museum education Archives - thinking museum

Bitesize: Learn, Unlearn, Relearn

BITESIZE: LEARN, UNLEARN, RELEARN There is a famous quote by Alvin Toffler that goes: “The illiterate of the future are not those who can’t read or write but those who cannot learn, unlearn, and relearn.” As educators, you’re probably already quite enthusiastic about the learning part. Being a lifelong learner is something that is a part of us. We’re constantly learning new things and updating our knowledge. But learning is not just about acquiring new things to learn, it’s important to learn, unlearn and relearn. In today's episode I'm talking about why

Bitesize: How to End Well – Creating a Strong Conclusion for your Programmes

BITESIZE: HOW TO END WELL - CREATING A STRONG CONCLUSION FOR YOUR PROGRAMMES It’s time for another bitesize episode - a short and snappy episode that will give you a quick win or something to think about in less than 10 mins. Today I’m talking about why endings are important and sharing with you a 3 part framework for planning your strong conclusion. If the introduction is setting the scene for what’s to come, then the conclusion is most definitely when you wrap everything up, tie up any loose ends and leave

Learning to Love ‘Boring’ Objects through Slow Looking

LEARNING TO LOVE 'BORING' OBJECTS THROUGH SLOW LOOKING In today’s solo episode, I’m talking about ways to work with objects that you might find 'boring' or uninspiring. I’m sharing how we can use slow looking to learn to love objects that we might otherwise overlook or reject. And how we can get our visitors and participants excited by these types of objects too. INTRODUCTION I had a chat recently with a fellow educator about how we can work with objects that we don’t instantly feel attracted to, objects

Pictures of Practice with Elisa Mosele

PICTURES OF PRACTICE WITH ELISA MOSELE INTRODUCTION Here is another 'picture of practice' episode. In these episodes, I'm really interested is in finding out how other museum educators around the world engage their audiences with art and objects. What are some of the practices that are really important to them? How might they use thinking routines, or slow looking, questioning or facilitation? Today I’m delighted to be talking to Elisa Mosele about her work. Elisa is an English language teacher and an art facilitator. She currently collaborates with the Verona Minor Hierusalem Foundation . We’re talking all

Bitesize: How to Define your Personal Facilitator Style

BITESIZE: HOW TO DEFINE YOUR PERSONAL FACILITATOR STYLE I’ve recently taught a course in my membership programme about developing your personal facilitation style. We’ve had 4 classes over the last 4 months and we’ve covered a range of subjects in our time together. In the very first classes we explored what our personal facilitation style is and how we might define it. BUT, before I share the exercise with you, let's look at what a personal facilitation style is and why it's important. WHAT IS A PERSONAL FACILITATION

From Good to Great: Personal Growth & Development for Museum Educators

FROM GOOD TO GREAT: PERSONAL GROWTH AND DEVELOPMENT FOR MUSEUM EDUCATORS A willingness to continue growing and developing is at the heart of our practice as museum educators, teachers and guides. We are never ‘done’ with learning. There is always a strong desire to keep honing our craft. Personal development keeps us motivated and pushes us out of our comfort zone. It helps us to keep innovating, experimenting and being creative. But, what are the best ways that we can grow and develop personally? Today I'm sharing 8 different ways museum educators

Pictures of Practice with Gabrielle Grime

PICTURES OF PRACTICE WITH GABRIELLE GRIME INTRODUCTION Today on our 50th episode, I'm launching a new series of episodes all about 'pictures of practice'. I'm really interested is in finding out how other museum educators around the world engage their audiences with art and objects. What are some of the practices that are really important to them? How might they use thinking routines, or slow looking, questioning or facilitation? For our very first Pictures of Practice, I'm talking today to Gabrielle Grime is a Heritage Education Officer at Wanneroo Regional Museum in Australia. Gabrielle read about the

Inspiring Creative Writing through Art with Mary Hall Surface

INSPIRING CREATIVE WRITING THROUGH ART WITH MARY HALL SURFACE INTRODUCTION Today I’m delighted to be talking to playwright, theatre director, teaching artist and museum educator Mary Hall Surface about her work. We’re talking all things creative and reflective writing through art. As a museum educator, Mary Hall uses both theatre and creative writing to expand perspective, uncover complexity and deepen understanding. She is the founding instructor of National Gallery of Art’s Writing Salon in Washington DC, and a six-summer faculty member of Harvard’s Project Zero Classroom. Her plays have been produced at major professional theatres, museums, and

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What we can learn from improv with Samantha Boffin

WHAT WE CAN LEARN FROM IMPROV WITH SAMANTHA BOFFIN INTRODUCTION You may remember Samantha Boffin as she was my first guest on the show (Episode 21) and now she is the first guest to come back for a second episode. Besides being a voiceover artist, Sam is also an actor. Sam also does an improv class every week and believes that we are all expert improvisers - we just don’t realise we are. In this episode, Sam is sharing what improv is and how it can help us as educators in our own practice and when we’re with

The 4 elements of a great introduction

THE 4 ELEMENTS OF A GREAT INTRODUCTION A good introduction is essential to foster a great group dynamic. An introduction is crucial on any type of programme - whether you’re leading a guided tour, an educational programme, a 15 minute in-gallery conversation or an online session. At this stage, group participants are learning what to do, how the tour or programme is going to operate, what is expected and what is acceptable. It’s your role to give them the orientation they need. And more than that, a good introduction is about about placing connection before content -

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