Reflections on Museum Education Since COVID Part 2: Shared Challenges Around the World During the Pandemic

July 15, 2021

One of my previous blog posts I posted shared reflections on the museum education since the pandemic reached the United States. Since this pandemic has made an impact on all of us around the world, I thought I would share information from museum associations outside of the United States. It is important for U.S. museum professionals to remember that we can learn from museums outside of the United States for ways to deal with challenges in the field. One of the most recent examples of museums learning from one another is how to continually serve the communities we are a part of while the current coronavirus pandemic has changed how we interact in the world. Each museum association I have been following released resources to help museum professionals engage with their communities while we continue to face the pandemic.

         The first one I follow is Museums Association (MA).  The MA was established in 1889 which made it the oldest museums association in the world, and it represents 14,000 individual members, 1,800 museums and 300 commercial members. According to their website, a small group of museum professionals founded Museums Association to foster mutual cooperation among curators and institutions. During the pandemic, Museums Association released a statement on extending emergency Covid measures; they stated:

The Museums Association is fighting hard to ensure museums get the support and investment    they need to see them through the Covid pandemic. In light of the ongoing nature of the crisis, we are calling on the UK and devolved governments to extend the emergency measures that have been so essential to the sector during this time.

I included a link to their full statement in the list below. The MA released some resources in addition to their statement. They shared some considerations to put in place before welcoming visitors back that came from the National Museum Directors’ Council (NMDC) good practices guidelines; the purpose of the guidelines is to set out the roadmap out of the current lockdown for England and explains how restrictions will be eased over time. There are nine considerations that museums need to remember; some of the considerations are Government has clearly announced that museums and galleries can reopen; Workforce safety and wellbeing can be supported; Public safety can be assured; and Museums are confident that visitors will return, and they can provide services in keeping with their public purpose. When there are updates needed to be made to the guidelines, they made notes of where on the guidelines it was changed and what was updated. The full guidelines document is available on the NMDC website.

         The International Council of Museums (ICOM), according to their website, is an international organization of museums and museum professionals which is committed to the research, conservation, continuation, and communication to society of the world’s natural and cultural heritage, present and future, tangible, and intangible. ICOM is the only global organization in the museum field. They also released a few resources on the pandemic and re-opening the museum. One of the resources they released was “Museums and end of lockdown: Ensuring the safety of the public and staff”, and in this page the basic measures are organized into seven categories including preparing for the arrival of the public, public access—adapting the flow of visitors, and in the office. I included a few of the measures from their page here:

PREPARING FOR THE ARRIVAL OF THE PUBLIC

  • Define a maximum number of visitors per exhibition room and inform the public (it is recommended to set a maximum number of people per square meters to allow a safety distance of 1.5 m between each visitor)
  • Consider a gradual reopening of exhibitions
  • As far as possible, set up a booking system (online, by phone and/or by e-mail). Set up an online ticketing system. Online tickets can be scanned by visitors themselves at the entrance to the museum

PUBLIC ACCESS – ADAPTING THE FLOW OF VISITORS

  • Avoid or manage lines at entrances and counters
  • Consider ground markings for lines to ensure that the recommended distance of 1.5 m is maintained
  • Close the cloakrooms requiring the presence of staff (lockers can remain available if they are disinfected regularly between uses) to avoid unnecessary handling and contact

IN THE OFFICE

  • Consider sustainable adaptation of emergency plans
  • Extend work loans to minimize movement, handling, and transportation
  • Common equipment used by several staff members will need to be disinfected regularly. In the absence of disinfection standards, this equipment shall not be used

They also pointed out that if museums are not in the position to respond to the measures, then the museums should extend their temporary closings.

       Another museum organization I follow is Museums Galleries Scotland. I first became aware of them when I was asked to be a speaker in their webinar about the future of museum education last year. Museums Galleries Scotland, according to their website, is the National Development Body for the Scottish museums sector. They support 419 museums and galleries, through strategic investment, advice, advocacy, skills development, et. cetera. I saw on their website they released a page of resources titled “Coronavirus Guidance for Museums” which is divided into three categories: Operational Guidance, Reopening Guidance, and Remote Working and Online Engagement. One of their pages included “Business continuity during COVID-19” which provide information for museums currently dealing with the effects of COVID-19 or the Coronavirus outbreak; some of information focused on financial support, business continuity advice, and best practice to follow.

     The above examples I shared is only a sample of what museum associations outside of the United States are distributing on their websites. If there are any resources that you do not see here, please share in the comments below.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  More information about additional benefits for supporting my work can be found here: https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

Reflections on Museum Education Since COVID Arrived in the United States Part 1

Museums Association

MA Latest Statement

MA COVID-19 Page

MA Reopening Museums Good Practice Guidelines

MA Learning and Engagement Manifesto

NMDC Good Practice Guidelines for Reopening Museums

International Council of Museums

ICOM Museums and the End of Lockdown

ICOM How to Reach your Public Remotely

ICOM Smart Museums to Face the Crisis

Museum Galleries Scotland

MGS Coronavirus Guidance for Museums

Virtual Museum Impressions: Salvador Dali’s Dali Theatre Museum

June 10, 2021

Over the past year, I made a number of virtual visits to museums and because I enjoyed seeing how museums outside of the United States set up their virtual spaces, I wanted to make more trips to them. I chose to visit the Salvador Dali Museums in Spain not only because I found out one of my followers works there but I also appreciate visiting art museums and wanted to learn more about Salvador Dali. Dali, who was born on May 11, 1904, in Figueres, is a Surrealist artist whose repertoire included painting, graphic arts, film, sculpture, design and photography. He created the Dali Foundation which is responsible for managing the Theatre-Museum in Figueres, the Gala-Dalí Castle in Púbol, and the Salvador Dalí House in Portlligat. I decided to visit the Theatre-Museum first and in this post, I will share some highlights from my virtual experience. I know that I would not be able to see everything all at once so I will be revisiting this museum a number of times after my initial trip.

I virtually visited the Dali Theatre Museum (Teatre-Museu Dali/Teatro-Museo Dali) located in Figueres, Spain towards the end of May. According to their website, the Dali Theatre Museum was inaugurated in 1974. In the beginning of the 1960s, the mayor of Figueres at the time, Ramon Guardiola, asked Dali to donate a work for the Museu de l l’Empordà; in response, Dali not only donated a work, but he donated an entire museum. Dali wished to have this project located at the former Municipal Theatre of Figures that was destroyed in a fire at the end of the Spanish Civil War. Today, the museum has approximately 1,500 pieces on display which allow visitors to see Dali’s artistic journey through the broad spectrum of his works from his first artistic experiences, surrealism, nuclear mysticism, his passion for science, to the works of the last part of his life. I shared some highlights from my virtual visit to the Dali Theatre-Museum.

Main Entrance

One of the interesting things I learned in my visit is the museum not only holds Salvador Dali’s works but also another artist’s works, his friend Antoni Pitxot (1934-2015). Salvador Dali himself appointed Pitxot to be the director of the Dali Theatre-Museum which he held until his death. Dali set aside space for Pitxot’s works on the second floor of the museum as a permanent exhibition. In addition to the Pitxot exhibit, it also holds one piece that was not created by Salvador Dali. When I entered the museum, there was a collage fan that according to the caption was designed by French model and actress Amanda Lear under Dali’s guidance. I liked that the museum encourages visitors to design their own collages. The caption read: Why not try making your own collage at home. It doesn’t have to be on a fan!

Fan Collage in the Dali Theatre-Museum

         As I continued to walk through the museum, I noticed a car in the middle of the courtyard, so I decided to take a closer look of the space and the car. It was a Cadillac, known as the Rainy Taxi, that was placed inside of the museum by a crane before the building was completed. The museum included a challenge I enjoyed participating in within the virtual space for visitors to go inside the car. According to the captions, in order to get inside the car to discover what is in it one would have to click onto the spot next to the door and see if it opens then once it does try to go inside; once the challenge is completed, one is encouraged to share pictures, tag the museum, and use the hashtag #CadillacDaliChallenge on Instagram. I did the challenge and my Instagram post with more pictures from the challenge can be found in the list below.

Courtyard
Rainy Taxi

Then I continued to the Cupola to see more of the impressive architecture and the large painting that is the first piece that drew my eye within the space. Salvador Dali painted this oil painting called “Labyrinth” which was created for the ballet of the same name based on the Greek myth of Theseus and Ariadne. The ballet was first performed in 1941 at the Metropolitan Opera House in New York. I was not only impressed with the size of the painting, but I was also impressed with the imagery Dali captured. Within the painting, there is a giant person that has a tree on its chest with an entryway underneath it seems to lead to the labyrinth which is not seen completely but tall trees and cliffs are seen; surrounding all of it is a body of water. The imagery made me wonder what could be beyond the entrance, and what is there that I could not see. I thought the painting really represented the surrealism he was known for, and when I think of settings for ballet, I do not immediately think of surrealist art which is why I was surprised it was a part of a ballet. Dali also designed the sets and costumes for the ballet in addition to creating this painting.

What I also learned and caught me by surprise was not only Dali created this museum, but he is also buried inside of his museum. I noticed a white slab in the middle of the floor, and it was until I revisited the Cupola that I learned underneath it lies Salvador Dali’s tomb. In his last wishes, he wanted to be buried inside of his museum and his wishes were met after he died on January 23, 1989. As far as I can remember, I do not believe I have visited a museum before in which an artist or even a museum founder is buried within the museum. It seems to me that Dali’s last wishes show his dedication to his museum, his art, and the community he was born into by becoming a physical part of a place visitors can view his works. I decided to find more information about the tomb.  While I was looking, I came across a post from a few years ago when his remains were exhumed as part of a request by Pilar Abel Martínez to take a DNA sample as part of the legal proceedings to prove she is Dali’s daughter; I included a link to this post in the list below.

Salvador Dali’s Labyrinth and his tomb

        The next room I went into is called the Mae West Room, which is a three-dimensional representation of American actress Mae West’s face converted into a living room space. I did not realize when I first went into the room that it was a face until the further I was in the room the more I recognized the living room furniture as parts of the face; then I saw the whole face when I was looking down from a small set of stairs in the room. According to the museum, this representation was based on a work he made in 1934 which was a gouache on newspaper collage called “Mae West’s Faced Used as an Apartment”; the gouache on newspaper collage is on display at the Art Institute of Chicago.

Mae West Room
Mae West Face

One of the last places I visited within the museum was within Loggia where I saw the dark room with a display of Babaouo, a film project Dali worked on in the early 1930s. He wrote a screenplay for the film in 1932 and he built in the museum a wooden box with seven panes of glass he painted in the interior, placed one behind the other and was lit from the back. I thought it was interesting that the characters in Babaouo were also in another film project called Destino which was a collaboration between Salvador Dali and Walt Disney. They began the short film project in 1946 after Dali signed a contract with Disney on January 14th; Dali installed himself in the Disney Studios in Burbank, California, where he set about drafting the screenplay and creating a series of drawings and oil paintings. While it was a 6-to-8-minute short film, only 15 seconds was completed at the time. Destino was completed in 2003 on the basis of Dali’s original sketches.

Babaouo

        I hope to visit this museum in person one day and learn more about Salvador Dali and his works. If you have visited this museum before, virtually and/or in-person, please share your experiences in the comments. I will be visiting this museum again and I will also be planning my visits to the other museums the Dali Foundation manages. To see more pictures from the visit, check out the website’s Instagram: lbmfmuseumeducation.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  More information about additional benefits for supporting my work can be found here: https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

Dali Museums

Virtual Dali Theatre-Museum

Rainy Taxi Installation Story

The exhumation of Salvador Dali’s remains

Dali Theatre Museum: Destino

NYCMER 2021 Virtual Conference Reaction: The Second Virtual Experience with NYCMER

May 27, 2021

I decided to attend this year’s New York City Museum Educators Roundtable (NYCMER) virtual conference which took place on Monday, May 17th. This was their second conference on the virtual platform, and not only did I want to engage with colleagues in the field and learn from sessions on the museum education field, but I also wanted to see how the second virtual conference compares to the first virtual conference. The theme this year was Reflect, Reinterpret, Represent: What’s your Re__? and the sessions encouraged participants to reflect on the lessons we learned and reinterpret the fundamentals of both museum and informal education while we move forward towards a renewed and more representative museum field. Once again, the NYCMER conference was held on the Hopin app, and like I said in last year’s post: participants would be able to do what we usually did during the conference, including attending the keynote session, sessions, poster sessions, Peer Group meetings, and networking, but from home. Instead of releasing my thoughts last week, I wanted to focus on gathering them and my notes to give a concise account of my experiences during the conference.

       As usual, I found it hard to decide which sessions to attend during the virtual conference, but I will be getting recordings and resources from the conference as a NYCMER member. Throughout the day, I tweeted my thoughts on Twitter while engaging in the sessions I attended. I gathered some of the tweets I wrote during the day and background information on the sessions to share with all of you. I collected the rest of my tweets and placed them in an Excel spreadsheet, and it is found within the resource section.  In addition to tweeting my experience, I made note of the interactions I had with colleagues online in comparison to last year.

Networking with colleagues was a challenge last year since the time was short and it was hard to have conversations when they suddenly cut off; the networking feature was continuously updated throughout the conference so more time was added conversations. This year the networking feature has a maximum of five minutes to interact with one another, and we are able to extend the time spent in five-minute increments as long as both parties click on the extend button. I like what they did this year in the networking experience because I got to have longer conversations if time permitted; in one conversation I was able to help answer an emerging museum professional’s many great questions about the museum field.

While waiting for the keynote session to begin, participants were encouraged to visit the mentimeter site to answer the conference’s theme question: What’s your Re__? We were encouraged to add our words to the word cloud that will be shared at the end of the conference. My “Re__” words I added to the word cloud were: Refresh, Renew, Reflect, and Remember. I chose these words since they apply to both the museum field overall and my career in the field. It is good to refresh and renew our practices in the museum field, reflect on the progress we have made and what we still need to do, and remember the lessons we learned especially during the past year.

The keynote speaker this year was Dr. Porchia Moore, who is the Assistant Professor of Museum Studies at the University of Florida, champion of the Critical Race Theory, co-director of the Incluseum, and co-creator of the Visitors of Color project. Dr. Moore emphasized during the keynote that we need to use the time we are in now to create new educational practices. Within her presentation, Dr. Moore shared what her “Re__” words were in museum education. She chose recall, reimagine, and also remember then explained her reasons behind the words:

  • Recall: Why am I doing this work?
  • Reimagine: think critically about what the new space should look like
  • Remember: inspired by the term Rememory and the book Beloved by Toni Morrison. Dr. Moore spoke about the collective memory and how even if something you remember does not physically exist it still exists within the mind. As a field, we need to re-write our values to form a collective body

I attended the session Redesigning in-person programs, and the speakers were Raymond Rogers, Ciara Scully, and Tiffany Yeung from the New York State Parks. Rogers, Scully, and Yeung shared information on what they needed to consider when redesigning in-person programs and what we should apply to our own programs. The following sections are what we need to consider in our program redesigns:

  • Safety

-know what your agency’s guidelines are

-know what to expect from participants beforehand

  • Accessibility

-what needs can we meet?

-language clear and descriptive?

-seating available?

-ADA compliant?

-How is it advertised?

  • Inclusion

-who is it designed for?

-anyone excluded from program? Why?

-what language are we using? Gender neutral? Inclusive?

-does it include multiple perspectives?

  • Dialogue

-main goal of this program?

-how are we engaging people with the content?

They encouraged us to brainstorm things to keep in mind when we redesign our in-person programs.

The next session I attended was Reimagining Equity and Inclusion within Docent Programs, and the speakers were Christina Marinelli (Senior Museum Instructor/Adult Learning Coordinator at the Brooklyn Museum) and Maria C. Pio (Co-Director; Director of Education and Administration at the Godwin-Ternbach Museum at Queens College, CUNY). In this session, all participants were encouraged to start discussions in separate sections to discuss policies, shared commitments, & values and training strategies. During the first section on policies, some points that were discussed included concerns on being too political and the need to make them feel safe, how to navigate DEAI (Diversity, Equity, Accessibility, Inclusion), and docents that are also donors. When we went back from our groups, we learned about what the second group discussed. In the second section, we brainstormed answers for types of trainings that were particularly helpful or problematic including setting clear roles and responsibilities.

      For my third session, I decided to attend New York Responds: Creating a Crowd-Sourced Exhibition and Responsive Programming for a City in Crisis. The speakers were Maeve Montalvo (Director, Frederick A.O. Schwarz Education Center, Museum of the City of New York), Hannah Diamond (Education Manager for Professional Learning, Museum of the City of New York), Jelissa Caldwell (Museum Educator, Museum of the City of New York), Joanna Steinberg (Curator of Education Programs, Museum of the City of New York), and Amanda Johnson (Artist, Museum of the City of New York). All of the speakers discussed how this exhibit came to fruition, and a link to information about the exhibit New York Responds: The First Six Months is included in the list below. The exhibit is now available online.

Then there was the Expo in which there are shorter sessions that introduced various topics and speakers introduce the research or projects they were working on to conference attendees. For this year’s conference, NYCMER shared a YouTube playlist as an introduction to this year’s Expo (I included a link of the playlist in the list below). When I attended the Expo, I attended the one called Squash the Museum. Danaleah Schoenfuss and Sonya Ochshorn discussed the current workplace structure that are still in place in many museums, and presented a range of alternative structures such as flat management, worker co-ops, and delayering processes both as a thought experiment but also as steps for creating lasting change.

The fourth and final session I attended was called Making Institutional Change. Braden Paynter (Director, Methodology and Practice at the International Coalition of Sites of Conscience) and Tramia Jackson (Senior Coordinator, Science Research Mentoring Consortium at the American Museum of Natural History). This session shared two frameworks to help participants, the first to analyze challenges and the second to create strategic processes for change. Drawing on the experience of the International Coalition of Sites of Conscience and the Science Research Mentoring Consortium participants won’t have all of the answers, but they will have better questions to begin revealing them. The goal of the session was to provide basic tools for our own institutional change. When working on making institutional change, it is important to remember to:

  1. Gather knowledge

-What is your why?

-Where are your concerns in your institution?

  • Identify people

-find allies and build partnerships

  • Grow collective and individual knowledge

-continue to build your knowledge about the issue

  • Small acts of change

-within your purview and your allies, begin applying knowledge and making small changes

Paynter and Jackson also pointed out that it is important to take breaks and celebrate your accomplishments. I really enjoyed this year’s NYCMER virtual conference, and stay tuned for more resources as I continue to participate in NYCMER events.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

NYCMER 2021 Virtual Conference Page

NYCMER 2021 Virtual Expo Playlist

Blog Post on NYCMER 2020

Beloved by Toni Morrison

Museum of the City of New York’s New York Responds: The First Six Months

NYCMER 2021 Tweets Spreadsheet

A Public Historian Explores History Camp

May 6, 2021

I recently came across History Camp while exploring museums virtually, and I thought it would be interesting to take a closer look. According to their website, History Camp is a casual conference generally for adults especially including but not limited to students, teachers, professors, authors, bloggers, reenactors, interpreters, museum and historical society directors, board members, genealogists, et. cetera regardless of profession or degree who is interested in and wants to learn more about history. The first History Camp was held on March 8, 2014 which presented 23 sessions and two panels, and welcomed 109 people to an IBM facility in Cambridge, Massachusetts. There are some local volunteer committees that manage History Camps while others are managed by non-profit organizations. In 2019, the non-profit organization The Pursuit of History was started to foster the development of more History Camps across the country.

       Other conferences in the past have been in person at various places including Boston, Colorado, Virginia, and Philadelphia. This year, however, their conference History Camp America will be a fully virtual History Camp participants can enjoy from anywhere in the world.

       Since I have not experienced History Camp America yet, I am not able to, at the time I am writing this blog post, to state what the experience is like. History Camp America will take place this year on Saturday, July 10th. I have signed up for their newsletter so I will know when tickets will become available. If you would like to check it out for yourselves, I have included a link below where you can sign up for their newsletter. Based on the information provided so far, the biggest differences between conferences I have attended in the past and History Camp America is there are no places where services are being shared and sale pitches. Another difference that I noticed is in each conference I have attended there are themes, and the sessions are in general based on those themes; History Camp America put emphasis on making the conferences as broad as possible to attract many people to attend, and they believe that ultimately, it is the speakers and attendees that define the scope discussions are focused on. On their website, they stated that:

        Since our first History Camp in 2014, history enthusiasts of all stripes have been enthralled by our casual conference format. This format encourages a wide variety of topics and participants learn about history and new research, engage with history in unique ways, share what they love about history, and challenge everyone to think about history in new ways.

Once the conference occurs, I will be able to share more about the experience of attending History Camp America.

        During the pandemic, they launched two new History Camp events called History Camp Discussions and America’s Summer Roadtrip. History Camp Discussions are free online weekly discussions that are live every Thursday at 8pm Eastern, and are also available as recordings in their archives section for replays. One of the History Camp Discussions that caught my attention was the discussion with Emerson W. Baker on his book A Storm of Witchcraft: Salem Trials and the American Experience. Baker is a Professor of History and Interim Dean of Graduate and Professional Studies at Salem State University in Salem, Massachusetts. The hour-long program discussed Baker’s book by focusing the discussion on his investigation of the key players in the Salem witchcraft crisis and explains why this tragedy unfolded the way it did according to the research he did for his book.

        Another History Camp Discussions that caught my attention was the discussion with Linda Jeffers Coombs on the topic of The Wampanoag and the Arrival of the Pilgrims. Coombs is an author and historian from the Wampanoag Tribe of Gay Head (Aquinnah) and program director of the Aquinnah Cultural Center. In the near hour-long program, she discussed the Wampanoag’s experience with the pilgrims’ arrival, and the effects of an epidemic that swept through and devastated the region just before the pilgrims arrived.

      America’s Summer Roadtrip is a free online event that brought participants to 12 historic sites across the United States without leaving home and where many of their guides offer special access to areas other tours usually do not go. The twelve historic sites across the United States are located in Massachusetts, New Jersey, Ohio, Colorado, New Mexico, Wyoming, North Carolina, and California.

      To learn more, I have included links below on their website and the programs they offer.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts. https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

History Camp

About History Camp

Upcoming Events

History Camp America 2021

America’s Summer Roadtrip

History Camp Discussions: Emerson W. Baker’s A Storm of Witchcraft: Salem Trials and the American Experience

History Camp Discussions: Linda Jeffers Coombs on The Wampanoag and the Arrival of the Pilgrims

History Camp Newsletter Sign Up

Virtual Museum Impressions: Charles Dickens Museum

April 15, 2021

Most recently I decided to take another virtual trip outside of the United States to visit the Charles Dickens Museum in London, England. Charles Dickens, who was the author of books such as Oliver Twist, A Tale of Two Cities, Great Expectations, and the novella A Christmas Carol, moved into this house at 48 Doughty Street with his wife Catherine a few months before Queen Victoria began her reign in 1837. They raised the first three of their ten children within this house, and hosted many of the period’s leading figures with dinners and parties. Dickens wrote Oliver Twist, Pickwick Papers and Nicholas Nickleby inside this house, and where he first achieved international fame as one of the world’s greatest storytellers.

        The Dickens’ home became a museum in which hosts events and exhibitions, a garden café and shop, an international center for research on Charles Dickens, and a MA program on Charles Dickens research through the University of Buckingham. Inside the house itself, there are five floors with objects that were owned by the Dickens family. Off of the entryway there is a gift shop where it leads to the café, the Water Closet (bathroom), and the special exhibition room.

         As I went through the virtual tour, I was surprised by the layout of the house since it was different from other historic house museums I previously visited both virtually and in person. For instance, the servants quarters where they cook the meals were below the first floor where the dining room was, and the servants’ sleeping quarters were on the top floor. The Charles Dickens Museum considered the main floor with the dining room and parlor to be the second floor while where the servants cooked and stored food and wine is the first floor, at least according to the virtual experience.

        Also, at the time of writing this post I noticed that in almost each room there were only two links to explain the room and one object (sometimes there is a link to learn more about the object). One object in the Entrance Hall is the large, 8-day chiming clock that is still in good working order once was displayed in the hallway of Charles Dickens’ home Gad Hill Place in the 1860s. The link led to the collections page for the clock that includes a picture of the clock with information such as its object number, when it is created, and an object note that shared a letter Dickens wrote to the clockmaker who made the clock, Sir John Bennett of Cheapside, London, regarding problems with the clock following a cleaning. I would have loved to learn more about other objects in the Entrance Hall such as the objects in the glass case and the letters in the frames displayed on the walls.

       In the study, the highlighted object in the room is the desk and chair that was originally used in his study at Gad’s Hill Place. According to the information provided by the Dickens Museum’s collections, the desk and chair were acquired by Charles Dickens in 1859, and they remained in the Dickens family after he died in 1870. Both of them were on loan to various heritage institutions, including the Charles Dickens Museum, from 1967 to 1987. They were eventually purchased by the Charles Dickens Museum in 2015 with support from the National Monuments Trust and the Dickens Fellowship after years of being on loan at various places over the years. Dickens would have written portions of his novels, such as Great Expectations, Our Mutual Friend, Hard Times, A Tale of Two Cities, and the unfinished Mystery of Edwin Drood, on this desk.

      Not only in the interactive tour I was able to explore the house but I was also able to visit inside the gift shop and café, the small garden outside of the café, the exhibition room, and a couple of additional floors that included a meeting room where it seemed like one could do research in.

      I really appreciate that this interactive tour is available online, and I hope to visit there in person someday. I especially would like to see it in person so I could learn more about other items that the interactive tour did not share their history and their relevance to Charles Dickens’ life and/or works. To check out the Charles Dickens Museum, I posted links, including the interactive tour, below.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts. https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

Desk and Chair

Mahogany Clock and Shelf

Interactive Tour

About the Charles Dickens Museum

Charles Dickens Museum Online Collection

Charles Dickens Museum Collections Database

Services Examination: Cisco

April 1, 2021

During this past year, there were a lot of webinars produced for professional development programs especially in the museum field. This is not the first time webinars have been developed and utilized but participation in them increased during this global health crisis. Since I write about the services museums could learn about and see how they could help them, I thought I would write about another one called Cisco. Also known as Cisco Systems, Inc., Cisco is an American multinational technology conglomerate headquartered in San Jose, California that develops, manufactures, and sells networking hardware, software, telecommunications equipment and other high-technology services and products.

I chose to focus more on one of their services not only because they are so many, but I thought I should focus on ones that can be helpful for education programs in museums and classrooms since one of my focuses for this blog is on education. One of the services they offer include webinar set ups called Webex.

Webex has the following features: calling, messaging, meetings, and connecting in Webex. With the Calling in Webex feature, users can enable it to get enterprise-calling features on features on desktop and mobile devices. In the Messaging in Webex feature, individuals are able to use text messaging with built-in enhanced features, such as custom presence status and custom filters, for one-on-one and group messaging. In the Meetings in Webex feature, users are able to meet securely with integrated video, audio, and content sharing on any device; it also has features such as noise removal and speech enhancement, live transcripts, and translations with Webex Assistant, to automate meeting tasks and enhance relationships. Then in the Connecting with Webex feature, users that utilize Webex realize they are able integrate with third-party apps right your existing workflows to streamline the workday. The benefits of using Webex are:

  1. Built-in security: Strong encryption, compliance, and control inside and outside of your organization.
  2. Easily deploy and manage: Intuitive, with easy provisioning, control, and management of your Webex services.
  3. Made to fit: From classroom to boardroom, to the front line, Webex is customized for your environment and workstyles.
  4. Powered by Webex: Built on the industry-trusted global Webex platform.

Cisco also promotes services that would help educators provide hybrid learning opportunities for their students.

They provide a number of hybrid learning solutions they offer to help increase student and faculty engagement, educate anywhere at any time, and provide flexible learning experiences. The hybrid learning solutions they offer are hybrid learning spaces, secure distance learning, and faculty professional development. According to the site, Cisco’s hybrid learning spaces offers to expand teaching and learning and across physical and virtual environments; they went into detail on pages for hybrid learning solutions, Cisco Webex, Webex Education Connector, and Cisco Webex Board.

Cisco shares detailed information about what they offer on their virtual platforms. I recommend taking a closer look for yourselves to see what may be appropriate for your educational interactive experiences in virtual and hybrid classrooms as well as museums. To find out more about Cisco, check out the links below.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts. https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

https://www.cisco.com/c/en/us/index.html

https://www.cisco.com/c/en/us/solutions/collaboration/webex-call-message-meet.html

Create Hybrid Learning Environments

Cisco portfolio for education: What can we help you solve today?

Webex for Education

Cisco Webex Education Connector

Cisco Webex Board

A Public Historian’s Perspective on Women’s History Month

March 25, 2021

This past month we all have dedicated our time and efforts to honor women’s history. Women’s history month is especially significant for me since I am a cis woman who appreciates the focus on women’s significant contributions throughout history. However, we all need to not only acknowledge women’s history does not occur one month out of the year, but we should be honoring all women-women of color, transwomen, indigenous women-who have made an impact and are often ignored when discussing women’s history. Over the years, we celebrate women’s history month by sharing achievements women have accomplished from the past to more recent years.

Museums also take part in celebrating women’s history month by developing, promoting, and implementing exhibits and programs focused on women’s history. For instance, the Museum of the American Revolution hosted a virtual Zoom presentation called “Remember the Ladies”: The World Premiere of a New Choral Work by Dr. Melissa Dunphy that is presented with their exhibit When Women Lost the Vote: A Revolutionary Story, 1776-1807. The experience is a live broadcast from the Museum for the choral world premiere of Dunphy’s “Remember the Ladies,” which sets excerpts from the letter for a cappella mixed chorus, performed by the 40-voice community choir, PhilHarmonia. The Wisconsin Historical Society has a free online panel discussion on exploring how women’s stories and experiences can be told in new ways.

Wisconsin Historical Society’s online panel discussion Sharing Women’s History: Exploring New Stories and Formats for Engaging Audiences discussed examples of innovative programming and best practices for interpreting complex stories that will aim to engage new audiences. A couple examples include DyckmanDISCOVERED at the Dyckman Farmhouse Museum, which investigates the stories of enslaved people belonging to the Dyckman family and the community that is now called Inwood in New York City, as well as virtual programs and poetry festivals at The Emily Dickinson Museum. Some of the panelists include Mary van Balgooy, Vice President of Engaging Places, LLC, and Director at the Society of Woman Geographers; Meredith S. Horsford, Executive Director at the Dyckman Farmhouse Museum; and Brooke Steinhauser, Program Director at the Emily Dickinson Museum. Their discussion also included the added challenges of and possibilities for engaging new audiences through virtual engagement.

The Old North Church has a Digital Speaker Series, and it is called Revolutionary Women, Live! Presented by Old North Church Historic Site and the Freedom Trail Foundation, it was an hour-long program with two historians engaging participants in learning about the unique ways women of Boston influenced and shaped the world around them throughout the centuries. They focused on some women including Anne Hutchinson, Phillis Wheatley, and Melnea Cass. Anne Hutchinson was a spiritual preacher in Massachusetts Bay Colony in the seventeenth century and Melnea Cass was one of Boston’s most beloved and effective advocates for African Americans in Boston. At the end of the program, there was an interactive question and answer session to help participants delve deeper into women’s history.

Three Village Historical Society has a lecture series that has been on the Zoom virtual platform over the past year, and this month the virtual lecture was The Founding Mothers of the United States. Guest lecturer author Selene Castrovilla discussed her book she wrote about founding mothers, both well-known and others that were previously not part of the narrative in our history. From the program’s description, the lecture will address that:

Many women helped shape a free and independent United States of America. These smart, brave women were ambassadors, fostering peace between Native Americans and Europeans. They risked their lives by writing, printing, and distributing information about the fight for independence. They supported their husbands during battle and even donned disguises to join the army.

Throughout the presentation, Castrovilla shared content from her book about the founding mothers in the United States. In addition to discussing the well-known founding mothers, she shared information about founding mothers whose stories are not told as much as founding mothers such as Martha Washington. For instance, there were a group of women in North Carolina who had their own protests against the unfair taxes on tea and clothing.

On October 25, 1774, about a year after the Boston Tea Party, 51 women in Edenton, North Carolina drafted and signed a declaration that they will boycott British tea and clothing until the products were no longer taxed by England. The protest became known as the Edenton Tea Party. Another example of women Castrovilla discussed about was Phillis Wheatley who was an enslaved poet.

Wheatley was born in West Africa around 1753 and was abducted by slave traders and was forced onto a ship to America when she was seven years old. She was enslaved in Boston, Massachusetts, her owner noticed how smart she was and decided to educate her which was rare since most slaves suffered under harsh conditions and were not allowed to learn to read and write. Wheatley began to write poems when she was thirteen, and her first published poem appeared in a Boston newspaper on December 21, 1767. In 1773, she sailed with her owner’s son to England where a book of her poetry was published. She was given her freedom shortly after her book was published and her return to Boston. While she wrote a poem celebrating George Washington’s selection as army commander, she also believed the issue of slavery prevented the colonists from the true heroism they could have achieved during the American Revolution. Castrovilla also shared the story of Nanyehi/Nancy Ward who was an Indigenous woman born in Chota, the Cherokee capital, which is now part of Tennessee, in 1738.

Nanyehi fought alongside her husband in a battle between the Cherokee and another Native Nation, the Muscogee Creeks. When her husband was killed during the battle, Nanyehi picked up his rifle and led the battle where she earned the title Ghigau, or “Beloved Woman”, for her bravery. She later became a leader of the Women’s Council of Clan Representatives where she excelled as negotiator and ambassador. While they were in war, Nanyehi tried to achieve peace between Indigenous people in North America and the settlers. When the Revolutionary War began, the Cherokee fought alongside the British to prevent losing more Cherokee land to the settlers, and Nanyehi warned the settlers of Cherokee attacks since she did not want increased hostilities between her nation and the settlers.

  If interested in learning more about Castrovilla and her works, she has a website that promotes most of her books. To learn more about the TVHS lecture series and purchase her book, I included links in the list below. 

Castrovilla’s book reminded me of Cokie Roberts’ book Founding Mothers: The Women Who Raised Our Nation, except the major difference between these two books is her book is geared towards young adult audiences while Roberts’ book focuses on addressing women’s history on academia audiences. I appreciate, as a public historian with an interest in Early American history, that there are programs that discuss women’s contribution and involvement in before and during the American Revolution. Also, I appreciate indigenous women’s stories are being more included in these programming options since I not only enjoy learning more history, but it is also a lot more that I am learning now about indigenous people than what was being taught when I was attending school as a child. We need to continue to do more to acknowledge and understand indigenous history as well as remember that we are on land first occupied by indigenous people.

The previously listed examples of how museums honor and celebrate women’s history month are only a small sample of what I noticed and does not represent what all museums are doing. I have included more links to examples museums have honored and celebrated women’s history month and resources they have available on women’s history. If there are any that I have not listed, please tell me about them and if possible, share a link.

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Additional Resources:

Women’s History in the National Women’s History Museum

Boston Women’s Heritage Trail

Facing History and Ourselves: 6 Virtual Exhibitions and Teacher Resources for Women’s History Month

Women’s History Month website

Why March is National Women’s History Month

National Women’s History Alliance

Links:

Museum of the American Revolution’s When Women Lost the Vote: A Revolutionary Story

Museum of the American Revolution’s When Women Lost the Vote: A Revolutionary Story, Virtual Exhibit

Wisconsin Historical Society

Dyckman Farmhouse Museum’s DyckmanDISCOVERED

Emily Dickinson Museum

Old North Church Events, Digital Speaker Series

Three Village Historical Society Lecture Series

Selene Castrovilla’s website

The Founding Mothers of the United States by Selene Castrovilla

Founding Mothers: The Women Who Raised Our Nation by Cokie Roberts

Boston Women’s Heritage Trail: Melnea A. Cass

National Women’s History Museum: Anne Hutchinson

Facing Today: “Making Space for Women’s History”

Facing Today: “Teaching in the Light of Women’s History”

Museum Impressions and Virtual Revisit: Old Sturbridge Village

March 11, 2021

When I was in college, I made my first visit to Old Sturbridge Village located in Sturbridge, Massachusetts. Old Sturbridge Village, which invites each visitor to find meaning, pleasure, relevance, and inspiration through the exploration of history, is the largest outdoor history museum in the Northeast that depicts a rural New England town of the 1830s. There are more than 40 original buildings, including homes, meetinghouses, a district school, country store, bank, working farm, three water-powered mills, and trade shops, which are situated on more than 200 scenic acres. The buildings were moved to the area between the late 1940s and early 1970s. Inside the Village, there are authentically costumed historians and farm animals to talk with and interact with on a regular visit or during various programs they offer.

As a member and treasurer of the historical society club, other members and I visited a number of times including during the Christmas by Candlelight program. I remember traveling to the Village while it was dark out to walk through, visit the buildings decorated in holiday decorations, and seeing the display of gingerbread houses for a gingerbread house contest. I also visited Old Sturbridge Village a few times after I graduated.

It has been a while since I last visited Old Sturbridge Village, and I decided to make another visit since I thought I would see how much has changed. This time it will be a virtual visit. Recently, Old Sturbridge Village designed and released the link to a virtual experience called 3D Tours as part of Virtual Village from Old Sturbridge Village. The Virtual Village from Old Sturbridge Village offers content created by the interpreters and farmers for Old Sturbridge Village’s Facebook and Instagram accounts. Interpreters share fun facts, activities, recipes, and more, while the farmers shared updates with photos and videos of the animals. The Village also released more content within their 3D tours.

According to the website, 3D Tours are supported in part by a grant from the Webster Cultural Council, a local agency that is supported by the Mass Cultural Council, a state agency. At the time I made this visit, the following buildings were available in the virtual tour: the Asa Knight Store, the District School, the Pottery Shop, the Freeman Farm, the Sawmill, the Printing Office, and the Fenno House. To learn more about these buildings, they include brief histories of the buildings that include when and where they were built, when they moved to Old Sturbridge Village, and what they were used for. Also, the tours allow virtual visitors to get up close to artifacts that are usually behind barriers such as the catalog in the Asa Knight Store and the pottery on the shelves of the Pottery Shop. There are pins throughout the tours to look closer or learn new information, and new videos with some of the Village’s knowledgeable costumed historians to bring the spaces to life.

While I was experiencing the virtual tours, there were many observations I made at each place. The first building I visited was the Asa Knight Store where I was able to go behind the counters to see numerous items that the store sold on shelves, in drawers, and underneath the counter; there were a few pins that described the items in the store including information on textiles. When I visited Old Sturbridge Village in the past, I spent most of my time in the front of the store since there is so much to see and so little time to see it all in at each visit I made, and on this virtual trip I was able to spend more time in the store and learn more about the store. For example, I saw a china and ceramics crate that had plates inside it in a room where hats were being made and in the next room there are a number of items including Prussian Blue pigments they sold, and the pigments were used to make paint. The next place I went into was the District School.

Asa Knight Store
Asa Knight Store: China and Ceramics

I do not remember going inside the District School during the last time I visited Old Sturbridge Village, so I decided to check it out. The focus of the building was to share information and ask visitors about the classroom in the 1830s versus today. My visit reminded me of my experience teaching students about the one-room schoolhouses at Noah Webster House and the Long Island Museum. Inside the classroom, the staff provided information about the Blue Back Speller used by students to learn how to read and it was written by Noah Webster. I used a reproduction of the Blue Back Speller as a museum educator while teaching about schoolhouses to share with students who visited Noah Webster House. I then moved on to the Pottery Shop & Kiln. Inside the Pottery Shop, there is a video on making pottery the staff shared and I noticed a clay cellar among the numerous pottery and glazes.

District School
Pottery Shop & Kiln

Then I went to explore the Freeman Farm and the Sawmill. Inside the house of the Freeman Farm, there is a video that describes what farm life was like in the 1830s located in the kitchen; also, there was information about dinner, food preservation, farm animals, dairying and the buttery, garden, and the root cellar. While I was exploring, I tried to explore a little more of the grounds but was limited to only the house and around the house. I would have loved to see more of the other buildings on the farm including the barn. When I was at the Sawmill, I saw the video on the saw and how it works and was able to see it up close behind the barriers. They also included a Woodland Walk booklet pdf which had information about New England trees and there was also information in another pin about the New England Landscape.

Sawmill
Freeman Farm

The final two places I visited were the Printing Office and the Fenno House. In the Printing Office, I was able to go behind the barrier to see the printing press up close where there are pins revealing information on how the machine was operated and how they were trained to operate it. Also, a video is shared to explain what it is like to work in the printing office. Inside the Fenno House, half of the house is set up as a historic house and the other half has exhibits. On the first floor, there was the kitchen and an exhibit with the spinning wheel and loom describing how each of them were used to create fabrics for the home. On the second floor, there was a bed chamber on one side of the house and on the other side was an exhibit display of clothing and a few pieces of furniture.

The Printing Office
The Fenno House

Overall, I really enjoyed the experience of re-visiting Old Sturbridge Village in a virtual capacity. I appreciate their efforts in encouraging visitors to ask themselves what is similar and different to their daily lives today versus the time periods each site introduces. I wonder if they are going to include more buildings in the virtual tour, and if they do, I will certainly return to experience these virtual tours. Also, I like that not only the staff introduced virtual tours but also developed resources to be utilized along with the tours.

The resources they provided are lesson plans, hands-on activities, and other links including their online collections. Old Sturbridge Village provided these resources to help other educators teach their students history, and it is one of many examples I have seen of museums sharing educational resources while we are all figuring out how to carry on while we are still going through the pandemic.  The lesson plans I have seen are designed for students in grade levels 3rd through 5th grade, and in addition to the lesson plans and pdfs they included a link to their Google classroom with fillable documents that educators can download and assign to their students. Plus, there are hands-on activities one can download to be used alongside the virtual tours including “Make Your Own Cardboard Loom” with the Fenno House tour, and the “Home Scavenger Hunt” with the Asa Knight Store tour.  

I recommend experiencing the virtual tours for yourselves if you want to spend time learning more about Old Sturbridge Village.

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Links:

Old Sturbridge Village: Virtual Village

3D Tours

3D Tours Resources

Services Examination: Panospin360

January 28, 2021

When I attended the New England Museum Association (NEMA) virtual conference a couple of months ago, I was introduced to Panospin360 in the Exhibit Hall. According to their website, Panospin360 is a full-service photography studio specializing in 360° Virtual Tour Photography, and they serve the United States and Canada. They help convey the look and feel of businesses through quality photography, expert programming, and years of experience.

I made notes as well as participated in discussions on Twitter during Panospin360’s Exhibit Hall demonstration to learn about their services and share my thoughts. During the live demonstration, they shared benefits for creating a virtual tour including it could help convert website visitors to in-person visitors, and it could help boost the site’s search engine ranking.

Some of the features that were shown in the live demonstration include embedding videos right into existing monitors in the virtual tour, and provide a link to connect to online shop within virtual tour.

The live demonstration also shared various examples of virtual tours they have created included a bike shop, real estate agency, and the Harvard Club of Boston.

            Panospin360 offers a few options for virtual reality. The options they have are premium tours, Google tours, and Matterport tours. Premium tours are Panospin360’s high-end tours that display quality photography and are customized with descriptions; according to their website, they create views of multiple locations which are then linked together to display beautiful and informative visual representation of businesses or location, and the finished product can be embedded directly on the website for visitors. The other options are Google and Matterport tours. Google tours are more suitable for smaller businesses and budgets, and Matterport tours is specifically for the real estate market.

           If you would like to learn more about Panospin360, and are considering developing virtual tours, I included a link to their website below.

https://www.panospin360.com/

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NEMA 2020 Part 2

December 10, 2020

This is the second part of my experience at this year’s virtual NEMA conference. If you have not read the first part, check out the link here: NEMA 2020 Virtual Conference: Part 1:   https://wp.me/p8J8yQ-1bD . Then come back here to see the rest of this post.

Day 3

              On the third day of the NEMA conference, the first session I attended was the keynote with Sarah Sutton, the Principal of Sustainable Museums, and Cultural Sector Lead at We Are Still In. The presentation was pre-recorded, and once we finished watching the presentation Sutton was available to answer our questions. In the keynote Climate Change. Covid-19. Racial Inequality: What Each Crisis Can Teach Us for Tackling the Others, Sutton’s presentation addressed that the lessons from decades of climate advocacy have noticeable parallels with the experience of fighting Covid-19, the efforts to manage an economic recovery, and the work to address racial inequality. Also, the argument made was museums are perfectly suited to help communities because science, data, language, politics, history, and human nature are all mixed up in the problems and the solutions cope with and overcome these crises.

Session 1

             The first session I attended was called We Are Allies: How to Listen, Learn, and Become Anti-Racist Museums with Kristin Gallas (Principal, Interpreting Slavery) as facilitator and the speaker was Katherine Kane (the former Executive Director at Harriet Beecher Stowe Center). Gallas and Kane pointed out that museums must step up and commit to making their work and public spaces welcoming and equitable.

PAG Lunch

After the session, I had lunch with the Education Professional Affinity Group/Gathering (PAG). At the in person NEMA conference, there were PAG Lunches that encourage conference participants to engage with one another while taking lunch breaks between sessions; I wrote about previous PAG Lunches in past posts about the NEMA conference. Each PAG lunch also had themes for each one, and this year’s Education PAG Lunch theme was Grief and Recovery.

Session 2

The next session I attended was Let’s Take This Outside with Brindha Muniappan (Senior Director of the Museum Experience at the Discovery Museum) as facilitator, and the speakers were Kate Leavitt (Director of Mission at the Seacoast Science Center) and Lorén Spears (Executive Director at the Tomaquag Museum). Within the session, each of them discussed how their four different organizations (children’s museum, science center, historic house/garden, and Indigenous museum) encourage visitors to spend time outside and think about their physical place in the world as a way to build life-long connections with nature and conserve it for future generations.

Last Session of Day 3

I attended the Fostering Community Within Frontline Staff with Helen Brechlin and Tom Maio, who are both from the Institute of Contemporary Art in Boston, Massachusetts, for the last session of the third day. Brechlin and Maio shared how their frontline staff program not only supports their frontline staff but support the visitors during this pandemic. Their discussion focused on how to build and foster a positive working relationship with and among frontline staff.

Day 4

Panel

                 The panel session for the fourth day of the NEMA conference was Celebrating Museums with Rebekah Beaulieu (Executive Director at the Florence Griswold Museum) as moderator, and the following individuals were the panelists: Catherine Allgor (President at the Massachusetts Historical Society), Chris Newell (Passamaquoddy) the Executive Director and Sr. Partner to Wabanaki Nations at the Abbe Museum, and Hallie Selinger (Visitor Experience Manager at the Institute of Contemporary Art in Boston, MA). In the panel discussion, they talked about the question: Why do you love museums?

Session 1

For my first session of the fourth day, I attended the Beyond Hands-On: Tapping the Non-Touch Senses in Exhibitions session.  Betsy Loring (Principal, exploring exhibits & engagement, LLC, MA) and Laurie Pasteryak (Director of Interpretation at Fairfield Museum & History Center) spent some time reminding us of the many other senses that exhibitions can invoke instead of – or in addition to – touch. They shared examples of non-touch interactivity through sound, smell, and proprioception; and participants broke out into smaller groups brainstorm ways to inexpensively increase the sensory dimensions of exhibits.

Session 2

The next session I attended was Planning for Interpretive Planning with Julie Arrison-Bishop (Community Engagement Director at The House of the Seven Gables Settlement Association) as facilitator, and the speakers were Matt Kirchman (President and Creative Director at ObjectIDEA in Massachusetts) and Brooke Steinhauser (Program Director at the Emily Dickinson Museum). All of them discussed tackling the interpretive planning process and shared their tips and tricks for successful project planning.

Last Session of Day 4

The last session I attended on the fourth day was Happy House Tours: Working with Homeowners and Volunteers for a Great Event with Sue Goganian (Director at Historic Beverly in Massachusetts) as facilitator, and the speakers were Fay Salt (a Trustee at Historic Beverly) and Beverly Homeowners John and Jaye Cuffe. Goganian, Salt, and Cuffe shared their perspectives on how much work and cooperation it takes to run a house tour event. They discussed how they require many volunteers and lots of coordination, and a great partnership makes it possible even with limited staff and a small budget. Staff members share the financial, organizational, and community benefits, and how it is done before the pandemic and beyond.

Day 5

Exhibit Hall: Panospin360

        Before I attended the sessions for the last day of the conference, I revisited the Exhibit Hall to participate in a live demonstration from Panospin 360. Located in Lowell, Massachusetts, it offers virtual tour services for hospitality venues, universities, conference centers, medical facilities, corporations, retail stores, historical sites, and national parks across the United States. I will go into more detail in a future services examination blog post.

Session 1

The first session I attended on the last day of the conference was Resource Roundup: A Roundtable for Sharing (and Discussing) Sources Relevant to Contemporary Issues in the Museum Field with many museum professionals participating as facilitators and speakers. It was a session where participants could get a bibliography of sources and engage with colleagues via active discussion to explore resources, ideas, share information, and network. All participants were broken into a number of different groups on various topics, and were encouraged to attend more than one: Museum Compensation/Salary Transparency; Issues of Access; Evaluation; Decolonization; Museum Activism & Social Justice; Gender Equity & Leadership; and Museum Careers & Professional Development. The purpose of the roundtable was to:

highlight the key books, articles, and resources useful for understanding and navigating contemporary museum issues while encouraging participants to seek out and engage with literature in the field, and consider how it influences, inspires, and/ or applies to their professional practice.

Annual Meeting and Awards Luncheon

While this year’s conference had a different format than usual, the Annual Meeting and Awards still celebrated museum colleagues, associations, and museums. The highlights of the Annual Meeting and Awards luncheon were presenting the annual NEMA Excellence Awards, presented to colleagues who have gone “above and beyond;” presenting the NEMA Lifetime Achievement Award honoring Susan Robertson, executive director of Gore Place; and a brief “state of the association” presentation from NEMA Executive Director Dan Yaeger. Also, NEMA members voted on this year’s slate of NEMA officers and new members, plus bylaw updates.

Last Session of the Conference

The last session I attended for the last day of the conference was Accessibility for Online Programs and Communication Channels with Susan Robertson (Executive Director at Gore Place) as facilitator, and the speakers were Charles Baldwin (Program Officer, UP Designation, Innovation and Learning Network at Mass Cultural Council), Emily Carpenter (Web Designer and Digital Marketer, WA), and Aaron Rawley (Volunteer Coordinator at Gore Place). Within the session, the speakers spoke about how participants of all levels of technical knowledge could improve access to their digital offerings for visitors with disabilities. Participants learned from each presenter on how Gore Place, for instance, makes digital programs and communication channels more accessible through universal design. The discussion included but not limited to accessibility for social media, webinars, and websites.

Thank you all for your patience as I complete this second part of the conference coverage! If you have any questions about the sessions I attended above and in the previous NEMA virtual conference post, you can find my contact information on the Contacts page. Stay tuned for next week’s blog post about the holidays this year, and be sure to check out my campaign I have started on the Buy Me A Coffee site:

https://www.buymeacoffee.com/lbmfmusedblog