By educating the public, the docent hopes to get people interested in the collections of the institution, perhaps encouraging future generations of researchers and collectors. In some cases, a docent has access to museum collections in return for acting as a guide.
Researchers may act as docents, which is exciting for the public, since they get to ask the researcher directly about the collection and the research being performed. Especially at natural history museums, this is often the case, and it can encourage members of the public to volunteer as well, after they have interacted with someone who is passionate about the research or work being done.
Ever since she began contributing to the site several years ago, Mary has embraced the exciting challenge of being a researcher and writer. Mary has a liberal arts degree from Goddard College and spends her free time reading, cooking, and exploring the great outdoors.
Mary McMahon. Please enter the following code:. Interactive — The best tour is one in which the audience feels that they have participated. Not only does it help them to remember more of what they have seen and heard, it gives them a sense of ownership. Open-minded and Respectful — We all come from different backgrounds and have unique beliefs and opinions.
It is also important to remember that our own views should not be a part of the tour — we are here to guide visitors. Our role is to help them understand the art and connect it to their own lives. Whether we like a particular work or not, it is our duty to present it in a positive, informative manner.
Able to Read your Audience — Age levels, learning styles and cultural background enter into every tour. With practice you can learn to read your audience and see what methods of touring suit them best, what learning styles are represented, and if you are keeping their attention. Timing is another aspect of reading your audience — let them set the pace with their interest level, but remember to control the over-talker, etc.
Exercise Good Judgment — This will help to control visitors and help in emergency situations. Attend all training sessions — this includes the two semester training course and monthly continuing education for special exhibitions these are also business meetings and undergo evaluation of training. Absences must be excused by the Education and Public Services Supervisor and arrangement will be made to make up session.
Docents are expected to commit to volunteering at the Museum for two years after they complete training. A special exception will be made for KSU students who may be graduating before the two year period is up. Exceptions will also be made for special circumstances. Commit to working two — three times a month hour time slots. Leaves of absence will be granted by the Education Coordinator.
Note: Docents may discuss a lighter time commitment with the Education and Public Services Supervisor. Keep track of all hours volunteered training and working in the card file in the Education and Public Services Supervisor office. These hours are important for grant applications. Arrange for your own substitute and notify your superior of changes. In the case of an emergency, notify the office by am. BENEFITS While the Museum is obviously the major beneficiary in this situation we hope that docents also benefit from the educational opportunities and camaraderie provided by the docent program.
Train docents in interactive museum education and touring techniques Develop audience sensitivity. Information from the training sessions should be kept in a loose leaf binder provided by the Museum.
Most staff members think of docents as teachers because they educate the visiting public about our collections and exhibitions. Museum education has been quick to assimilate and adapt research in education, psychology, philosophy, and other disciplines to teaching museum visitors.
In contrast, relatively little has been written about how museum educators should teach docents, who. Fortunately for those of us challenged with designing relevant and engaging docent training programs, the wealth of findings about teaching visitors applies equally well — and for all the same reasons — to teaching docents.
In a previous issue of The Docent Educator , Alan Gartenhaus summarized the reasons for teaching by the inductive method. How much improved our docent education programs would be if staff taught docents as they would have docents teach visitors.
A simple, effective approach is to plan docent training sessions as though they were tours. Well-planned tours should be enjoyable educational experiences, with a definite beginning, middle, and end. They should have clear goals and objectives, which may be met within a prescribed amount of time by a group of diverse learners. As with tours, docent training sessions are most beneficial if learners participate, and if experiences are allowed to vary.
Therefore, individuals should have opportunities to engage in activities; look; think; reflect; conclude; discuss; write; present; touch; sit; stand; and construct meaning.
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