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Incorporated, a worldwide network of science museums and related institutions.
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Thumbs up to chaperone ratio. You still need staff empowered to ask
chaperones to break up when they clump together and chit chat while
the kids run wild.
I, personally and therefore andecdotally, observe radically different
behavior in school groups who are visiting art and traditional
science museums versus those visiting the modern science centers.
That's not surprising, but what accounts for the difference?
While we in the field might debate the meaning of words like "museum"
and "science center," and though your institution may not have the
word "Museum" in it's name, and though you may have nothing in the
way of collections and a whole lotta things with which to interact,
y'all are not a McDonald's play area; I'd say you're a "museum" (or a
museum-like institution).
So an institution's identity and the relationship it implies to other
things in the world is important and should be pervasive in
everything from pre-visit schpeils and discussions, to the design of
exhibits. It's a big, systemic challenge. A science center should
be fun and engaging, while demanding respect, inasmuch as it needs to
compete in a diverse market while serving an educational mission.
BTW nice neologism, "Vandalage and Breakism." Sounds like a couple
of rappers.
--Jason
__
JasonJayStevens
JasonJayStevensStudio
[log in to unmask]
www.potterbelmar.org/jjss
On Mar 29, 2007, at 4:04 PM, Erin Martin wrote:
> ISEN-ASTC-L is a service of the Association of Science-Technology
> Centers
> Incorporated, a worldwide network of science museums and related
> institutions.
> **********************************************************************
> *******
>
> We do have a strict child:adult ratio (5:1). We make sure the field
> trips know this when scheduling. We have implemented a new check-in
> with field trips. When they arrive we talk to them about what we
> expect. Of course we do it in a fun manner. And then we split
> them up
> into groups and do an exhibit demo where we show them how to interact
> with the exhibits and how the chaperones can assist in the students'
> experience and not just be baby-sitters. We do make sure that they
> understand students should stay with their chaperones and if we see
> kids
> running loose we will make sure they get back with their
> chaperone. We
> did have an incident of where we had deliberate vandalism with a
> school,
> that's when we decided we have the right to ask a school to leave.
>
> It's help with us. But everyone is different. Hope this helps.
>
> Erin Martin
> Distance Learning Educator
> Discovery Center of Springfield
> 438 E. St. Louis
> Springfield, Mo. 65806
> (417) 862-9910 x705
> [log in to unmask]
>
> -----Original Message-----
> From: Phil Edgerton [mailto:[log in to unmask]]
> Sent: Thursday, March 29, 2007 12:14 PM
> To: [log in to unmask]
> Subject: vandalage and breakism
>
> ISEN-ASTC-L is a service of the Association of Science-Technology
> Centers
> Incorporated, a worldwide network of science museums and related
> institutions.
> **********************************************************************
> **
> *****
>
> Greetings,
>
> We have had an increasing problem with breakage, sometimes verging
> into
> vandalism, in the museum over the years. After their class with one of
> our
> educators, the school groups have free time in the museum. We think
> that
> is
> when the most damage occurs: when big groups of kids with less than
> ideal
> supervision are at large. We feel that not only do the exhibits suffer
> but
> the kids are getting less content when they are "running wild". But it
> is
> hard to expect strict attention in structured situations from kids
> during an
> hour and a half or two hour visit. We think they need some
> unstructured
> activity, but we can't condone "recess" on the museum floor. Where is
> the
> happy medium for you folks?
>
> What do you specifically do when dealing with groups of kids. Do you
> have
> chaperone-to-kid ratios? How do you enforce that? Do you have specific
> signage? Do you even allow free-range kidism? Do you have self guided
> worksheets for the kids to check off regarding exhibit content? Any
> other
> ideas? Are others having the same problems?
>
> How do we put some "tough love" into our limited-staff museum? We need
> your
> expertise and advice. Then we will do as my old mountain neighbor used
> to
> say: "I get all the advice I can, and then I do exactly as I please!"
> (Grin). Thanks everyone!
>
> Phil Edgerton
> The Health Adventure
> Asheville, NC
>
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