Tag Archives: audience engagement

How To Give a Good Conference Session

Written by Jen Oleniczak

Tis the season for conferences. American Alliance of Museums Annual Meeting and the National Art Education Association National Convention are just two of the big ones, but smaller or more regional conference hashtags are starting to fill twitter feeds. One tweet on how to have a good session caught my eye a few months ago. We spend SO MUCH time thinking about ‘what’ we are going to say – when is the last time we dedicated time to ‘how’ we say it? In the age of TED Talks, epic presentation skills and storytelling rule. How can we infuse that enthusiasm and energy into our conference talks?

Now, I’m sure there are quite a few people saying:

‘The message is what matters – not how people say it!’

I completely disagree.

Let’s be honest – when have you politely stayed in a session that was all show-and-tell and the presenter was just reading from their script? Or  because you wanted to meet the presenter/knew the presenter/were the presenter/couldn’t get to the door without being noticed? This happens – not all the time, but more often than it should. The worst part about it? It can be fixed, so it should happen so much less.

While The Engaging Educator is known for our improv-based education in museums, we also lead Presentation Skills and Storytelling Classes, as well as conduct Private Coaching. That tweet about how to have a good session stuck with me – I haven’t seen a lot of articles on how to prepare for sessions! Because it is something we work with people on, here’s our speaking tips for conferences.

Before the conference….

  1. Practice, Practice, Practice: This is serious. You should be going over your presentation as many times as possible with as many different people as possible. Get feedback. Think about actors and how incredible live theatre is. They practice CONSTANTLY. This isn’t about memorizing things word-for-word; this is getting the flow and knowing your bullet points, your plan and what you want your audience to walk away with.
  2. DO NOT WRITE THINGS WORD FOR WORD: This stands repeating: Do. Not. Write. Things. Word. For. Word. Two things happen when you write word for word – you end up reading your presentation (and at that point, I ask, why didn’t you just write an article or blog post?) or you memorize word for word and then forget a word, which throws everything off. It’s the same idea behind knowing the alphabet – try saying it without singing it and skip the letters D, P, and W. It’s slower because at this point in our lives, the alphabet is memorized by order. When you take out a step in that order, the rest is harder to recall. Same thing with your conference ‘script’.
  3. Think about how to involve your audience: If your audience is made up of superfans, they are there to hear you talk. You could wax poetic about banana bread and they would hang on your every word. Unfortunately, chances are,your audience is not 100% superfan. So how can you keep them interested? Find ways to engage them. Yes – your program/research/thoughts are incredibly interesting. And you should find new and different ways to reach your audience. Have people draw, brainstorm, share, answer questions, create, move – get them involved, and they will remember your session more, versus quietly texting or Facebooking in the back of the room while you talk. Even if it’s giving them 5 minutes to talk to one another about your focus, you’ve broken the monotony of your voice.
  4. Work on your how: The how is just as important as the what. That’s been one of my biggest mottos with EE – how you say things matters A LOT. Your cadence, tone, volume, speed, disfluencies – all of these connect to how you are perceived as a speaker. When you are practicing, use different ways of saying things – do everything with an exclamation point, throw in a bunch of dramatic pauses, over do your gestures, speed up, slow down. Change it up. And while exclamation points may NOT work the whole time, by experimenting you might find times it does work.If you are plagued by disfluencies – essentially anything that breaks up speech – slow down. I notice many adults struggle with what I call ‘grown up’ disfluencies – the extension of words, the insertion of ‘so’ and ‘you know’. Disfluencies exist both because of habit as well as thinking what comes next. Just slow down!

An hour before the conference…

  1. Warm up your voice: Don’t go in cold! If you’ve ever stumbled over words, you should warm up your voice before a presentation. Do a few tongue twisters – say them slowly and over enunciate.
  2. Don’t over practice: If you don’t know it now, you won’t. At this point, you should just be relaxing, doing a quick run through of ideas and enjoying the conference. Check out your room, if possible, and make sure your tech works.
  3. Breathe: Take a few deep breaths. Now take a few more. Even if you aren’t nervous, breathing correctly allows your voice to be rich, deep and resonant versus shrill and pinched. Make sure you are breathing low, meaning your stomach area expands when you take a breath in.

During the conference… 

  1. Breathe!  THIS IS STILL IMPORTANT! If you find yourself getting lost or nervous or going too quickly – take a breath. Now take another! If you look awkward and nervous, your audience focuses on that and then starts feeling awkward and nervous.
  2. Let it go!  This is the time to fail gloriously. Go big or go home. Just do it. Let it go. All the inspirational songs and sayings!All joking aside – there is nothing to do now except rock it out. So do it now, or forever wish you had.

After

  1. Reflect on what worked and what didn’t:  Think about what was successful and why as well as what didn’t work. Was it you? The audience? The subject? Even if you aren’t making this presentation again, reflection is priceless. 

Any other tips to add? Add them in the comment section below!

Check out www.theengagingeducator.com for more articles and resources on speaking.

Header image: Audience at MuseumNext Fringe event, Heritage Sells presented 3 keynotes about preserving and presenting heritage outside museum walls and practices. Photo credits: Maarten Jüngen www.n8.nl CC BY-NC-ND 2.0, no changes made.

Asking Beautiful, Scary Questions: Reflections on “Leading the Future of Museum Education”

Written by Karleen Gardner, Director of Learning and Innovation, Minneapolis Institute of Arts

Reposted from the Museum Education Roundtable’s JME40 blog. Be sure to check out their posts exploring the evolution of the Journal of Museum Education during its 40 volume run as a reflections of the field at large.

I recently enjoyed traveling to the great city of Denver, Colorado and participating in the Leading the Future of Museum Education: Challenges and Opportunities, a convening of an amazing group of museum leaders from across the country. This event (May 2015), co-hosted by Bank Street College’s Leadership in Museum Education and the Education Professional Network (EdCom) of the American Alliance of Museums, offered a much-needed opportunity for educators in our field to come together and discuss issues, the future, and ask beautiful, scary questions.

In her opening remarks, Sarah Jesse, chair of EdCom and Vice President of Education at the Los Angeles County Museum of Art, introduced the idea of beautiful questions inspired by the book A More Beautiful Question by Warren Berger. A beautiful question is:

“an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change.”

Such questions seem to be ingrained in our DNA, for in 1987 a group of 25 art museum educators came together in Denver to explore similar issues and reforms, and to develop a collective vision for the future of the field. The Journal of Museum Education (JME) Volume 13, Number 3, Fall 1988, was dedicated to sharing the insights and key issues from the Denver Meeting. Guest edited and authored by the organizers and participants of that meeting, the JME issue reflected the individual thinking generated through their discussions and widened the conversation to engage more educators from across the field. I am proud to say that two representatives from my museum were in attendance in 1987.

Twenty-eight years later in Denver, our brainstorming and discussions focused on many of the same topics: the empowerment of museum educators as leaders; making our work visible; professional development and career tracks; visitor-centeredness; the lack of diversity and inclusion in our field; and leading change.

Photo by Rachel Goldberg ‏@EducatorRachel
Group brainstorming during convening. Photo via Twitter by Rachel Goldberg ‏@EducatorRachel

Much of the program and conversation in Denver focused on change on many different levels—the ever-changing and vast-paced world in which we live, the shifts and much-needed changes in our field and institutions, the rethinking of museum education, and the changes in us as individuals. Both Kaywin Feldman, the Duncan and Nivan MacMillan Director and President of the Minneapolis Institute of Arts, and Marsha L. Semmel, principal of Marsha Semmel Consulting, spoke of our VUCA environment and the need for adaptive and strategic leadership. VUCA is short for volatility, uncertainty, complexity,and ambiguity, and a catchall for our turbulent, dynamic reality. In order to thrive, we must have vision, understanding, clarity, and agility and be willing to experiment and take risks. Laura Roberts from Roberts Consulting points out there is no one way or single path to get us where we want to go and the “best practices” from the past won’t be sufficient.

We must challenge ourselves to find these new paths and ask beautiful, scary questions, which will inspire us to take risks and head into uncertain territory, and possibly fail. Some of the beautiful questions that emerged from our brainstorming and conversations in Denver:

  • How might we encourage greater diversity and inclusion in our field?
  • How might museums become truly visitor-centered institutions?
  • How might we find balance in engaging both our core and new audiences; balance between co-creation and expertise?
  • What if we broke down silos and collaboration was the new norm?
  • How might we rethink our work with the public education sector?
  • How might we harness the power of technology to expand access, improve engagement, and try new approaches to our work?
  • What if excellence isn’t enough?
  • What if educators became more empowered and began breaking the rules?

To begin exploring the strategies and solutions to these beautiful questions, we must become adaptive leaders and both individually and collectively embrace the gradual but meaningful process of change. Marsha Semmel introduced us to John Seely Brown who believes in social, participatory learning and teaches us that museums need to stop protecting our assets—our stocks—of authoritative knowledge and instead nurture our flows—creating new knowledge. We are poised to cultivate these flows.

Photo via Twitter from Wendy Ng ‏@twin_muses
Marsha Semmel presenting. Photo via Twitter from Wendy Ng ‏@twin_muses

Laura Roberts, who was asked to reflect on and summarize the convening stated in her closing remarks, “museum educators routinely use the sort of skills an adaptive leader needs. Moreover, if we are going to shift our museums from a focus on objects to a focus on visitors and community, it is clear we are positioned to lead the way…” She noted these observations about our character:

  • Educators are trained to elicit observations and points of view and to bring people together in dialogue. We are good facilitators. We have those “soft skills” to be boundary spanners.
  • We are clever, creative, and imaginative. We are good problem solvers. We are good listeners.
  • We practice the skills of collaboration and partnering. We are matchmakers and brokers.
  • We often serve as the integrators in the institution, bringing disparate staff together.
  • We are often “empowerers.” Many educators are refreshingly light on ego.

We have these skills, and we also need to become more empowered and better advocates for our values, our expertise, and our audiences. Insights on the 1988 Denver Meeting from Diane Brigham in JME echo this concept, stating that our role is essential in serving the missions of our museums and that:

“when we realize that we offer abilities that no one else in the museum can contribute, we are better able to offer leadership. We empower ourselves when we are clear about what we are and have prepared ourselves to practice our profession with rigor.”

It is essential for us to be more rigorous and confident in articulating our goals and vision, and ask beautiful, scary questions that will serve as catalysts for innovation and change in our field and our communities.

What are your beautiful, scary questions?

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You can check out #leadmuseumed tweets from the convening here: https://twitter.com/search?q=%23leadmuseumed&src=typd

More brainstorming artifacts from convening. Photo via Twitter from Kaywin Feldman ‏@KaywinFeldman
More brainstorming artifacts from convening. Photo via Twitter from Kaywin Feldman ‏@KaywinFeldman
Photo of full group of museum educators and thought leaders convening in Denver for "Leading the Future of Museum Education" (May 2015)
Photo of full group of museum educators and thought leaders convening in Denver for “Leading the Future of Museum Education” (May 2015)

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About the Author

karleengardner-150x150KARLEEN GARDNER is Director of Learning Innovation at the Minneapolis Institute of Arts. She leads initiatives and experiments in interpretation and learning, and works to make the museum accessible and relevant for all audiences. Karleen currently serves on the board of directors of the Museum Education Roundtable, on the editorial team, and as a peer reviewer for the Journal of Museum Education.

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Header Photo by Ann Rowson Love via Twitter @annrowsonlove

Older Adults & Programming for People with Dementia

Written by Lisa Eriksen, museums and non-profit consultant

Reposted from Center for the Future of Museums (CFM) blog, courtesy of Lisa Eriksen and Elizabeth Merritt.  Check out more musings on the future of museums at the CFM blog.

It seems that there is a month to commemorate or celebrate every group, food, and ailment. In May, Jewish-Americans, Haitians, and teen CEOs are acknowledged. Eggs, hamburgers, salsa, and salads are also honored in May. And a multitude of illnesses, such as ALS, Antiphospholipid Antibody Syndrome, and arthritis (just the diseases beginning with “A”), are brought to public attention.

May is also Older Americans Month, and this past May President Obama, in his proclamation (it is worth a read) acknowledged this truth about our future:

“The United States is entering a new era, and the face of our Nation is growing older and more diverse. For the next 15 years, thousands of Americans will reach retirement age every day, and by 2030, there will be more than twice as many older Americans as there were at the beginning of this century.”

I find it strange—and rather distressing—that both the Older Americans Month proclamation and the 2015 White House Conference on Aging (designed to recognize the importance of Medicare, Medicaid, and Social Security, as well as to look ahead to the issues of older Americans in the next decade) do not mention addressing the increasing prevalence of Alzheimer’s disease. A year ago, I blogged about the coming dementia epidemic, why museums should take note, and some of the model programs museums are developing to serve this growing audience.

The Alzheimer’s Association estimates that 5.3 million Americans have the disease in 2015 (an increase of 100,000 since my last post) and this will rise by 40% in the next ten years to 7.1 million. By 2050, the number of people with dementia is projected to hit 13.8 million and will cost the US over $1.1 trillion (in 2015 dollars). This dramatic rise includes a five-fold increase in government spending under Medicare and Medicaid and a nearly five-fold increase in out-of pocket spending.

I see these increasing numbers reflected in my own personal experience. As my family’s “dementia journey” continues, I have observed how many other friends and museum colleagues have joined me on this path. Even Jeb Bush recently acknowledged his mother-in-law has Alzheimer’s.

Thankfully, I am also seeing an increase in the number of museums developing programs and services for people with memory loss. This past year, in partnership with the regional Alzheimer’s Association, the Oakland Museum of California began a new tour program for persons with early-stage Alzheimer’s and their care partners. The OMCA program is supported in their efforts by Rebecca Bradley, Manager of Access Programs at the Museum of Fine Arts San Francisco, where they also offer special memory loss tours. I was honored to observe tours at both institutions and have had fascinating conversations about strategy and method with their staff and the dedicated docents.

Source: ArtNews. Photo by: Jason Brownrigg
Source: ArtNews. Photo by: Jason Brownrigg

One of the main challenges we struggle with as museum practitioners is shifting our focus from learning to engagement. We are trained to emphasize structured learning, fact retention, and imparting new knowledge to our visitors. Yet this is often not the appropriate approach for visitors with dementia. Persons with memory loss and their loved-ones value comfortable, engaging, and joyful experiences outside of daily routines. Through these special programs, museums can provide unique opportunities for people to have meaningful experiences and activities, and to socialize with new people, and their care partners and families.

The Museum of Photographic Arts, in San Diego, CA offers two notable programming initiatives for people with memory loss, and what I find most interesting is their approach to both engagement and assessment. The first program, Seniors Exploring Photography, Identity and Appreciation (SEPIA) promotes “art-based dialog and opportunities to create photographic images.” While it is designed for all seniors, MOPA has adapted the program for people with cognitive impairments, who make up about a quarter of the program’s audience, according to MOPA Lifespan Learning Coordinator Kevin Linde. The program is not too technical, offers choices, and provides experiences not focused on the participants’ memory loss.

The second MOPA offering is in partnership with the Shiley-Marcos Alzheimer’s Disease Research Center at the University of California, San Diego, and three other museums in Balboa Park. The Memories at the Museum program, modeled after the Museum of Modern Art’s Meet Me at MoMA, focuses on conversation and interaction while engaging with art. Participants with mild-to-moderate Alzheimer’s can stimulate their verbal and visual abilities by discussing artwork in a comforting environment with their care partner.

So how do we know we are successful in our programs for people with memory loss? As I mentioned, assessing “learning outcomes,” as they are usually identified by museum educators, is not really helpful or appropriate for people with memory loss. Instead, MOPA focuses on measuring participant engagement, health, well-being, and positive feelings.

For instance, in March, MOPA piloted a four-week album-making course, My Life Through the Lens, based on the SEPIA program with the Shiley-Marcos Research Center. They blended together evaluative tools from the SEPIA program and those developed by Shiley-Marcos. A program evaluation survey posed multiple-choice plus open-ended questions and program participants could self identify as a caregiver or person with memory loss. Questions such as “what effect did the program have on your mood?” and “what effect did the program have on your relationship with your family member or friend?” helped MOPA understand the affective impact of the program. Kevin shared the survey results with me and I was pleased to learn that a number of participants felt the program had helped to increase their feelings of togetherness, closeness, and strengthening relationship bonds between the person with memory loss and the care partner.

Meet Me at MoMA, article in the NYT: http://nyti.ms/1GIaE0j
Meet Me at MoMA, article in the NYT: http://nyti.ms/1GIaE0j

I find it particularly exciting that the affective benchmarks developed for MOPA’s memory loss programs are being incorporated into the museum’s assessment of programs for all visitors. When I asked Kevin about this, he shared that the programs for seniors inspired MOPA to take a look at what works across the board in the museum and focus on the overall visitor experience.

What if all museums measured their success by visitor engagement, happiness, and health in addition specific learning outcomes? Kevin says that MOPA continues to focus on improving its evaluation and understanding the impact of the programs beyond the one or two hours when the visitor is at the museum. It is critically important to include the caregiver in both the programming and the evaluation. While working with other museums is helpful, partnering with social service organizations and non-traditional partners (such the Alzheimer’s Association and local universities) is also vitally important to serving growing older adult audiences with memory challenges.

Whether memory–challenged or not, the growing population of older adults will be looking for more meaningful and dynamic experiences within museums, and museum professionals must be ready to adapt programming and experiences for this new generation of elders. An aging population presents museums with both challenges (of retention, financial support, and access) and opportunities (for lifelong learning, enhancing health and well-being).

So I will end with a call for more examples of museums programs for people with memory loss. Please weigh in and help us build a community of practice around museums serving people with dementia and their caregivers. And please  celebrate Alzheimer’s and Brain Awareness Month each June!

Selected Programs

In the comments section associated with Lisa’s CFM blog post, people shared a few programs at art museums that reach individuals with dementia and their caregivers.  Here are some of them, with links to more information (if available):

Frye Art Museum“here:now”

Art Gallery of Ontario“Art in the Moment”

Portland Art Museum — “artNOW” (pilot program)

Indianapolis Museum of Art“Meet Me at the IMA”

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Header Photo: “Art Museum” by astrid westvang, Flickr.com, CC BY-NC-ND 2.0