1. Docent Training Choosing a Theme

2. “The collections don’t tell stories. Museum staff do. We compose stories that bring objects from our collections into full color. We make connections between objects, between other ideas, between various fields of study. In other words, we put the objects to a useful purpose and in doing so come to understand them and ourselves more fully.” ~ Museum November/December 2008 “Manifesto Destiny”

3. How do I choose a theme? Finding a theme is an individual process—there is no “right” way. Two helpful methods are: Method 1: Stations and Substations Method 2: Objectives and Learning Outcomes

4. Method 1: Stations Explore the gallery : what stands out to you? Pick 4 or 5 “stations” in the gallery that you found particularly interesting. What do these stations have in common? Choose an object or two at each station to talk about Make sure to give an introduction and conclusion

5. Method 1: Baseball Analogy How tours and baseball are more similar than you thought Bases are “stations,” i.e. the things you absolutely need to touch on. They give you a point of reference and provide a shape and direction for your tour. And really, about three in each gallery is about right for the size of our exhibitions. You never just magically leap from one base to the next without touching the ground. Make sure that you have logical and interesting connections in between your “bases”. Each base is part of a whole—it wouldn’t make sense just to have one. Each base provides a different view of the field. The amount of time you spend at each base depends how the game is shaping up (think audience). Is the crowd yelling for you to stay on first or do they want you to run for home as quickly as possible? Remember that you both start and finish at home. Introduce your theme, maintain it as you “round” each base and with a conclusion that brings it all “home.”

6. Method 2: Objectives and Learning Outcomes What is an objective? Objectives are specifically worded statements that “describe what interpreters want visitors to understand and learn” ~ The Good Guide pg 53 Objectives may be either specific or abstract. Abstract objectives work well for older students and adults while younger children and school groups benefit from more specific, concrete objectives.

7. Method 2: Objectives Objectives may include the following: Visitors will recognize visual symbols used in images of Bhudda. Students will be able to describe the leaves of the oak, sugar maple, and tamarack trees. Visitors will be able to identify painting by Van Gogh. Objectives specific to the Museum: Visitors will understand the influence of trade with South America on the society of Paquime. Visitors will understand the different roles of Kachina spirits, dancers and dolls in Pueblo culture. Students will be able to distinguish and identify animal imagery in pottery.

8. Method 2: Learning Goals What is a learning goal? Learning goals help define and explain the objectives. Learning goals are more specific and are object based. Note: Use objects to achieve your learning goals and make sure to the use the object that best supports the goal. For older visitors, a younger group’s objectives may become their learning goals and the tour can be developed from that point. ~The Good Guide pg 53-5 Example 1: Objective: The visitor will be able to identify paintings by Van Gogh. Learning Goals: Compare two or more paintings by Van Gogh (information about the artist’s life and motivation may be given here). Compare and contrast one painting by Van Gogh with one or more paintings by other artists, noting color, composition, paint thickness, and so forth. Find paintings by Van Gogh, with similar characteristics.

9. Method 2: Learning Goals Example 2: Objective: Visitors will understand the roles of Kachina dolls in Pueblo culture. Learning Goals: Explain the need for Kachina spirits to bring rain to the desert. Compare features like feathers and headdresses on two or more Kachinas that symbolize rain or clouds. Compare and contrast the Kachinas that would be given to younger children as opposed to older children. Compare and contrast older Kachinas with newer Kachinas –how have they changed?

10. The End