MAEA 2007 PowerPoint Presentation - Project Quality Time

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					    Project: Quality Time
Bring Parents, Children and Art Together
          In Your Community!

           MAEA Fall Conference

                               Kimberly Haden
                              Katie Gill-Harvey
                                     Lisa Stuart
                                Elisa Patterson
                                   Linda Andre
                  What is P:QT
How it got started
     The Story
Foster and promote family togetherness with
 the support of local cultural institutions by
 establishing partnerships with students,
 their families, and the community.
Create an event that brings families together
 to spend quality time in an art-inspired
   Introduce first time visitors to area museums and
    encourage repeat visits.
   Show families that museums are places they
    can explore with children of all ages.
   Expand the number of families positively
    impacted at each event.
   Encourage parent involvement in the arts.
   Provide a structured opportunity for all families
    to feel comfortable going to museums.
First collaboration with the NGA
 What    worked well:
     Introduced over 3000 first-time visitors to the
     Helped families learn ways to enjoy an art
      museum visit with their children.
     Developed a great collaboration between
      MCPS teachers and NGA staff.
First collaboration with the NGA
 Challenges:
     Too few staff to manage crowd control.
     Needed a larger variety of activities to keep
      crowds dispersed throughout the building.
 What    we learned:
     A committed group of people can accomplish
      just about anything.
     Needed additional staff resources to continue
      the program in its original format.
         Year Two at the NGA
 What    worked well:
     Experimented with a new format which spread
      visits over 6 weekends.
     New families continued to attend the program.
     Experimented with a self-guide using learning
      routines that had been introduced in school.
     Continued the great collaboration with MCPS
   We didn’t have a way to greet families when
    they entered the museum.
   We needed more volunteers.
   It was difficult to track how many families
    actually attended.
   It was challenging to maintain momentum of
    the program.
   There was confusion among gallery staff as to
    what P:QT was all about.
          What we learned
 Spreading   visits among clusters over 6
  weekends lessened problems with crowd
 Additional days required more volunteers.
 We needed to look for more effective ways
  to run the program.
               Expanding P:QT
Baltimore City Schools
 What we learned from the MCPS teachers
  and the National Gallery event:
     Advertise the event through a variety of channels (i.e.
      teachers, principals, supervisors, etc.)
     Start planning and promoting early.
     Use a variety of self-guiding activities.
     Have a table or station in the museum.
     Get museum permission for all plans.
       Baltimore City Schools
 What we adapted:
   Opened P:QT to all grade levels.

   Used the resources of the BMA.

   Created self-guiding activities that could be

    used anywhere in the museum.
 Challenges:
   Getting other teachers involved in the project.

   Spreading the word about P:QT to students

    and parents.
   Obtaining materials and funding.
       Baltimore Museum of Art
 WhatBMA learned from the first year of
     Families will come to the museum if you invite them.
     Planning and promotion is best accomplished by the
      teachers through their own networks.
     Directing families to specific selected artworks causes
      overcrowding in the galleries.
     Self-guides can be based on concepts promoted by
      Harvard Project Zero.
     Golf pencils ease Security Department concerns.
       Baltimore Museum of Art

 Challenges     to BMA:
     Smaller facility and short-handed staff.
     Crowded schedule and little time to devote to
      the project.
          What BMA adapted

   We simplified scale and scope of event to fit BMA
    facility and staff
   Suggested procedures familiar to BMA Security staff
   Provided table at entrance for immediate contact
    between teachers and students
   Modified self-guide to reflect BMA’s collection and
   Encouraged open-ended looking rather than visits to
    specific artwork
                Future Plans
 NGA   will:
    Provide staff support on the 6 dates.
    Continue to spread visits over 6 Saturdays.
    Edit the self-guide.
    Improve means of greeting and tracking
    Continue to evaluate how the program is
                Future Plans
 BaltimoreMuseum of Art will offer three
 P:QT days with audiences ranging from
 large to small.
     October 2007: Baltimore County Elementary
     February 2008: Baltimore City Public Schools
     March 2008: Bryn Mawr Lower School
How could this work for you?
                  Best Practices
   For Teachers
       Promote the event within schools.
       Request a welcome table in the museum.
       Staff the welcome table with teacher volunteers.
       Create and provide self-guides.
       Check with the museum to see what materials are
       Start preparing early; get others excited.
       Invite art teachers.
       Respect the uniqueness of a museum setting.
       Encourage publicity by notifying local press and
        interested parties.
                   Best Practices
   Museum Educators
       Establish clear responsibilities.
       Clear all plans with Security well ahead of time.
       Set clear deadlines for set-up requests and
        submission of self-guide for editing and approval.
       Request that teachers provide pre-visit information to
        families to avoid embarrassing situations.
       Trust teachers to plan and carry out the event in ways
        that serve their audience best.
                Contact Information
   Linda Andre: Interpretation Manager, BMA
   Elisa Patterson: Coordinator of High School and Community
    Programs, NGA.
   Katie Gill-Harvey: Lower School Art Teacher, Bryn Mawr School.
   Kimberly Haden: Art Teacher, Potomac ES, MCPS
   Elizabeth (Lisa) Stuart: Art Instructional Specialist, MCPS

How could this work for you?