What questions do you deal with in your work that you would like to discuss with us here? On which topics would an exchange of experiences be important for you? by

petrafuchsjebinger — 2024-07-03 11:51:39 UTC

EXAMPLE

Question from Paula, Lindenmuseum:

We would like to know more about how the topic of inclusion is integrated into exhibition planning in museums. Is inclusion already considered in the planning phase and if so, at what point is this done?

2024-07-04 08:59:24 UTC

How to get everyone in a museum involved in a decolonizing practice and not directing it into a "sub-working group" (Stephanie)

salomeritterband — 2024-07-04 09:00:53 UTC

(How) is the education department involved in the making of exhibitions in your museum and how does it work? From which point do you participate in the discussions? can you even propose exhibition topics? How are the tasks distributed? Practical and theoretical aspects.

2024-07-04 09:01:35 UTC

Could you tell us about your experiences with exhibitions that you have conceptualized as museum mediators or that you have created content for. You are also welcome to give us examples of other museums that you have encountered? (Mike)

2024-07-04 09:02:03 UTC

We are interested in whether you have a collection of basic information (concepts of older permanent exhibitions, important information about objects, etc.) that is accessible especially for new museum mediators? How do you organise "handovers"? Can you perhaps give us a few good practice examples? (Mike)

2024-07-04 09:02:06 UTC

How to deal with the topic of reproduction (especially when dealing with colonialism and racism) in educational programmes

salomeritterband — 2024-07-04 09:02:17 UTC

How much do you work with hands-on objects? Does the education department have its own collection? How to do you handle it (inventory, repairs, structure, organization)?

2024-07-04 09:03:33 UTC

How do you see the future and the role of education in the future and is there resistance to this in the (management / directorial levels of) museums? (Mike)

petrafuchsjebinger — 2024-07-04 09:03:37 UTC

In some museums, it is already common for mediation to be part of the exhibition team. We are now on our third exhibition and have gained experience, but we are still struggling with how to manage this in terms of time without completely exhausting ourselves. Those of you who work on exhibitions - how many resources do you put in? Do you have dedicated staff for this? Do you only come to some meetings or all the time? Do you do as much research as the curators? We are looking for best practice :)

2024-07-04 09:05:22 UTC

How do you make school classes aware of your programme? Sharing experiences with school co-operations, teacher conferences, Teacher training programmes.

2024-07-04 09:06:37 UTC

With shrinking budgets / museums' own funds: What alternative financing models (public funding, EU funding, sponsorship, etc.) do you use for your work? Which will be more interesting for you in the future? (Mike)

2024-07-04 09:07:24 UTC

Do you know of any experience of co-creating exhibitions (with the public) from a decolonial perspective? How can this be done? Do you know of any examples? Thank you :)

2024-07-04 09:07:35 UTC

Making decolonialism "digestible" for white audiences seems to be a question that hangs in the air.

2024-07-04 09:07:55 UTC

question about realtions to school and curriculum. How do we stay relevant for schools and how is it with interest from schools for museum as a source information.

2024-07-04 09:09:34 UTC

To what extent do statistics / surveys play a role in the selection of your projects / target groups? (Mike)

petrafuchsjebinger — 2024-07-04 10:10:12 UTC

This is how we do it at the moment:

I always try to take on new educators in small groups, i.e. not individually every few months, but 2-3 and then only every 1- 1.5 years... As it is a financially difficult job, we have quite a change...
We do 2 introductory days - 1 for everything organizational - 1 for content. These are then also paid (preparation etc. is not paid in our company and the management doesn't move there either....)
New educators have a buddy from the more experienced educators
New educators recieve a reader on education at ethnographic museums with articles that are important to us.
All educators have access to our work server. This means we collect all the material in shared folders. We don't do research etc. on our own, we work on it together.
Program concepts are written down and filed in separate folders. All material should :) then also be found in the folder. There are Word templates for the concepts so that the framework / structure / organization is always the same.
As a rule, you don't work on a concept alone, but in pairs. This also facilitates the exchange of knowledge between the educators
Concepts are not always developed by the same educators, but all educators work on concepts. Not all at the same time, of course, but I think it's important that everyone can contribute to concept once in a while, i.e. I make sure that the concepts are well distributed within the team. New educators work on concepts with experienced educators in the team.
New educators create a concept for an overview tour for students to get started (the students come through the ministry for a tour. Usually, we only do workshops with pupils lasting around 90 minutes). This allows me to see where they need more briefing. And they also have to think about what methods they can use to make our topics interesting to a "disinterested" group.
New concepts are then presented to the team, methods are tried out, etc.
For new exhibitions, we allocate concept hours for the development of programs for children aged 3-6, 7-12 and 13+. There is also time for reading and research
We have "method days" 3-4 times a year (payed)- more like half days, from 9-14:00. The team discusses which programs have problems, where the methods work well or not so well... We also have training sessions on these days, e.g. on global learning, anti-Muslim racism....
Once a month there is a team update online (payed)
We divide school groups of 16 children or more. This means that usually 2 educators work together for one program. They see each other before and after the program, exchange ideas, you can talk about it if something didn't go well, if you couldn't grab the students. This provides the opportunity for a collegial exchange.
If the educators learn a new (but existing) school program (unfortunately unpaid), they have the written concept as basis with research & descriptions of the methods etc.. They join their colleagues twice then in the program. The first time they just watch (unfortunately this is not paid), the second time they already do a station and they also get paid regularly. After the workshops, time is planned for exchange, feedback, etc. From the 3rd time onwards, the new educators have to do the program on their own.

petrafuchsjebinger — 2024-07-04 11:36:35 UTC

Does anyone have experience of designing school workshops together with schools?

petrafuchsjebinger — 2024-07-04 11:37:34 UTC

Does anyone have experience with teacher Advisory Boards?

salomeritterband — 2024-07-05 10:28:05 UTC

How about a very practical exchange/ a collection of practical methods used in school workshops? How do you work with kids? What methods can be applied on different topics? What material did you prepare?

salomeritterband — 2024-07-05 10:28:50 UTC

Do you have working sheets/ booklets, the school groups can use indipendently during their visit to the museum?