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Museums and Learning: A Guide for Family Visits

by Wilma Prudhum Greene

Housing rare collections and treasures of all sorts, museums have the ability to inspire and amaze us. As keepers of our cultural history, museums preserve the memories of different cultures and individuals, their handmade objects—artifacts, inventions, art works, and historical documents. As custodians of our past, museums through their collections and exhibits invite us to become part of our history, while at the same time helping us to understand our future better.

For children and their families, museums provide a perfect opportunity to learn together. Exhibits carefully crafted by museum curators and other staff encourage thought, reaction, and reflection—look at the splash of color in that painting, explore the constellations of the universe from your chair in the planetarium, compose your own music on a synthesizer, or discover why a pendulum swings back and forth governed only by the laws of physics.

This article suggests ways to make museum visits enjoyable learning experiences for families with children ranging in age from 4 to 12 years old. Besides basic information about museums and how they relate to learning, it includes:

  • activities for children and families to do before, during, and after the museum visit;
  • ways to inspire children to use their thinking skills while in museums and to carry that knowledge home;
  • ideas to help children learn from museum visits; and
  • a sampling of museum resources—including books and online materials for families, children, and teachers..

So, plan a family adventure to take your children to a museum. The following section contains some basic information about museums and how we can help our children enjoy them as well as learn from them. And remember that you don’t have to be an expert in anything, nor do you have to know the answers to all the questions that your children will ask. That’s part of the fun of exploring a museum—finding out what it is that excites your children and sharing by looking, listening, talking, and learning together.

Museums Galore!

Whether you and your children are interested in art, music, history, natural history, science, technology, or a specific topic such as baseball, dollhouses, gems, or spaceships—chances are there’s a museum somewhere just waiting for you.

Museums not only differ by their collections but also how you learn from them.

For example:

Art museums or galleries are places where we look at the world through the eyes of an artist. We use our imagination to try to understand what the artist is saying in each work of art. We follow the lines of a sculpture and admire the seamless beauty of statues carved in stone. We are surrounded by light and color and sometimes the jarring images of reality portrayed by the artist’s hand and eye. Along with paintings, prints, drawings, and sculptures, many museums have collections of jewelry, furniture, and folk art.

History museums and archives introduce us to the people, places, and things that have shaped major and minor events of our world and every day life. We see how people lived in other civilizations throughout history. We can wonder how the medieval knights moved around in their suits of armor. We can imagine what it must have been like to be a Pilgrim, a suffragette, or even a child traveling with the family in a covered wagon on the Oregon Trail. We can read documents that shaped life in America and other countries—the Declaration of Independence, the Emancipation Proclamation, peace treaties, and land grants.

Natural history museums, with their specimens of animals, fish, birds, plants, reptiles, and other natural forms such as rocks and minerals, give us a chance to understand how the Earth has changed over time and how it has stayed the same. We get to see firsthand how massive dinosaurs were, how to tell a turtle’s age, or how giant squids change their color and texture. We sometimes can see mummies of people who lived centuries ago.

Science and technology museums explain how things work. We can see working models of inventions and understand where the latest technology comes from and where it’s going. Some of these museums even invite you to test out scientific laws: push a button here, pull a lever there, and see for yourself how gravity works. Turn a crank and make your own electricity. Watch how an engine works. Step inside a spaceship. Look at the astronauts’ spacesuits and imagine what it’s like to walk on the moon or float in space.

Children’s and youth museums encourage youngsters to learn by doing. PLEASE TOUCH! signs are everywhere. There, families and their children touch, feel, and handle materials that in other museums might be off-limits. Children’s museums invite us to do such things as build a miniature model city or dollhouse, trick our eyes by watching people dance under strobe lights, try to measure our shadow, conduct scientific experiments, work on a computer, play musical instruments, or slide down a firefighter’s pole in a real firefighter’s suit.

Zoos are great places to encourage children’s interest in the natural world and to introduce them to animals, their habitats, and how they live.

Aquariums give youngsters a firsthand look at life in our oceans and lakes. They can learn about coral reefs, starfish, electric eels, giant octopi, and aquatic plants—all in a miniature universe that illustrates nature’s balance.

Special interest museums are devoted to a single topic such as antique cars, baseball, coins, the circus, toys, trolley cars, stamps, the news, or rock and roll.

Cultural heritage museums house collections from specific culture groups such as American Indians, Asians, or African-Americans—to name a few.

These Are Museums, Too:

Botanical gardens and arboretums, with their glass houses and surrounding grounds, introduce children to both familiar and exotic plants and flowers.

Nature centers help children learn about local plants and wildlife. They are great places to introduce children to natural treasures such as butterflies, beavers, bull frogs, and creeping, crawling bugs!

Planetariums bring the mysteries of the skies to life. Inside planetariums, children can see the entire night sky in all of its glory. They often use telescopes to view the rings of Saturn, and they can step on scales to learn what they would weigh on the moon or on Mars.

Restored areas such as Colonial Williamsburg in Williamsburg,Virginia, and Old Sturbridge Village in Sturbridge, Massachusetts, recreate whole villages much as they were centuries ago. Visitors mingle with villagers (staff in costume and character) and experience the daily life of people in the past. Children see people shoeing horses and making barrels. Visitors can see how things work, and ask questions of the staff and tour guides.

Historic homes give us a glimpse of how people lived in the past. These buildings may have been the home of someone famous or may be of a typical building from a particular period.

Online, too!

Point ... click ... and you’re there!—the Louvre in Paris, the Smithsonian Institution in Washington, DC, the Exploratorium in San Francisco, the Field Museum of Natural History in Chicago, or the Metropolitan Museum of Art in New York! Virtual museums and exhibits—electronic representations of art and artifacts—offer children a new kind of learning experience. Visits or tours can take place wherever there’s a computer connected to the Internet. The sites are educational, informative, and entertaining. Many sites have interactive activities for children as well as connections to other museums around the world. Children and their families can virtually travel the world exploring and learning together. (See the Resources section for a listing of some sites to visit.)

TIP BOX: Look in your local telephone book or newspaper for information on special exhibits that may appeal to you and your children. And keep in mind that historic cemeteries, monuments, lighthouses, factories, and even ships have many of the same learning opportunities as do museums.
Learning from Objects

What can children learn from objects in museums? By carefully looking at the objects they’re seeing in the exhibits, children’s minds become engaged and the objects become learning tools. Careful observation acts as a springboard for new thoughts and ideas, stimulating the use of critical thinking skills. Some of these skills include:

  • comparing and contrasting—recognizing similarities and differences in objects;
  • identifying and classifying—recognizing and grouping things that belong together;
  • describing—giving verbal or written descriptions of the objects viewed;
  • predicting—guessing what might happen; and
  • summarizing—presenting information that has been gathered in a shortened or condensed form.

Learning from objects is easiest when families know their children’s learning style. Research shows that most children learn best through one of three ways: hearing (auditory), seeing (visual), or touching\reenacting (tactile/kinesthetic), and some by a combination of all of these. Generally, children who are

  • auditory learners like to be read to, understand more by hearing explanations of things, and are better at following verbal, rather than written instructions;
  • visual learners often like to read on their own, love books with lots of pictures, like information that is presented on a graph or chart, and like to draw diagrams and pictures; and
  • tactile-kinesthetic learners like to touch objects and feel textures, enjoy arts and crafts, and like to be in skits or plays, often pretending to be the person they’re studying.

Museums curators consider a variety of learning styles when designing exhibits. Docents or tour guides explain and interpret the exhibits for visitors, all exhibits have written descriptions that tell a story about the objects, and many museums have exhibits that are interactive—hands-on. Tour guides are also available for individuals with visual and hearing impairments.

Questions, Questions, and More Questions

Is it real? How does it work? What is it made of? Children are naturally curious and ask lots of questions. Families can have a good conversation with their children by listening carefully to their questions about the objects and asking them to complete statements such as:

  • A good name for this is ...
  • What does this remind you of?
  • What do you think will happen if ...?
  • What if ...?
  • What words would you use to describe this object?
  • How are these two objects the same? different?
  • How does it make you feel?
  • Imagine that ...

Talking with and listening to your children helps them gain confidence in their thinking and verbal skills and also helps you to know what your children understand.

Collections and Collectors

Museums hold many of the best collections in the world. Many people donate their precious collections to museums so that they can be shared with the public and also be preserved. In addition to giving collections a home, museums are collectors, adding to their collections as objects become available.

Why do people collect objects? Some people collect objects because they’re rare and beautiful. Others collect objects because they remind them of a certain period in time such as their childhood, or of a favorite relative or friend. Occasionally, people start collecting by accident.

A collector of American political items said that he started his collection of Teddy Roosevelt campaign buttons with a Roosevelt bandanna that belonged to his grandfather. A woman who collects tea cups and saucers started her collection by while sifting through someone else’s unwanted junk (to the seller it’s junk, but to the finder it might be a treasure) at a yard sale. A well-known rare book dealer got started as a result of collecting Wizard of Oz books as a child. In fact, many people choose their careers based on the collections they had as a child. Serious collectors study the subject matter and acquire better objects and specimens to add to their collections.

The Museum Visit: Making the Most of It

There is no magic formula for visiting museums. A spur-of-the-moment trip can be just as rewarding as a planned visit. But if you have the time, some things that you can do before, during, and after the visit may help to enrich the experience. Here are a few tips to help make your visit to any museum an enjoyable learning experience.

Before the Visit

Children may be more excited about the visit if they are involved in the planning. Ways to do this include:

  • Talking about what they will see in the museum, especially if it’s the first visit. This conversation may include some basic information about museums and also how objects get there and why people collect objects in the first place.
  • Finding out what excites them. If your youngsters are interested in meteors or mummies and your local museum has exhibits on these subjects, you’re ready to go! If not, just choose a place that sounds interesting such as a museum in a nearby city. Or look for a museum online.
  • Relating what’s being learned in school to a museum visit. Children can use the visit to do research or to find out more about a subject they’re currently studying. Your local museum may have exhibits that will help bring the subject to life.
  • Reviewing personal safety and behavior rules. Make a safety plan with your children in case you get separated, including the role of museum guards and other staff. Talk with your children about how to behave in the museum by explaining that museums have rules of acceptable and unacceptable behavior. For example, art and history museums generally have a no-touching policy because the items displayed are rare and can’t be replaced, but Children's museums are always hands-on.
TIP BOX: Don’t forget to bring a notebook to write down all your children’s questions!
Things You Can Do Before You Go
  • Call or write for admission fees, hours, travel directions, and best times for family visits. Ask what days of the week and what hours are the least crowded. Some museums have free admission, while others ask for a small donation. Some have certain days that are free or have discounts for families, senior citizens, students, and children.
  • Call or write for accommodations and services for visitors with special needs, including parking, entrances, and access to exhibit areas. Many museums recommend calling at least 2 weeks in advance for such services as sign language, oral, tactile, or cued-speech interpretation; captioning; or publications in braille or large print.
  • Check newspapers, your local library, or bookstores for special exhibitions, events, or programs that may appeal to children. Libraries and bookstores often have books and free pamphlets that provide listings and descriptions of family activities that include regional museums.
  • If you have access to the Internet, visit the web site of the museum you plan to visit.
During the Visit

The Information Desk is a good “first stop” once you’re at the museum. There you’ll find floor plans with the location of exhibits, restaurants, restrooms, gift shops, elevators, wheelchair ramps, exits, as well as places to sit. Materials also are available in foreign languages. You might also ask about self-guided children’s and family tour brochures, audio tours, gallery games and activity sheets, and family workshops and programs. Find out the times and locations for hands-on rooms, kids’ performances, musical events, storytelling sessions, or museum tours. Next

  • Be flexible and follow your child’s lead. Don’t be surprised if your planned visit to see the dinosaur bones is put on hold because the huge elephant has caught your children’s attention. Let them enjoy the exhibit at their own pace. Be ready to discuss any questions they may have. If you don’t know the answers, jot down the questions in a notebook.
  • Try to relate facts about the exhibit that you’re seeing to what your children already know. For example, a knight’s suit of armor serves the same purpose as a catcher’s mask, a bicycle helmet, or shin guards—to protect the body.
  • Ask your children to tell you a story about an object in the exhibit that interests them. “Who do you think wore that suit of armor?” “How did they make it fit?” Encourage them to use their imaginations. If labels or wall text provide more information, include it in your discussion.
Child-Size Your Visit

Don't try to see everything in one visit. Young children, especially preschoolers and those in early grades, usually learn best in 10- to 15-minute sessions and can be overwhelmed by seeing too many things at one time. Thirty minutes to 1 hour may be the limit. Should your children say things like “I’m bored,” “it’s so hot in here,” or “when are we going home?”— you know that they’ve seen enough and it’s time to take a break or leave. Plan another visit to see the exhibits you missed.

Play museum and gallery games. Children of all ages love to play games. Museum games or treasure hunts focus a museum visit and help to break up the time as you go from exhibit to exhibit. They stimulate your child's curiosity, sharpen observation skills, and generally make the visit more enjoyable. If the museum does not provide games, make up your own:

  • Postcard Games. Buy some postcards at the museum gift shop. Then turn your children into detectives and ask them to find the pictured items. Not only will they enjoy the hunt, but they’ll be thrilled to discover the real thing. Were the colors the same? the details? the textures? the size? Later at home, the cards can be arranged for a home exhibition.
  • I Spy. Have youngsters find an object in an exhibit and describe it to other family members so that each one can take a turn guessing what the object is: “I spy something red and brown with sharp edges” or “I spy something that inches its way along the ground.”
  • Seek and Find. Ask your child to find paintings that have his or her favorite colors, shapes, or objects in them. This game is not only fun but teaches children to look very closely at each object. Games like this give children a sense of accomplishment when they successfully find or identify everything asked of them.
  • Where Is It? Ask your child to find something in the exhibit that is very old ... soft ... hard ... strong ... shiny ... Or something that feels rough ... smooth ... hot ... slippery ... bumpy ... itchy ... Or something that smells yummy ... burnt ... sweet ...
  • Tell Me Why or How? Begin the game by saying something like, “If I could ask one question, I’d ask: Tell me the steps in building an Indian tepee?” The answers are usually within the exhibit. This game is fun in any kind of museum.

Visit the museum gift shop. Families are sure to find books, posters, toys, games, postcards, and other mementos that remind children of what they saw and expand their knowledge.

TIP BOX: Games are a great way for children to have learning experiences that are engaging, interactive, and, most important, fun!

Collecting at Home

Building collections gives children plenty of opportunities to practice and learn valuable skills that can be used every day. Most children already have lots of stuff that can make up a collection. It only takes a few dolls, comic books, baseball cards, buttons, stickers, seashells, or rocks to have the beginnings of a super collection that could become a lifetime hobby.

When putting together their collection, ask your children to sort, organize, arrange, and label the objects in their collection. They can organize and rearrange their treasures by size, shape, color, or texture. This will teach them to look at their collection in many ways.

Don’t be surprised by how eager your children are to share all the details about the “hows” and “whys” of their collection. Encourage them to discuss the patterns and relationships among their various pieces. This is also the ideal time to applaud their efforts by encouraging them to keep adding to their collection.

After the Visit

Look for opportunities to continue learning after the visit. To reinforce the learning experience, you might:

  • Use the museum’s family guide with ideas for activities at home.
  • Relate what your children have seen to things they already know. For example, if your children enjoyed an exhibit on astronauts, then you might talk with them about the first man on the Moon or what we know about the possibility of life on other planets.
  • Suggest that your children start a collection of their favorite objects and build their own home museum. A good way to add to the collection is to look for yard sales or flea markets in your neighborhood. If you’re lucky, your collectible treasures may be found for as little as 50 cents!
  • Check television and newspaper listings for shows about auctions or other collectibles. These programs often feature many different objects that are being auctioned, describing their history, value, and context.
  • Go online. Many museums maintain web sites that feature information about their exhibits and interactive activities for children. See the resources section for some sites to visit.
  • Encourage your children’s creativity by suggesting they make a sculpture or mobile of something they saw in the museum from things found at home—newspapers, broken toys, building blocks, or clay. Display it in your home. If you visited a science museum, try some experiments at home with weights and measures, lights and shadows, or mixing acids and bases (soda and vinegar, lemon and milk). Check your library for books of activities and experiments.
  • Ask your children to talk to friends and relatives about the visit. What were their favorite things? What didn’t they like? And why?
  • Check your notebook and examine your children’s unanswered questions. Research the answers and talk them over with your children. See if some of the questions relate to their schoolwork.
  • Use community resources. Watch for special events, such as festivals and exhibits at your local library, high school, community center, or shopping center. People are resources too—collectors, painters, and backyard naturalists may live in your neighborhood, eager to share their knowledge with children.
Resources

Look for this sampling of the many excellent publications for families, children, and teachers in your public library or bookstores. Contact the publisher for others that are available free or at nominal cost.

Publications for families

A Child’s Book of Art: Great Pictures First Words by Lucy Micklethwait (London; New York: Dorling Kindersley 1993) contains pictures from different periods, cultures, and artists accompanied by a word or phrase to stimulate discussion between parents and children ages 4 to 8.

Bottlecaps to Brushes: Art Activities for Kids by Lynn-Steven Engelke (Washington, DC: National Museum of American Art, Smithsonian, 1995) provides a tour of selected museum exhibits, with activities showing how to create art from everyday materials.

Doing Children’s Museums: A Guide to 225 Hands-on Museums by Joanne Cleaver (Charlotte, VT: Williamson Publishing, 1988) offers tips on preparing children for museum visits and information about museums around the country.

Minds in Motion: Using Museums to Expand Creative Thinking by Alan Reid Gartenhaus (Caddo Gap Press, 1991) explains how science, history, and art museums can expand creative thinking in children and adults.

National Gallery of Art Activity Book: 25 Adventures with Art by Maura A. Clarkin (New York: Harry N. Abrams, Inc., Publishers, 1994) focuses on objects from the National Gallery of Art’s collections, combining puzzles, games, and hands-on art activities with learning about great works of art.

Online Kids: A Young Surfer’s Guide to Cyberspace by Preston Gralla (New York: John Wiley & Sons, Inc., 1996) describes sources of information available online. Includes sites for museums, hobbies, games, and homework.

The Nine-Ton Cat: Behind the Scenes at an Art Museum by Peggy Thomson and Barbara Moore (Boston: Houghton Mifflin; Washington, DC: National Gallery of Art, 1997) takes a behind-the-scenes look at the National Gallery of Art, including its workshops and labs.

Publications for teachers

The following publications are available from the Smithsonian Office of Education, Arts & Industries Building, Room 1163, MRC 402, Washington, DC 20560 or fax (202) 357-2116:

Collecting Their Thoughts: Using Museums as Resources for Student Writing offers activities to do in the museum or classroom. Grades six through nine. Cost: $5 (covers shipping and handling).

Smithsonian in Your Classroom (formerly Art to Zoo) contains teaching ideas for grades four through nine. Published four times every school year. Free subscription.

Smithsonian Resource Guide for Teachers, published biannually, contains brief descriptions of Smithsonian materials, publications, and teaching guides. Cost: $5 (covers shipping and handling).

Teach the Mind, Touch the Spirit: A Guide to Focused Field Trips by Helen H. Voris, Maija Sedzielarz, and Carolyn P. Blackmon (Chicago: Department of Education/Field Museum of Natural History, 1986) describes the structure of field trips and includes pre- and post-visit activities. Includes tips for teachers from teachers; resources; and philosophy, strategies, and techniques to museum teaching. Available for $10 from the Department of Education, Field Museum of Natural History, Roosevelt Road and Lake Shore Drive, Chicago, IL 60605.

True Needs, True Partners: Museums and Schools Transforming Education (Washington, DC: Institute of Museum Services, 1996) describes 15 collaborative projects between museums and schools around the country. Available free from the Institute of Museum and Library Services, Room 510, 1100 Pennsylvania Avenue NW, Washington, DC 20506; e-mail: imsinfo@imls.fed.us; or call (202) 606-8536.

Publications for children

A Kid’s Guide to the Smithsonian by Ann Phillips Bay (Washington, DC: Smithsonian Institution Press, 1996) presents highlights from the Air and Space Museum, the Museum of American History, and the Museum of Natural History. Includes tips for planning—and surviving—museum visits.

Are Those Animals REAL? by Judy Cutchins and Ginny Johnston (New York: William Morrow & Company, Inc., 1995) takes a behind-the-scenes look at some of the ways museum artists prepare wildlife displays.

A Visit to the Sesame Street Museum by Joe Mathieu and Liza Alexander (New York: Random House 1987) tells a story about how Sesame Street characters Bert, Ernie, and Grover discover the wonders of art, science, and history during a visit to the Sesame Street Museum.

Digging Up Dinosaurs by Aliki (New York: Harper & Row, 1988) explores what dinosaurs were like and how their skeletons got to the museum.

Let’s Go to the Art Museum by Virginia K. Levy (Pompano Beach, FL: Veejay Publications, 1983) introduces children to the basic elements of art.

Mommy, It’s a Renoir! by Aline D. Wolf (Altoona, PA: Parent Child Press, 1984) helps children learn to appreciate art.

Museums by Janet Papajani (Chicago: Childrens Press, 1983) describes various types of museums and their collections.

Electronic Resources

More and more virtual museums and field trips appear on the Internet every day. Many of the sites listed here have been recommended by museum professionals and librarians working with children.

Museums in General
  • Smithsonian Institution
    This site allows you to access all 16 of the Smithsonian Institution’s museums and galleries: Anacostia Museum; Arthur M. Sackler Gallery; Arts and Industries Building; Cooper-Hewitt, National Design Museum; Freer Gallery of Art; Hirshhorn Museum and Sculpture Garden; National Air and Space Museum; National Museum of African Art; National Museum of American Art; National Museum of American History; National Museum of the American Indian; Museum of Natural History; National Portrait Gallery; National Postal Museum; National Zoological Park; and Renwick Gallery.
  • World Wide Web Virtual Library Museum
    A comprehensive list of museums around the world that are available on the Internet.
Art Children’s Museums History Natural History Science and Technology Special Interest Bibliography

Durbin, Gail, Susan Morris, and Sue Wilkinson. 1990. A Teachers Guide to Learning From Objects. England: English Heritage.

O’Connell, Patricia. 1995. “Museums: Adventures in Learning.” Our Children (the National PTA magazine).

Pitman-Gelles, Bonnie. 1981. Museums, Magic & Children. Washington, DC: Association of Science Technology Centers.

Talboys, Graeme K. 1996. Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers. Aldershot, Hants, England; Brookfield, VT: Arena, Ashgate Publishing Limited.

U.S. Department of Education, Office of Educational Research and Improvement. 1992. Helping Your Child Learn Science. Washington, DC.

—, Office of Educational Research and Improvement and Office of Educational Technology. 1997. Parents Guide to the Internet. Washington, DC

Voris, Helen H., Maija Sedzielarz, and Carolyn P. Blackmon. 1986. Teach the Mind, Touch the Spirit: A Guide to Focused Field Trips. Chicago: Department of Education, Field Museum of Natural History.

Waterfall, Milde and Sarah Grusin. 1989. Where’s the ME in Museum: Going to Museums With Children. Arlington, VA: Vandamere Press.

March 1998 Public Domain

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