Facilitating communication and collaborative interaction among U.S. and Canadian volunteer docents/guides is part of the mission of the National Docent Symposium Council. "Interchange" is a new way to help us accomplish this mission. In this part of our website, you will find articles and links about emerging as well as challenging topics facing our institutions that affect our docent practice. We hope this initiative will encourage exchange of ideas among our peers. The first topic for Interchange is Inclusion and Diversity.
By Sharon Edlow, Docent, Walters Art Museum, Baltimore, Maryland (May, 2018)
For many years, the Walters Art Museum has offered themed tours for children as young as kindergarten age. Young children really enjoy seeing pieces of art up close and walking around a large building with new surprises around every corner. Most are involved with art in their classrooms and looking for line, color, texture and shape in a museum piece helps them create their own art with a new understanding.
In the fall of 2016 Allie Smith, Museum Educator, introduced a new program for an even younger audience. This idea grew from previous partnerships with Head Start centers in Baltimore City. Our Pre-K tours target children ages three to five who are attending Early Childhood Centers or Pre-K programs housed in schools. Before the program began, fifteen docents volunteered to attend three training sessions. We discussed Early Learning pedagogy and adapting current tours to meet the needs of young children. We then had the opportunity to model our new tours. Everyone who had the training remains very excited about guiding our young visitors on this new adventure. Our goal is to help these children feel comfortable in a museum setting and to create an engaging experience that will encourage them to want to make return visits and view art positively. Current Early Childhood Education research confirms that young children greatly benefit by being active learners -exploring their environment, manipulating objects, asking questions, and by being given the opportunity to follow their own interests. This belief forms the basis of our program.
By Bryan Brooks, Docent Board Chair, The High Museum of Art, Atlanta, Georgia (March, 2018)
Over the past few years, the Education team at the High Museum of Art in Atlanta has been committed to providing docent training focused on diversity and inclusion, including bringing in experts to speak with the docent corps about topics such as:
● Working with English Language Learners
● Differentiated Learning and Inclusivity
● Stepping Into a New Era: Surviving and Thriving with Mixed Abilities
● Working with Students on the Autism Spectrum
About a year and half ago, key leaders on the Docent Board decided they would like to support the efforts of the High's staff by creating a docent-led committee dedicated to diversity and inclusion. What started out as an ad-hoc committee quickly found its voice and became the Docent Diversity, Inclusion, and Retention Committee. The Committee now functions as a vital and permanent part of the board that meets bimonthly with education staff and is comprised of a cross section of current and past Docent Board leadership and an intergenerational group of active docents.
By Shelagh Barrington, Gallery Guide and Volunteer President, Art Gallery of Ontario, Toronto, Canada (March, 2018)
As volunteers within our cultural organizations we need to understand the make-up of our communities.
Toronto is an increasingly multicultural and multilingual city. The 2016 Canadian census showed that 51.5% of Toronto's population identified as visible minorities, compared to 49.1% in 2011, 43.7% in 2001 and 13.6% in 1981.
Over 140 languages and dialects are spoken here, and just over 30 per cent of Toronto residents speak a language, other than the two official national languages, English or French, at home.
As the population of the City of Toronto diversifies, galleries like my own need to recognize what diversity means in terms of changing audiences and interests. To continue to attract and grow the number of residents attending our gallery and special exhibitions we need to respect and respond to how diversity shapes those interests.
By Andrew Palamara, Assistant Director for Docent Learning, Cincinnati Art Museum,Cincinnati, Ohio (March, 2018)
I've been thinking about authority and how it relates to learning in museums. When the first museums were established centuries ago, their prime function was to be institutions of authority. Museums were places where you learned which objects were of greatest importance, and most early museum education programs were designed to teach the lay people how to have proper taste in art, history, or culture. Like most organizations that evolve over time, museums have shifted from that original purpose to one that is based on making their collections accessible to all.
For most museums, docents have been the fulcrum in this shift and have the tall task of changing with the times with consistency and grace. In the past, docents were generally trained to be the epitome of authority. They were taught by lecture and expected to educate the public by lecture. As museums changed, so did their demands of the docents. Guided tours became vehicles for dialogue with visitors rather than a transmission of information from docent to the public, and engagement was the benchmark of a successful museum program. That dynamic is still very much the norm, and rightfully so, but there is a new layer to consider: the voices and perspectives of museum visitors. Incorporating and including visitors in the museum experience is the most urgent and vital task facing museum educators, paid and volunteer alike.