the dialogue with the adult visitor - openarch conference, archeon 2013
TRANSCRIPT
The Dialogue with the Adult Visitor
Dorothee Olthof VAEE
PRAE: live interpretation, archaeology and education
VAEE the Dutch
Network for Archaeological Experiments
and Education
Didarchtik: Adult Education in Archaeological Open Air Museums
• EXARC (EU) • Bäckedals Folkshögskola
(Sweden) • ArcheoParc Val Senales
(Italy) • Parco Archeologico Didattico
del Livelet (Italy) • Bachritterburg Kanzach (D) • Archäologisches Zentrum
Hitzacker (D) • Butser Ancient Farm (GB) • Ciutadella Ibèrica de Calafell
(Spain) • VAEE (NL)
Most AOAMs have great programs for children
And the adults?
Adults are a very diverse and more complicated target group
So why invest your time and energy in adult education?
• Most museums are financed by public money. Therefore they have the responsibility to provide educational opportunities for a wider audience than just schools. The adults pay, so let them have a good run for their money!
• By designing special programs for adults, museums can widen their audiences, which could lead to higher numbers of visitors and more ‘friends’ of the museum.
• Museums can learn something from the adult learners as well. • It binds a museum to its surrounding community and as such is vital
for the future standing and survival of open-air museums, as something significantly more than pleasure parks.
• Because we can: in AOAM’s there is a lot of knowledge present, and adult visitors are interested in the topic (otherwise they probably wouldn’t be there), so it must be possible to make a match.
The topics we discussed during Didarchtik:
• Visitor surveys
• Adult learning styles and museum learning
• The uses of and quality criteria for living history (or live interpretation) as an educational tool
• The use and role of crafts
• Returning visitors
• Different approaches to visiting groups and individuals
Kolb: experiential learning
Picture:
http://shagdora.files.wordpress.com/2011/09/kolb1.jpg
Gardner: Multiple Intelligences
Picture: http://edel518.wikispaces.com/file/view/9_MI.png/134254277/599x517/9_MI.png
More about learning theories:
• www.learning-theories.com
• http://en.wikipedia.org/wiki/Learning_styles
• www.funderstanding.com/theories.cfm
• http://www.infed.org/thinkers/gardner.htm
Picture: http://etec51264b2010cip.pbworks.com/f/1285906778/sundberg-
learning-theories.gif
Very important notion:
Education ≠ Learning!
Picture: http://www.pmu.se/bilder/english/s11-Kunskap1_eng.jpg
Museum learning:
Museum learning ≠ school education
Museum learning = making meaning
Visitors construct an understanding from what they see, touch and do. Often this
understanding is not what the curator intended with the exhibition, but it is related
to it and comes from interaction with the exhibition (Hein 1998).
AOAMs can be very rich learning environments
If we allow them to be so…
Pictures:
• http://tielt-winge.cdenv.be/sites/tieltwinge/files/imagecache/gallery_large_image/nieuws/leeg-huis.jpg
• http://3.bp.blogspot.com/-9pliGnbQ7LA/UMhYtYoy3mI/AAAAAAAAAp0/LMP_tOsD-qA/s1600/wk+a.JPG
Let’s present the most interesting and complete picture we can!
And accept that our ideas of today will be outdated tomorrow
Living History or Live Interpretation
Quality is essential for a good learning experience.
Quality Criteria for live Interpretation
• Effective live interpretation focuses on the needs and wishes of the visitor.
• In order to provide a chance to learn about the past, the picture that is presented should be as authentic as possible: use authentic materials and do proper research.
• Be honest about what you don’t know, don’t make things up. • Stupid questions don’t exist! They are just a means to make contact
with a strangely dressed-up person doing something incomprehensible.
• Have fun and be enthusiastic about what you do, the visitor will appreciate it! (but know when to stop talking…)
• There are more in the Didarchtik handbook: http://www.europeansharedtreasure.eu/detail.php?id_project_base=
2010-1-NL1-GRU06-02917
The use and role of crafts
Returning visitors
• Define your unique selling point, mission and vision.
• Create good products that fit your unique selling point.
• Know what your visitors expect and want and give them 101%.
• Be social! That is much cheaper than designing new products all the time and has more effect in the long run.
• Provide seating and social interaction.
Conclusion
The most important part about the dialogue with the adult visitor (or actually any visitor) is exactly this dialogue:
di·a·logue or di·a·log (d -lôg , -l g )
n.
1. A conversation between two or more people. (http://www.thefreedictionary.com/dialogue)
The dialogue is what makes AOAMs unique and interesting
Job description for the perfect live interpreter:
• Always cheerful • Exceptional social skills • Healthy and strong • Has up to date knowledge of (pre)history • Skilled in at least one craft • Good educational skills • Intimate knowledge of learning theories • Preferably some theatrical skills • Willing to dress up in period clothing • Willing to work long hours for minimum wages
More information about Didarchtik and adult education in AOAMs:
• Didarchtik.exarc.net
• All products can be found on EST: www.europeansharedtreasure.eu
• Reader about adult education in AOAMs:
http://exarc.net/manuals/adult-education-archaeological-open-air-museums-reader