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Youth Curators: Teens Design Museum "Touch-Its"

Basics

  • Project TitleYouth Curators: Teens Design Museum "Touch-Its"
  • ThemeTeam Approach, Civic Literacy, Universal Design
  • Submitted BySheila Damkoehler, Marilyn McArthur, Jeremy Rogers
  • OrganizationFrontier Regional High School/Pocumtuck Valley Memorial Association & Memorial Hall Museum Partnership
  • Brief DescriptionStudents serve as consultants, advisors and designers, creating "touch-it" stations within a museum, historical society or other cultural organization. These "touch-its" are designed to appeal especially to tactile learners, making museum exhibition areas accessible to people of all ages and educational background.
  • Materials / ResourcesPuzzle cubes, magnets and magnetized boards, art/craft supplies, access to quality color printer for reproduction photographs, graphics and interpretive labels.
  • Team membersHigh School classroom teacher(s), students, museum outreach staff, public organization/venue, other school and business partners
  • Pre-requisite knowledgeVisit to the museum/cultural organization to review settings and exhibits in order to determine most appropriate areas to focus on.
  • Technical support neededMuseum/cultural organization staff, access to information about the collections/exhibits, possibly carpentry/painting assistance or instruction.
  • Any modifications or extensions for particular student populations?Quoting our lead CSL teacher, "Kids are expert at being kids." Various student populations can advise what type of touch-its would appeal to their age or interest group.

Key Questions

  • Key QuestionsHow can museums create environments that follow the principles of Universal Design? How can they engage the Youth Voice to help them design their exhibits and programs?
  • Connections: How or why was this topic identified? Why is it meaningful?Boston`s Museum of Science describes Universal Design as "...about inclusion. In museums, it goes beyond accessibility, to educational concept. It defines an approach that uses multisensory, multimodal experiences as an educational tool - the means of communicating an exhibit`s main point."
  • Background Research: What resources were used to find background information for this project?Boston Museum of Science website on Universal Design, Gene`s Exhibit Pages,
  •  

    Web Link: http://www.mos.org/exhibitdevelopment/access/

    Web Link: https://www.msu.edu/~dillenbu/exhibits/exshell.html

  • Outcomes: What was the outcome? How was it shared or applied in the community?Students compiled a list of ideas and recommendations to present to the museum curator and director. Some immediate modifications will be made, such as better signage making people aware that they CAN touch the "My Facebook c. 1900" interactive developed by students and museum staff last year to accompany the museum`s "Don`t Smile for the Camera" exhibit and the puzzle cubes on the adjacent bench. Other changes inspired by the student list are being considered, including expanding that interactive area to include a new element: "Don`t Smile for the Mirror."
  •  /project18_0623/Puzzle Cubes 1_577.jpg/project18_0623/Dont Smile for the Mirror.jpg

    View/Download File: /project18_0623/My Facebook c. 1900 wall

Units / Activities

  • Day 1: 1 hourMuseum staff meets with students to discuss the museum mission, Universal Design and the challenges museums are facing today.Classroom visit, with museum staff bringing the Mission Statement, photographs and/or examples of current "touch-its" (in our case, the interactive area accompanying the "Don`t Smile for the Camera" exhibit"--see photos in Key Questions section--as well as those from the recent off-site exhibit co-curated by these Psychology students` classmates in the Humanities course. This is also a "getting-to-know-you" outreach opportunity for building future relationships.
  •  /project18_0623/Harvesting garden_526.jpg/project18_0623/Hands on sculpture.jpg/project18_0623/Reading and drawing area.jpg
  • Day 2: 1 hourStudents have an unstructured visit at the museum with an eye toward evaluating how "family-friendly" the exhibits are. The group gathers afterwards for reporting, brainstorming and making recommendations.Students wander in small, self-chosen groups at their own pace, encouraged to take notes and record their ideas. If the museum is open to the public at the time, consideration for other visitors should be discussed.
  •  /project18_0623/Arts and Crafts Room_22.jpg/project18_0623/Military Room_959.jpg/project18_0623/Native Room 2.jpg/project18_0623/My Facebook in action_951.jpg/project18_0623/Puzzle Cubes in action.jpg
  • Day 3: 1 hourOptional follow-up meeting. What did the museum do with the students` ideas? In our case, one seemingly impossible idea (too expensive, cumbersome, not enough space, etc.) actually inspired a related, more manageable idea. Students suggested having a Polaroid camera and props within the "Don`t Smile for the Camera" exhibit area. Museum staff are now experimenting with an easy, inexpensive and immediately do-able version of this interactive concept: a mirror and enlarged daguereotypes, each mounted on foam core with the face cut out, for people to see what they look like if they "Don`t Smile for the Mirror"
  •  /project18_0623/ideas.jpg

Instructional Techniques

  • Project-based Learning In a collaborative project, student consultants work with the museum to solve a problem and fulfill a museum need
  • Group/Partner WorkStudents advise about variations in learning styles for "touch-it
  • Hands-On Exposure Students design layouts, models, or other mock-ups for museum

Assessment Techniques

  • Collaboration with ClientUngraded formative assessment throughout the project
  • Client SatisfactionThe museum implements student input into the design of a new museum interactive

Frameworks / Skills

  • Math Frameworks (7-8)
    8.M.5
    Use models, graphs, and formulas to solve simple problems involving rates, e.g., velocity and density.
    (Math Frameworks (7-8))
  • CDE Benchmarks
    PS2-1
    Skills in interacting positively with others at home, at school, at work, and in the community
    (CDE Benchmarks)
  • CDE Benchmarks
    PS2-2
    Skills in problem-solving and conflict resolution at home, at school, at work, and in the community
    (CDE Benchmarks)
  • Math Frameworks (HS)
    10.D.1
    Select, create, and interpret an appropriate graphical representation (e.g., scatterplot, table, stem-and-leaf plots, box-and-whisker plots, circle graph, line graph, and line plot) for a set of data and use appropriate statistics (e.g., mean, median, range, and mode) to communicate information about the data. Use these notions to compare different sets of data.
    (Math Frameworks (HS))
  • Work-Based Learning
    Interacting with Co-Workers
    Relating positively with co-workers Working productively with individuals and in teams Respecting racial and cultural diversity
    (Work-Based Learning)
  • Work-Based Learning
    Collecting and Organizing Information
    Using systematic approaches to collecting and organizing information in a workplace, community or school setting. May include use of technology, print materials, electronic materials, surveys, experiments, and other information sources.
    (Work-Based Learning)
  • Work-Based Learning
    Critical Thinking
    Gathering background information and analyzing various points of view about an issue related to a workplace, community or school setting. Using an analytical approach to raise relevant questions and draw conclusions about the topic.
    (Work-Based Learning)
  • Work-Based Learning
    Interacting with Customers or Clients
    Working effectively with customers or clients of an organization.
    (Work-Based Learning)
  • Work-Based Learning
    Problem Solving
    Using systematic approaches to problem solving in a workplace, community or school setting. Includes identifying root causes, identifying possible options, and implementing solutions to problems.
    (Work-Based Learning)
  • Work-Based Learning
    Research and Analysis
    Gathering and analyzing information for a project for a workplace, community or school setting.
    (Work-Based Learning)
  • Work-Based Learning
    Teaching and Instructing
    Teaching and instructing others formally and informally in a workplace, community or school setting.
    (Work-Based Learning)
  • ELA Frameworks (HS)
    20.5
    Use different levels of formality, style, and tone when composing for different audiences. For example, students write short personal essays on a variety of topics such as beliefs, goals, achievements, memories, heroes, or heroines. Students decide on an audience and purpose for their pamphlet, such as a r
    (ELA Frameworks (HS))
  • ELA Frameworks (HS)
    27.8
    Create coherent media productions that synthesize information from several sources.For example, students create web pages that demonstrate understanding of the social or political philosophy of several writers of a historical period, a literary movement, or public issue.
    (ELA Frameworks (HS))
  • 21st Century
    Creativity and Innovation Skills
    Demonstrating originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
    (21st Century)
  • 21st Century
    Critical Thinking and Problem Solving Skills
    Exercising sound reasoning in understanding. Making complex choices and decisions. Understanding the interconnections among systems. Identifying and asking significant questions that clarify various points of view and lead to better solutions. Framing, analyzing and synthesizing information in order to solve problems and answer questions.
    (21st Century)
  • 21st Century
    Communication and Collaboration Skills
    Articulating thoughts and ideas clearly and effectively through speaking and writing. Demonstrating ability to work effectively with diverse teams. Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Assuming shared responsibility for collaborative work.
    (21st Century)
  • 21st Century
    Flexibility and Adaptability
    Adapt to varied roles, jobs responsibilities, schedules and context. Work effectively in a climate of ambiguity and changing priorities. Incorporate feedback effectively.
    (21st Century)
  • 21st Century
    Social and Cross-Cultural Skills
    Working appropriately and productively with others. Leveraging the collective intelligence of groups when appropriate. Bridging cultural differences and using differing perspectives to increase innovation and the quality of work.
    (21st Century)
  • 21st Century
    Leadership and Responsibility
    Using interpersonal and problem-solving skills to influence and guide others toward a goal. Leveraging strengths of others to accomplish a common goal. Demonstrating integrity and ethical behavior. Acting responsibly with the interests of the larger community in mind.
    (21st Century)

Tags = history | culture | civic-literacy | universal-design | creativity/innovation | Subject = ELA, History, Arts, Technology, Service_Learning | Grade Level = HS | Time Period = | Program/Funding = 354 |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=18.0623