers. reading the exhibitioncatalogue, Well, fearno longer, forthereare recording the docent-training session, ways to combatthese anxiety attacks. studying theexhibition by its themes, The firstis to focus on positive attributes and, most importantly, brainstorming ofpreparing foraBlockbuster; the ideas withotherdocents. Usingoneor secondis to visualize theexhibition as a all ofthese methods will helpyou large puzzlejust waitingforyou tofigure approach yourtours ofthe Blockbuster out how all the pieces fittogether. withconfidence. Since Blockbusters can cause even Reading is one oftheeasiest ways the mostconfidentdocent tobreakintoa tobegin masteringlarge areas of A cold sweat, let's begin by investigating unfamiliarinformation. Thecatalogueis some positive aspects oflarge-scale alogical place to introduce yourselfto exhibitions. It is importanttorecognize the exhibition's objects. The images AnnM. MooreistheAssociateCurator the fabulous opportunities that touring a contained within the catalogue, ofEducationfortheNewOrleansMuseum of Blockbusterprovides. Blockbusters accompanied by the text, shouldgive Art, wheretheyhavebeenhostinga generate alotofpre- and post-opening you a solidworking foundation. You successionofBlockbusterexhibitionsover excitement, and this energy can have an may also wantto immerseyourselfinthe thepastseveralyears. Previously. Ms. invigoratingeffecton yourtours. In exhibition's culture, language, MooreworkedforSPECTRA Communication addition, the introductionofnew philosophy, music, literature, history, art, Associates, amanagementcommunication information can be extremely energizing. and/orreligion by pursuing background consultingfirmspecializingin listeningand Thinkabout the rewards oflearning information provided in thecatalogue's creativityskills. interesting material perhaps notfound in bibliography, orby conducting research yourmuseum's permanent collection. at yourpublic ormuseum library. Along You may find yourselfbrushing upon with gaining background information, information studiedyears ago, or theorganizationofthecatalogue should learning about new material that, though offerideas aboutthemes fortouring. interesting, may neverhavecrossedyour More theme ideas and mastery of pathotherwise. And, rememberthatyou materialcan be gainedby taping (either can apply what you've learned from the videooraudio) the curatororeducator Blockbusterlaterin othersituations. whodiscusses the exhibition. Knowing Looking atanew culture ordifferent thatevery wordis beingrecordedwill historical period will cause you to think allow you to actually look atandthink aboutyourmuseum's collection in new about theobjects insteadofthe lines on anddifferentways. yournote pad. Thetape serves as agreat Now thatwehaveconsidered some referencetool to review aboutaweek ofthepositive aspects ofblockbusters, aftertheexhibition opens; listen to the let's lookat some practical ways of tape togatherinformation you may have THE DOCENT EDUCATOR by Ann M. Moore missed, toansweranyquestions thatmay Howcan you getthrougheverything you iiavecomeup, andto giveyounew ideas setouttodo? Whichpieces willbe most forsharpeningyourtours. popularandwhy? Arethere any Tourthemes canbe generatedby controversial pieces, and when should mastering themes presentedwithinthe they beavoided? Has anything Blockbusteritself. Since many humorous come upthatenhances your Blockbustershows aredivided tour? Play withthese ideas togain thematically, learning theseoverriding greaterinsighton the Blockbuster. ideaswillhelpguideyouthrough the exhibition puzzle. Begin togain confidenceby knowing one objectfrom each section very well. Oncethefirst touris underyourbelt, gobacktolearn otherpieces fromeach section. Continue thisprocess until you feel asense of mastery. You will nevergrow bored because youwill have somany objects fromwhichtochoose. Additionally, knowingthe objectsby theme will help you in acrunch when there are logistical problems in the exhibition orcrowds preventyourgroupfrom seeing the objectyouplanned todiscuss. Understanding anexhibitionby themes allows yourtourto flow, gives it cohesiveness, andwill transformyour Blockbusterpuzzle into amore complete workofart. As yourawareness ofthis DocentJeanetteSolomon toursvisitorsthroughaBlockbusterexhibitionofartfrom the Blockbustergrows, sitdown withother WilliamS. Paleycollection recentlydisplayedattheNewOrleansMuseumofArt. docents (as many as possible) to (photo: WandaO'Shello) brainstormandevaluate. This methodis When theexhibition closes, say very effective whenmasteringthe "good-bye" to yournew-foundfriends, complexartoftheBlockbusterexhibition, andcongratulate yourselfon learninga andatthesametimeistheeasiestandleast lotofnew informationin such abrief timeconsuming. Itcanalsobefun! periodoftime. Whenthenext Questions toconsiderwhen Blockbusteropens, remembertoread, brainstorming include: How canyou tape, gain insightintotheexhibition's adaptyourtoursforspecialinterestand theme, andtobrainstormideas with multi-cultural groups thatthe otherdocents. Butbefore youbeginthe Blockbusterattracts? Which themes process again, remembertothink workwell, andwhichdonot? Howcan positively to generateenergy and youmove tours easily throughthe excitementpersonally, and among the exhibition when there are largecrowds? restofyourdocentcorps. 5 THE DOCENT EDUCATOR ? Questions? Questions! Recently, as partofa larger StartingWith a Structure II. COMPREHENSION project, Ihad the opportunity It's easy togetconfused when you (understanding) toobserve 27 docents at two starttothinkabout all the different This level focuses onthose largeWestCoastart museums kindsofquestions you might ask. objectives, behaviors, andresponses while they conductedtours with third Therefore, it is helpful to have a which indicate thatthe childhas agrasp through sixth gradechildren. As an structure togive you guidance and assist ofthe literal meaning and the intentofa educational researcher, itwas my aim to you in yourplanning. One such communication. There are three types: findout the kinds ofquestions docents structure is the hierarchy ofthinking 11 Translationdeals with the ability typically askduring theirtours. Since skills developed by Benjamin Bloom. to transpose acommunication into developing the ability to thinkcritically Althoughdeveloped in 1956, it is still anotherlanguage, intootherterms, is widely viewed as an important commonly cited in teachereducation orintoadifferentform. Whatdoes educational goal, 1 decided to look textbooks today. The hierarchy ranges an olivebranch standfor? What's from behaviors anotherwordfor "wonderful" which necessitate Interpretation refers toaglobal lower-level skills understandingofthe relationships (i.e. Knowledge) to between the various elements ofthe the behaviors communication. What'sgoingon which demand the in thispainting? Howdoyou highest level of supposethispersonfeels? thinking skills (i.e. 3) Extrapolation involves Synthesis). understanding the likely Following arebrief continuationoftrends or definitions ofeach tendencies, predictingconsequences ofthe six thinking ofcoursesoraction,andunderstanding levels (including implications. Where isthe lightin subcategories) as thispicture comingfrom? Whatdo well as examples you think wouldhappen nextifthis ofquestions used paintingcamealive? by the docents in this study. Ill APPLICATION (solving) Purposefulquestioningresultsinmoreappropriateandeffective Bloommakes the distinction teaching, especiallywhen workingwithyoungstersandschoolgroup. I. KNOWLEDGE between Comprehension, whereina (remembering) person demonstrates thats/hecan apply specifically atquestions that promote This level involves the the abstraction, and Application wherein children's (and adult's) thinking remembering oflearned information s/he does apply the abstraction (cognitive), ratherthan emotional (ideas, materials, orphenomena), either independently and in the appropriate (affective), abilities. by recognition orrecall. Emphasis here situation. There are three types: The use ofquestions as ameans of is onremembering learnedinformation. 1) Quantification in whichthe promoting children'shigherlevel There are twoprimary types: children are not told what thinking has long been consideredan 1) Recall ofinformation, including mathematical process to apply. effective pedagogical tool andabasic definitions, actions orevents, Howmanymilesdoyou think itis way ofstimulating participation, names, dates, andplaces. Whatdo backto thosemountains? Howbig thinking, andlearning. In fact, ithas we callthis? Whatdidyour is thishorse? beenestimatedthatclassroomteachers teachertellyou aboutthisartist? 2) Physical demonstrations ofa askan average of300to400questions in 2) Identification ofpersons, objects, concept. In theair, makeabrush a single day! 'Whileaskingquestionsis materials, andevents. Canyou stroke withyourarm thatwouldfit important,itisjustasimportanttobeaware findthe boy with theblueshirt? thestyleofthispainting. ofthetypesofquestionsyouareasking. Whatcolorsdoyouseehere? 3) Problem-solving suppositions wherein children are askedtoput themselves in an "ifyou were in THE DOCENT EDUCATOR A Structure for Teaching by Laura Wendling — thisorthat situation, whatwould elicitoriginal, creativeresponsesfrom turnedout, overall they askedmany up youdo?". Whatifyou werea thechildren. Whattitlewouldyougive toahighof 187 questions in a 50minute shepherdessandhadaflockof this work? Ifyou weregoing todesign period. Thataverages outto aquestion sheepandonegotaway, what a coinforthiscity, whatkindsofthings every 28 seconds! Butremember, it wouldyou do? Ifyou wereacourt wouldbe importanttoputon it? takes time torespond. This is especially painter, howdoyousupposeyou'd true whenanswering more difficult makethequeen lookwhenyou VI. EVALUATION (judging) higher-level thinking questions. Silence werepaintingher? Thishighestlevel involves making may feel uncomfortable atfirst; however, evaluations orjudgments aboutthe allowing some moments ofquiet after IV. ANALYSIS (analyzing) value ofideas, works, solutions, asking aquestion will increase learning The aim in this level is on the methods, materials, etc. Sucha andshowchildrenthatyoubelievetheir separationofanitemintoits various determination may be basedoneither responsesareworththewait. elements and onrecognition ofthe internal criteriaorexternal standards. relationships oftheparts tothe way the Ifnoformal criteriaare available or Integratinghigher-level thinking whole is organized. Whereas appropriate, try asking the childrento questionseffectivelyintoyourtour Comprehensioninvolves contentofthe apply andexplaintheirowncriteria. demandspractice and aconscious effort material, Analysis deals withboth Doyou thinkthatthe useofwhite wasa onyourpartto use yourown higher- contentandform, includingtechniques goodidea? Which ofthese twopotshas level thinking abilities. Itwon'thappen anddevices usedtoconvey meaning. thebestdesign? bychance. Soaskyourselfthis, "What There aretwo main types: aremy threeprimary objectives fora 1) Compareand contrastquestions When a QuestionIsn'ta Question tour?" Ifoneofyourobjectives aims at inwhichchildrenexamineorthink In addition toAffective types of gettingchildren tothinkathigherlevels, aboutavariety ofseparate issues, questions, twoothertypes ofquestions then you areheading down the right putting togethertheparts intoan were usedfrequentlyby the docents. path. Next, try recording one ofyour organized whole tomake somekind Thefirsttype was Procedural questions tours, andthen writedown the questions ofcomparativejudgment, and thatwere usedtokeepthe children you asked. Groupyourquestions explicitdiscourseonthemethods. focusedandon task. This typefell into accordingtoaframeworklike the one Whatisdifferentaboutthese two threecategories: Managerial {Does describedinthis article. Inthis way, you stylesofpainting?How is life in this anybodyhaveanyquestions?). willbetterensure thatyourtours are not painting thesameasourlife today? Focusing {Doyou see thebirdhere?), onlyrecreationalbuthighly educational 2) Waystheartistconveysmeaning andProbing {Whatelse? ). experiencesforchildren. whichengage children in going The secondtype ofquestion is beyond simple understanding whatIrefertoas aRhetorical or Theauthorwishestoexpresshergratitudeto towards anexpression oftheir Answerquestion and is the trickiestof thedocentswhovoluntarilyagreedtoparticipate inthisproject. Withouttheirgraciouscooperation, insights intohow the (artistic) all because this question sounds like a thisresearchwouldnothavebeenpossible. Because meaningwas achieved. Howdoes questionbutreally isn'tone. Insteadit thedocentswereassuredanonymity, namesofthe theartisttellus thatthere isconflict is adeclarative statementoffactthatis participatinginstitutionshavebeenomitted. going on? Whatdidtheartistdo to phrased as aquestion throughthe useof makeyoufeelhappy? add-ons suchas, "isn'tit?", "don't they?", "okay?". Rhetorical questions V. SYNTHESIS (creating) can almostalways be answered with a A personoperates atthis level when "yes", and oral responses typically are s/he is able tocombine allofthe notexpected. {Looks likean almond Laura Wendling. Ph.D.. earnedher elements andparts ofacommunication shape, doesn'tit?) doctorateinEducation in 1991 atthe UniversityofWashington, Seattle.where thatareknown, andthen restructure them shespecializedin children'slearningin toform apatternthatdidnotpreviously StriveforQuality not Quantity museums. ShepresentlyresidesinBrussels. exist. Bloomprovides the example of When Ibeganmy research, I did Belgium, wheresheconductseducational "creating apiece ofartwork" totypify notknow whetherthe docents in this researchattheInstitutRoyal desSciences this level. Ifcreating such aworkis not study would askalotofquestions or NaturellesdeBelgique{NaturalScience possible, aim ataskingquestions that only afew during theirtours. As it MuseumofBelgium). 7 THE DOCENT EDUCATOR Taming Maddening Crowds the — Theretheyare what seems They'djumpoffacliffnaming all the likehundreds upon hundreds geologic periods they passed ifyou ofpeople, totally bereftofany asked them to.) Andremember, fashion sense whatever, "involvement" can mean many things. impatient, hot (orcold; it's always one or But I'm getting ahead ofmyself. The the other), gazing skeptically down on following are someideas tokeep in mind you as you prepare to transport themto when interpreting tocrowds. They new heights ofconsciousness. Sound won't workwith all groups all the time intimidating? Itdoesn't have to be. but I thinkyou'll find thatthey will help Although mostofus find interpreting to you improve yourability to personalize small, intimate groups more rewarding yourinterpretation and, as aresult, make and pleasurable than speaking before a yourmessage more immediate. large throng, there are techniques that you can employ toengage the visitor TheAgassi Angle Remembera even ifs/he is butone inalarge mass of shoecommercial onTV not too long ago people withdiffering agendas, ages, and, featuring Andre Agassi saying "image is ah, shall we say, acumen. evei-ything?" It's always annoyedme Ultimately you want to ch—allenge that someone withhis gifts could say yourvisitors to think, to react —either such athing, particularly when he was verbally, physically, ormentally and partially right. The way you are totry torelate to the information you are perceived isextremely important. In proffering them. The easy way out is to fact, most people will forman opinion of spoonfeedthe rabble yourinformation you within three seconds ofcoming into in aone-way oration thatonly tends to contact with you. Thatfirst impression distance you, and yourmessage, from will set thetoneforthe entire experience. them. The more professional, upbeat, "But, golly, Mr. Howell," you may personable, andenthusiastic you are at be thinking, "it sounds as ifyou're the beginning, the less energy you will suggesting we try tointeract with, like, expendtrying tojustifyyourcredibility 30+people!" Well, you're right, I am. later. Whetherwe like itornot, Adult (andchild) education is most perception is reahty in ourvisitor's effective when the learners areinvolved mind. in the process. "Well, MisterHot-Shot Know-It- Periscope Up Watch the group. All, diditnotoccurtoyouthatthose Observetheiractions andreact same college flunkies whocame up with accordingly. Don'teverassume thetour thatobvious little pearl also concluded will gothe way you expect itto. Be thatmostadolescents andadults get flexible: ifpeople seemto getantsy, use extremely intimidatedby large crowds yourjudgment and decide ifit's in the anddon'tlike being involved, forfearof tour's best interesttoedityourremarks. embarrassingthemselves in frontofa It's theirtour, notyours. Are they bunch ofstrangers?" Yes, butonly confused-looking, frustrated, totally lost? whenthey are singled outandmade Or, forthat matter, are they smiling and separatefromthe group. (By the way, nodding at you? (Most visitorsfeel they don'tyoujustlove third - fifthgraders? have tobepolite, no matterwhatthey're 8 THE DOCENT EDUCATOR by Mark Howell really thinking.) Atleastonce askfor only one periodinhistory whenthe fromyou represents when man first feedback: "Does this make sense?" entire worldwas atpeace. When was appeared onEarth. Thatguy way over "AmIgoing toofast?" Once you goon it?"* isnotagoodopening gambit.) yonderrepresents whendinosaurs automatic you arenotlongeran Physically, ifyoucan involve the walked the Earth.") interpreter. You are nothing morethan a entire group, orasizable portion, in Ifyou dohave asituationthatcalls livetaperecorderandare ingreatneed illustrating anideathey willbegin tofeel foronly oneorafew volunteersthenyou ofreviewingpastissues ofTheDocent abondwith oneanother; youlessen the have afew decisionstomake. Educator! feeling thatthey are agroup ofstrangers Sometimes it's good toletthe experience atthemercy ofsometourguide gone beasurprise; keeping the visitor's ThePawn Opening People wacko. Forexample, use the size ofthe experienceunpredictable willhelp tendnot to like being set maintain interestbut, apartfromotherpeople. on the otherhand, They like to feel safe explaining whatyou and secure innew are askingofvolunteers surroundings and mightencourage them situations. Ifyoucan toparticipate. Atany devise asituationatthe rate, neverforgetto beginning where thankthembothbefore everyone participates and afteryou have togetherratherthan usedthem. picking on a selectfew Ifyou are asking youwill create an someone torole play or atmosphere ofopenness read aquote thenmake andcamaraderie. This sure you provide them canbe done either witheasilyread physically ormentally. material and time to Startoffwith a review it. Stufflike this rhetoricalquestion or is bestdone by someone directquestions to the sixteenoroverand, whole groupthatare Wheneveryoneisrequiredtoparticipate, asinthisbayonetdrill, theintimidation above all, make sure easily answered. Ihave factorisdecreasedandthevisitors'appreciationforthepointyouaretryingtoproject ithas apoint. seen aninterpreterhold comessharplyintofocus, {punsintended) (PhotocourtesyofColonialWilliamsburg) You can alsouse uptwopieces ofreddish the visitortorepresent andwhite wood, mention thatone is crowd torelate topoints dealing with whatyou aretrying toexplain. I saw a whitepine andthe otherredoak, andask quantities: "Together, we are about the wonderful interpretation once where the whichis which. "Tooelementary," you size oftypical Continental Line guide asked atallman torepresent a may say, butitaccomplishes three company." matureredwood, then surroundedhim things: itshows you are notgoing to Once you establishthe fact thatyou witharing ofchildrenrepresentinghow embarrass them, ithelps theirselfesteem are going to use thempassively, then you the species reproduces itselfby becauseevenifthey don'tverbalize the can startnarrowing down the numbers expanding outward fromacentral point. answerthey arethinking, "hey, Iknow yet stillexpectareasonable chance of Noone hadto say anythingordo that!," and itestablishes fromthe outset someone volunteering. Forinstance, use anything ortrusttopriorexperience; thatthis interactive approach is going to them as points along atime line to they werejustpawnsin the game of beyourstyle. (Aquestion like "You illustrate historical distance ("You here interpretation. Thisexample leadsme there, in the orange shirt ... there was representtoday; the lady twofeetaway tomy nextpoint. THE DOCENT EDUCATOR SuffertheLittleChildren are intimidatedby large groupsjust keep believe? IfMr. Know-It-All (they do Kids will be kids so why try tochange in mind that you are perceived as the tendto be men, don'tthey?) becomes a them, shushingthem all the time or, expert until you do somethingtochange heckler, thennoone will thinkthelessof worse, ignoring them. Asking kids to thatopinion. Tokeepthat from you ifyou tactfully suggestyou will come tothefrontofthe group, happening maintain good eye contact gladly talkwith him/herafterthe tour explainingan ideatothemfirstthen with the group(itwill unconsciously concludes. Beheve me, theothervisitors expanding on thatideaforthe adults or registerwith them ifyou keeplooking will thankyou forit. Thechanceofthat having themdoactivities (scavenger overtheirheads), be honest ifyou don't happening is by farnegated by the hunts, objectidentification, etc.) that know the answertoaquestion, keep positiveinteractions you will encounter. illustrate ideas fromyourtourdoes fidgeting toa minimum, and finish your several things: firstofall, the kids get sentences with a sense offinality. Some Silence isGolden Feel like you somethingoutofit all, and the parents folks enddeclamatory sentences as if havetofillupevery littleportionofyour thinkyou're the next best thing since the they're asking questions, with the voice tourwith verbiage? Do you find automatic garage dooropener. That, in trailing up, suggesting a lackof yourselfanswering yourown questions becausenoonespokeinthenanosecond you gave them tothinkofan answer? Rememberthat language is an artificial tool thathumans developedfor communication, and ithas tobe processed. Give people time torespond toaquestion, at leastfoursecondsbefore you bull in with the answerorafollow- upclue. Doesn't sound like along time? Time it out; you'd be surprised how long atime itcan be. The same goes fordramatic pauses. The silence thatfollows a salient pointor thatoccurs during an activity oran observation ofsomething is as useful as the commentary you provide but only if you utilize it right from the beginningof yourinterpretation andprepare people forthe fact. Ifyou areconsistent, silence Havingfirstaskedthesethreemen tocontributeonlytheirheighttomakeherpoint is less an uncomfortable pregnantpause aboutthespaceAfricanshadonboardslaveships, theinterpretereventuallyhadthe and more amomentforreflection. entiregrouplyingdownside-by-sidetodramatizetheclosequarterstheywouldhave hadtoendure. (photocourtesyofColonialWilliamsburg) Speakand Be Heard On the turn, makes them respect you all the confidence in whatthey are saying. otherhand, when you are speaking make more and, besides, adults getas much Ofcourse, followingthis course of sure youcan be heard. Periodically, ask outofinterpretations gearedto children interaction always leaves you—vulnerable the group ifthey can hearyou. This does as the kids do. They won'tadmitbut, tothe bane ofall interpreters the two things: firstofallyou'renot trustme, they do. Know-It-All (shudder). Ifyou get some assuming anything and it shows your Know-It-All onyourcase, allow them respectforthem andyourmessage. If TheEmperor's Clothes I've theiropportunity to speak(you should wediscoverwearenotbeing heardwe neverunderstood the oldpublic speaking have encouraged questions and tendto compensateby increasing our advice ofimagining youraudience observations atthe beginning ofthe tour volume. This only sends the voice intoa naked. Ican'tthinkofanything that and, besides, they wouldhave higherregisterandpitch whereit wouldputme offthisprofession more interrupted you anyway) butalwayshave dissipates fasterand isjust downright quickly. Butdorememberthatyouare the last word, beginning with "Our irritating to listen to. Female interpreters morefamiliarwithyoursubjectthanthe research indicates ..." andthen leave the needtobe particularly sensitive to vocal vastmajority ofyouraudience. Ifyou point. Who do you think the crowd will strength sincetheirvoices tend tobe THE DOCENT EDUCATOR

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