It seems like this might be a good place to do some documentation brainstorming. So here goes:
I think it might be valuable to have a big ol' list of documentation options, and then to sort those items by the audiences to which they'd be most useful. Perhaps at that point (or sooner!) we could ask our museum folks, "Which of these audiences are most important to you?" and use that to help us pick our battles. Some documentation ideas will obviously work for multiple audiences.
Likely audiences that come to mind:
1. Museum education staff
2. Other museum staff (PR, Curatorial, etc)
3. The teen participants and their families
4. ASM
Random assortment of documentation strategies/tools/needs:
1. Ning
2. Flickr
3. YouTube
4. Lesson plans
5. Video interviews
6. Photos of classes/products
7. Blogging
8. Surveys
You know. Just to get us started.
Nice thoughts, Michelle! Just wanted to post on here since I hadn't about the time Julianne and I had spent at Teen Lab this past Thursday (and I must have accidentally deleted my invitation to be an "author" on here, so if you could send that invite again Rachel, that would be great!) Julianne and I have some handouts that the kids used, so should we pass those along to Michelle/Alex on Wednesday? The students started the day working in their small groups (about 3-4 kids split into 9 groups) and were sent into the museum to find an artwork that spoke to them and could represent them through their animated piece. They had about 30/45 minutes to do this (Matt and Annie said 45 but wanted the kids back at 5 pm...and didn't let them wander til around 4:30) and the worksheet had to be filled out about the artwork chosen by each group. Annie showed an animation piece that she developed, and then the storyboard pieces that she had created prior to animating the piece. Matt showed the students examples of different sorts of follow-along film shots that could be used, as well as a Nike commercial that displayed slow motion animation. The students then were given about 20 minutes to start planning their storyboard before it was time to clean up. That's about it, nothing too exciting, but Annie and Hillary both want us to present to the students why exactly we are there so they will be aware that we aren't just observing them like in an experiment. Maybe we can chat in class about a concise, clear way to show the students our objectives. Julianne and I talked about this a little while we were there. Ok, see you guys Wednesday!
ReplyDeleteLauren: these observations are really helpful to those of us who don't have a grip on how the day-to-day of the program goes. I would say, yes, give anything you collect to me or Michelle and we'll...scan stuff into a master file?...just an idea. I also agree that we should decide on a three minute party line on why we (well, you) are hanging around teen lab. Something simple that also acknowledges the complexity, so that it is clear that this is a starting point for thinking about documentation in general.
ReplyDeletethanks for the observations, lauren, and thanks for getting us started,
ReplyDeletemichelle.
i will leave some time for us to consider a pesentation (prezi anyone?)
or some kind of short piece to explain to the students in teen lab what
we're doing tomorrow night in class.
i also like the approach of lots of options and audiences to get some
feedback from museum ed staff. let's look at that as a group as well
and then we can pass it along to hillary for feedback.
looking good, guys!