Guided tours

The Condensed Version

March 1 , 2011

Guided Tours

Basic layout of a guided tour

Defined objectivesIntroductionContentConclusionEvaluation of learning

Objectives

Content you intend the audience to learnExamples:

The visitor will be able to identify the historical progression of basketball

Students will be able to identify the cultural affect of Penn State’s 1947 Cotton Bowl team

Visitors will be able to recognize artwork from the Impressionistic period.

Students will be able to identify sculpture based on its medium.

Learning Goals

How you will accomplish and measure your objectives

Examples: The visitor will be able to identify the historical

progression of basketball Discuss Dr. Naismith, and his intention with inventing

basketball. Explain the roots of the name basket-ball. Show antique replica of a 1920’s basketball and talk

about what “dribbling” originally looked like. Discuss women’s role in basketball, and how the game

was first played by women. Etc

Learning Goals

Examples: The visitor will be able to identify the historical

progression of basketball Apply PA State Standards for History: 8.3.12.A

Identify and evaluate the political and cultural contributions of individuals and groups to the United States history from 1890-present Cultural and commercial leaders

8.3.12.C Evaluate how continuity and change has influenced United

States history from 1890-present Innovations Social organization Women’s movement

Learning Goals

Students will be able to understand and identify sculptures based on its medium. Show 3 mediums; clay, metal, and wood. Talk about the similarities and differences between the 3,

i.e. how they are made, how valuable they might be, etc. Use hands on materials to feel the differences between

the 3 and describe other things that are made out of those materials.

Continue throughout the museum seeking to identify other artwork made out of the materials they’ve been learning about.

Learning Goals

Students will be able to understand and identify sculptures based on its medium.

PA State Standards for Arts and Humanities: 9.3.3.C

Know classification skills with materials and processes used to create works in the arts.

9.3.3.F Know how to recognize and identify similar and different

characteristics among works of art.

Introduction

Introduce the institution, its history, mission, and a brief overview of the museums exhibits/collections.

Introduce yourselfFind out something about your visitorsLet visitors know your planPoint out important areas (restroom, water

fountain, etc)Cover basic museum rules

Interpretive Techniques

LectureLecture DiscussionInquiry DiscussionGuided DiscoveryGuided InvolvementRandom


Lecture technique: How the majority of your collegiate professors

conduct class. Pros Cons


Lecture Discussion Technique: Similar to lecture technique, but now welcomes

questions and visitor participation in discussions. Ideal for adult groups, good college aged groups, and

acceptable for older adolescent groups. Pros Cons


Inquiry Discussion Technique: Tour is set up as more of a dialog, consisting of

questions, exchanging of answers, and discussion between guides and visitors.

Visitors explore ideas with guidance and direction of a guide.

Guides function as more of a discussion leader, rather than a lecturer.

Specific facts are less important than the general context, time period, culture, etc.

Appropriate for any age group. Pros Cons


Guided Discovery Technique: Offers visitors a structured activity that requires them

to make individual choices on what they wish to learn within the exhibits.

Best for children older than 7yrs old, through adults. Pros Cons


Guided Involvement Technique: Similar to Guided Discovery, but its highly structured . Visitors/students are given a task, often will work

together in small groups with direct supervision. Each activity occurs over short periods of time and

within limited areas. Pros Cons


Random: Self-guided walk through of the museum with a guide

present. Often used when visitors come to a museum and

request a guided walk-through (if a museum is capable and able to provide it), when very large groups request a tour, or when groups become difficult and frustrated guides walk with them to keep them together and move them out of the exhibits and museum in an orderly fashion.

Questioning Strategies

MemoryConvergentDivergentJudgmental


Memory Facts, names, dates, etc.

“how many…” “what is the…” “name the…”


Convergent questions Seek the most appropriate/best answer There is one best answer


Divergent questions Open-ended questions that encourage multiple

answers. Questions demand imaginative thinking and

exploration of all possibilities. There is no “right” answer

“what if…” “how many ways…” “imagine that…”


Judgmental questions Encourages each visitor to formulate an opinion,

value, or belief that is personal to them.


Levels of questions Naming objects Discriminating characteristics of objects and events Classifying and grouping objects and events Making inferences

Drawing conclusions based on observations, forming a hypotheses, making a logical judgments, etc.

Evaluation and Judgment Choose, decide, evaluate, judge, assess, give your

opinion, tell which is preferable, etc.

Tour Aids

GamesImprovisationHands-on materialsProject-directed and data retrievalStorytellingAudio-visual aidsFilmsInteractive exhibits

Conclusion

Review/give a summary what was seen or done

Ask their most enjoyable part of the tour, what they remember the most, etc.

Encourage visitors to return. Cite future programming/events at the museum.

Self-evaluate. Did you accomplish your objectives?

Education

Guided tours