The Dialogue with the Adult Visitor

Dorothee Olthof VAEE

PRAE: live interpretation, archaeology and education

VAEE the Dutch

Network for Archaeological Experiments

and Education

Didarchtik: Adult Education in Archaeological Open Air Museums

• EXARC (EU) • Bäckedals Folkshögskola

(Sweden) • ArcheoParc Val Senales

(Italy) • Parco Archeologico Didattico

del Livelet (Italy) • Bachritterburg Kanzach (D) • Archäologisches Zentrum

Hitzacker (D) • Butser Ancient Farm (GB) • Ciutadella Ibèrica de Calafell

(Spain) • VAEE (NL)

Most AOAMs have great programs for children

And the adults?

Adults are a very diverse and more complicated target group

So why invest your time and energy in adult education?

• Most museums are financed by public money. Therefore they have the responsibility to provide educational opportunities for a wider audience than just schools. The adults pay, so let them have a good run for their money!

• By designing special programs for adults, museums can widen their audiences, which could lead to higher numbers of visitors and more ‘friends’ of the museum.

• Museums can learn something from the adult learners as well. • It binds a museum to its surrounding community and as such is vital

for the future standing and survival of open-air museums, as something significantly more than pleasure parks.

• Because we can: in AOAM’s there is a lot of knowledge present, and adult visitors are interested in the topic (otherwise they probably wouldn’t be there), so it must be possible to make a match.

The topics we discussed during Didarchtik:

• Visitor surveys

• Adult learning styles and museum learning

• The uses of and quality criteria for living history (or live interpretation) as an educational tool

• The use and role of crafts

• Returning visitors

• Different approaches to visiting groups and individuals

Kolb: experiential learning

Picture:

http://shagdora.files.wordpress.com/2011/09/kolb1.jpg

Gardner: Multiple Intelligences

Picture: http://edel518.wikispaces.com/file/view/9_MI.png/134254277/599x517/9_MI.png

More about learning theories:

• www.learning-theories.com

• http://en.wikipedia.org/wiki/Learning_styles

• www.funderstanding.com/theories.cfm

• http://www.infed.org/thinkers/gardner.htm

Picture: http://etec51264b2010cip.pbworks.com/f/1285906778/sundberg-

learning-theories.gif

Very important notion:

Education ≠ Learning!

Picture: http://www.pmu.se/bilder/english/s11-Kunskap1_eng.jpg

Museum learning:

Museum learning ≠ school education

Museum learning = making meaning

Visitors construct an understanding from what they see, touch and do. Often this

understanding is not what the curator intended with the exhibition, but it is related

to it and comes from interaction with the exhibition (Hein 1998).

AOAMs can be very rich learning environments

If we allow them to be so…

Pictures:

• http://tielt-winge.cdenv.be/sites/tieltwinge/files/imagecache/gallery_large_image/nieuws/leeg-huis.jpg

• http://3.bp.blogspot.com/-9pliGnbQ7LA/UMhYtYoy3mI/AAAAAAAAAp0/LMP_tOsD-qA/s1600/wk+a.JPG

Let’s present the most interesting and complete picture we can!

And accept that our ideas of today will be outdated tomorrow

Living History or Live Interpretation

Quality is essential for a good learning experience.

Quality Criteria for live Interpretation

• Effective live interpretation focuses on the needs and wishes of the visitor.

• In order to provide a chance to learn about the past, the picture that is presented should be as authentic as possible: use authentic materials and do proper research.

• Be honest about what you don’t know, don’t make things up. • Stupid questions don’t exist! They are just a means to make contact

with a strangely dressed-up person doing something incomprehensible.

• Have fun and be enthusiastic about what you do, the visitor will appreciate it! (but know when to stop talking…)

• There are more in the Didarchtik handbook: http://www.europeansharedtreasure.eu/detail.php?id_project_base=

2010-1-NL1-GRU06-02917

The use and role of crafts

Returning visitors

• Define your unique selling point, mission and vision.

• Create good products that fit your unique selling point.

• Know what your visitors expect and want and give them 101%.

• Be social! That is much cheaper than designing new products all the time and has more effect in the long run.

• Provide seating and social interaction.

Conclusion

The most important part about the dialogue with the adult visitor (or actually any visitor) is exactly this dialogue:

di·a·logue or di·a·log (d -lôg , -l g )

n.

1. A conversation between two or more people. (http://www.thefreedictionary.com/dialogue)

The dialogue is what makes AOAMs unique and interesting

Job description for the perfect live interpreter:

• Always cheerful • Exceptional social skills • Healthy and strong • Has up to date knowledge of (pre)history • Skilled in at least one craft • Good educational skills • Intimate knowledge of learning theories • Preferably some theatrical skills • Willing to dress up in period clothing • Willing to work long hours for minimum wages

More information about Didarchtik and adult education in AOAMs:

• Didarchtik.exarc.net

• All products can be found on EST: www.europeansharedtreasure.eu

• Reader about adult education in AOAMs:

http://exarc.net/manuals/adult-education-archaeological-open-air-museums-reader