Using visitor research to plan quality public programs Lynda Kelly, Head of Audience Research
<ul><li>What is audience research? </li></ul><ul><li>How is it done? </li></ul><ul><li>What has it told us? </li></ul><ul>...
<ul><li>Purpose of audience research: </li></ul><ul><ul><li>Who uses audience research </li></ul></ul><ul><ul><li>What hav...
<ul><li>It gives us data about: </li></ul><ul><ul><li>leisure patterns: who , where,  why </li></ul></ul><ul><ul><li>what ...
<ul><li>Find out visitor mix: </li></ul><ul><ul><li>locals, tourists (Austn, O/s), age, social grouping </li></ul></ul><ul...
<ul><li>For use in: </li></ul><ul><ul><li>promotion and marketing </li></ul></ul><ul><ul><li>grant applications </li></ul>...
<ul><li>Before embarking on anything there are a number of questions we need to ask… </li></ul>Doing audience research
<ul><li>What information do we already have? </li></ul><ul><li>What are the gaps in our information? </li></ul><ul><li>Who...
<ul><li>Who  do we need to get the information from? </li></ul><ul><li>How  can we get the information? </li></ul><ul><li>...
<ul><li>What does this mean for your institutions?? </li></ul>Implications 1
<ul><li>Methods: </li></ul><ul><ul><li>What types of audience research are you aware of/used? </li></ul></ul><ul><ul><li>F...
<ul><li>Structured  surveys, questionnaires </li></ul><ul><li>Usually closed questions (e.g. yes/no, rating scales, agree/...
<ul><li>demographics </li></ul><ul><li>where else they visit </li></ul><ul><li>how they find out </li></ul><ul><li>satisfa...
<ul><li>Focuses  on people’s own recounts and meaning s  ma de </li></ul><ul><li>Through : </li></ul><ul><ul><li>in-depth ...
<ul><li>What research methods might be suitable? </li></ul><ul><li>How can it be done effectively and efficiently? </li></...
<ul><li>Visitor Motivation: </li></ul><ul><ul><li>Why do people visit museums? </li></ul></ul><ul><ul><li>Who visits your ...
<ul><li>more highly educated </li></ul><ul><li>education quals in arts, humanities </li></ul><ul><li>aged between 30 and 5...
<ul><li>most open to new ideas </li></ul><ul><li>value social experiences </li></ul><ul><li>value learning </li></ul><ul><...
<ul><li>they visit them to learn … </li></ul>Why visit museums?
<ul><li>a  worthwhile leisure activity </li></ul><ul><li>do something with family, group </li></ul><ul><li>being  challeng...
<ul><li>77% visit to experience something new </li></ul><ul><li>71% visit for entertainment </li></ul><ul><li>71% for lear...
<ul><li>How will you factor visitor motivation into programs and services? </li></ul>Implications 3
<ul><li>Visitor needs: </li></ul><ul><ul><li>What do visitors want when they visit a museum? </li></ul></ul>Exercise 4
<ul><li>People have strong views about what they want from a museum visit … </li></ul>Wants
<ul><li>Experiences  that are : </li></ul><ul><ul><li>hands-on, active </li></ul></ul><ul><ul><li>sensory </li></ul></ul><...
<ul><li>Exhibit s : </li></ul><ul><ul><li>to touch and explore </li></ul></ul><ul><ul><li>not overloaded with words & info...
<ul><li>AM research has found that visitors have specific interests and information needs about collection items </li></ul...
<ul><li>What is it made of? </li></ul><ul><li>How is it used? </li></ul><ul><li>What is it used for? </li></ul><ul><li>How...
<ul><li>What is it? </li></ul><ul><ul><li>scientific name </li></ul></ul><ul><ul><li>everyday name/description </li></ul><...
<ul><li>How will you factor these needs into programming? </li></ul>Implications 4
<ul><li>Visitor behaviour: </li></ul><ul><ul><li>What have you noticed about how visitors behave in your institutions? </l...
<ul><li>What do people do when they visit a museum? </li></ul><ul><ul><li>unfortunately, the news is not good… </li></ul><...
<ul><li>spend little time at exhibition components </li></ul><ul><li>seldom read labels </li></ul><ul><li>stop at less tha...
<ul><li>visitors do what they want to do </li></ul><ul><li>they skip many elements: visit about one-third… and  </li></ul>...
<ul><li>showcases and dioramas attractive </li></ul><ul><li>live material  most  attractive </li></ul><ul><li>visual strat...
<ul><li>How will you factor visitor behaviour findings into programming? </li></ul>Implications 5
<ul><li>Visitor learning: </li></ul><ul><ul><li>What is learning? </li></ul></ul><ul><ul><li>What theories are currently i...
<ul><ul><li>unique to an individual & shared </li></ul></ul><ul><ul><li>dependant on context </li></ul></ul><ul><ul><li>li...
<ul><li>Learning is an essential part of being human; linked to our identity & sense of self: </li></ul><ul><ul><li>we all...
<ul><li>PLACE </li></ul><ul><li>school </li></ul><ul><li>museums, galleries, </li></ul><ul><li>cultural institutions </li>...
PERSON <ul><li>Expanding your knowledge, a new aspect on life   (Interview #11) </li></ul><ul><li>Finding your place in th...
THREE ROLES PLAYED <ul><li>Visit manager </li></ul><ul><li>Museum expert </li></ul><ul><li>Learning-facilitator </li></ul>
Visit manager Liz .  Let’s look down the back; check if there’s anything down there we need to see. Liz .  Shall we go and...
Museum expert Rox . How do they catch them, Mum? I wonder what they put them in a bottle for? Mary . So you can see them, ...
Learner-facilitator Kay .  Come and look at this. What is that? Where’s that from Zeke? Zeke .  Bali. Kay .  Yes, good boy...
PURPOSE Obviously  [learning is]  something that’s not boring, something that’s not passive, so it’s more of an active thi...
PEOPLE …  sometimes we’d bounce off something of interest to ourselves, then we’d look at it a bit more, wander off. Then ...
SHARING LEARNING Rick . Hey Kate look at these ones, how’s that for a shell? Kate . That’s an unusual one. Toni . That’s b...
<ul><li>Libraries </li></ul><ul><li>Museums, galleries, other cultural institutions </li></ul><ul><li>University, school, ...
Ed . Look at the seahorses. Cath . Like the one in the salt water. Bree . They’re just so cute and they swim along… Ed . I...
PROCESS <ul><li>Opening the mind to new experience   (Interview #4) </li></ul><ul><li>Acquiring new knowledge and applying...
PRODUCT <ul><li>A new way of looking at something – new facts, an interaction  (Interview #28) </li></ul><ul><li>The appli...
Deep change … You have this stereotype about people who’ve got tattoos and it really gives you a different perspective on ...
Linking to past, present & future life experiences <ul><li>Kate . Are they stick insects? </li></ul><ul><li>Toni . Some of...
<ul><li>What aspects of museum learning will be useful / used by you in programming? </li></ul>Implications 6
<ul><li>Planning quality public programs: </li></ul><ul><ul><li>Five takeaways </li></ul></ul><ul><ul><li>Feedback/questio...
<ul><li>All audiences want … </li></ul><ul><ul><li>Respect for them as individuals </li></ul></ul><ul><ul><li>Choice </li>...
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Using visitor research to plan quality public programs

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Masterclass given at the Museums and Galleries Services Queensland conference in Spetember 2007. I blogged about the conference here - http://amarclk.blogspot.com/2007/09/museum-gallery-services-qld-state.html

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Using visitor research to plan quality public programs

  1. 1. Using visitor research to plan quality public programs Lynda Kelly, Head of Audience Research
  2. 2. <ul><li>What is audience research? </li></ul><ul><li>How is it done? </li></ul><ul><li>What has it told us? </li></ul><ul><li>How do we use it? </li></ul>Coverage
  3. 3. <ul><li>Purpose of audience research: </li></ul><ul><ul><li>Who uses audience research </li></ul></ul><ul><ul><li>What have they done </li></ul></ul><ul><ul><li>What have they used it for </li></ul></ul><ul><ul><li>Feedback/questions </li></ul></ul>Exercise 1
  4. 4. <ul><li>It gives us data about: </li></ul><ul><ul><li>leisure patterns: who , where, why </li></ul></ul><ul><ul><li>what people want from a visit </li></ul></ul><ul><ul><li>what they do when they visit </li></ul></ul><ul><ul><li>prior interests and knowledge </li></ul></ul><ul><ul><li>satisfaction </li></ul></ul><ul><ul><li>what they learn and take away </li></ul></ul>Why do audience research?
  5. 5. <ul><li>Find out visitor mix: </li></ul><ul><ul><li>locals, tourists (Austn, O/s), age, social grouping </li></ul></ul><ul><li>Visiting patterns: </li></ul><ul><ul><li>weekdays, weekends, seasonal </li></ul></ul><ul><ul><li>helps to plan programs, opening hours </li></ul></ul><ul><li>Track advertising and marketing </li></ul>
  6. 6. <ul><li>For use in: </li></ul><ul><ul><li>promotion and marketing </li></ul></ul><ul><ul><li>grant applications </li></ul></ul><ul><ul><li>grant acquittals </li></ul></ul><ul><ul><li>decision making </li></ul></ul><ul><ul><li>programming </li></ul></ul><ul><ul><li>improvements and change </li></ul></ul><ul><ul><li>seeking funding (e.g. Councils, Ministry, Federal agencies, others) </li></ul></ul>
  7. 7. <ul><li>Before embarking on anything there are a number of questions we need to ask… </li></ul>Doing audience research
  8. 8. <ul><li>What information do we already have? </li></ul><ul><li>What are the gaps in our information? </li></ul><ul><li>Who will use the information? </li></ul><ul><li>What will the information be used for? </li></ul><ul><li>What will be the consequences if we don’t get the information? </li></ul>
  9. 9. <ul><li>Who do we need to get the information from? </li></ul><ul><li>How can we get the information? </li></ul><ul><li>What methods will we use? </li></ul><ul><li>How much will we invest : cost vs. benefit </li></ul>Then ask …
  10. 10. <ul><li>What does this mean for your institutions?? </li></ul>Implications 1
  11. 11. <ul><li>Methods: </li></ul><ul><ul><li>What types of audience research are you aware of/used? </li></ul></ul><ul><ul><li>Feedback/questions </li></ul></ul>Exercise 2
  12. 12. <ul><li>Structured surveys, questionnaires </li></ul><ul><li>Usually closed questions (e.g. yes/no, rating scales, agree/disagree) </li></ul><ul><li>Results often presented as percentages, frequency counts </li></ul><ul><li>Gives statistical measures : </li></ul><ul><ul><li>extrapolate to general population </li></ul></ul><ul><ul><li>trend data : over time and across programs and/or venues </li></ul></ul>Quantitative research
  13. 13. <ul><li>demographics </li></ul><ul><li>where else they visit </li></ul><ul><li>how they find out </li></ul><ul><li>satisfaction </li></ul><ul><li>what stood out </li></ul><ul><li>things they’d tell others </li></ul><ul><li>messages retained, meanings made </li></ul>Visitor surveys
  14. 14. <ul><li>Focuses on people’s own recounts and meaning s ma de </li></ul><ul><li>Through : </li></ul><ul><ul><li>in-depth interviews </li></ul></ul><ul><ul><li>case studies </li></ul></ul><ul><ul><li>observation/tracking </li></ul></ul><ul><ul><li>focus groups </li></ul></ul><ul><ul><li>community consultation </li></ul></ul><ul><li>Results are interpretations </li></ul>Qualitative research
  15. 15. <ul><li>What research methods might be suitable? </li></ul><ul><li>How can it be done effectively and efficiently? </li></ul>Implications 2
  16. 16. <ul><li>Visitor Motivation: </li></ul><ul><ul><li>Why do people visit museums? </li></ul></ul><ul><ul><li>Who visits your institutions - profiles </li></ul></ul>Exercise 3
  17. 17. <ul><li>more highly educated </li></ul><ul><li>education quals in arts, humanities </li></ul><ul><li>aged between 30 and 50 OR primary school aged children </li></ul><ul><li>visit with families, other social groups </li></ul><ul><li>higher socio-economic class </li></ul><ul><li>visited museums as children </li></ul>Museum visitors …
  18. 18. <ul><li>most open to new ideas </li></ul><ul><li>value social experiences </li></ul><ul><li>value learning </li></ul><ul><li>extroverted </li></ul>“ museum kinds of people”
  19. 19. <ul><li>they visit them to learn … </li></ul>Why visit museums?
  20. 20. <ul><li>a worthwhile leisure activity </li></ul><ul><li>do something with family, group </li></ul><ul><li>being challenged </li></ul><ul><li>actively participate in new experiences </li></ul><ul><li>personal satisfaction and self esteem </li></ul><ul><li>fun and entertainment </li></ul>Motivations also include
  21. 21. <ul><li>77% visit to experience something new </li></ul><ul><li>71% visit for entertainment </li></ul><ul><li>71% for learning </li></ul><ul><li>70% for interests of children/family </li></ul><ul><li>64% worthwhile leisure </li></ul><ul><li>57% special events I must see or do </li></ul><ul><li>56% recommended by others </li></ul>AM research found
  22. 22. <ul><li>How will you factor visitor motivation into programs and services? </li></ul>Implications 3
  23. 23. <ul><li>Visitor needs: </li></ul><ul><ul><li>What do visitors want when they visit a museum? </li></ul></ul>Exercise 4
  24. 24. <ul><li>People have strong views about what they want from a museum visit … </li></ul>Wants
  25. 25. <ul><li>Experiences that are : </li></ul><ul><ul><li>hands-on, active </li></ul></ul><ul><ul><li>sensory </li></ul></ul><ul><ul><li>memorable, with something to take away </li></ul></ul><ul><li>Learning that : </li></ul><ul><ul><li>goes from familiar to unfamiliar concepts </li></ul></ul><ul><ul><li>is controlled by them </li></ul></ul><ul><ul><li>cater s for all levels and styles </li></ul></ul><ul><ul><li>is new </li></ul></ul>They want
  26. 26. <ul><li>Exhibit s : </li></ul><ul><ul><li>to touch and explore </li></ul></ul><ul><ul><li>not overloaded with words & information </li></ul></ul><ul><ul><li>that can get up close to </li></ul></ul><ul><ul><li>with staff there to answer questions </li></ul></ul><ul><ul><li>that are realistic </li></ul></ul><ul><ul><li>relaxing spaces to ‘take it all in’ </li></ul></ul><ul><ul><li>that encourage talking/sharing amongst groups </li></ul></ul>
  27. 27. <ul><li>AM research has found that visitors have specific interests and information needs about collection items </li></ul>Collections
  28. 28. <ul><li>What is it made of? </li></ul><ul><li>How is it used? </li></ul><ul><li>What is it used for? </li></ul><ul><li>How often is it used? </li></ul><ul><li>What is the symbolism of it? </li></ul><ul><li>How old is it? </li></ul><ul><li>Is it still used today? If not, what is? </li></ul><ul><li>Who were/are the people and what are their stories? </li></ul>Anthropology collections
  29. 29. <ul><li>What is it? </li></ul><ul><ul><li>scientific name </li></ul></ul><ul><ul><li>everyday name/description </li></ul></ul><ul><li>Where did it come from: </li></ul><ul><ul><li>and when was it found </li></ul></ul><ul><ul><li>distribution </li></ul></ul><ul><li>The ‘museum’ things: </li></ul><ul><ul><li>how is it preserved </li></ul></ul><ul><ul><li>why is it in a museum? what is it used for? </li></ul></ul><ul><li>What is it related to that’s familiar to me? </li></ul>Natural history collections
  30. 30. <ul><li>How will you factor these needs into programming? </li></ul>Implications 4
  31. 31. <ul><li>Visitor behaviour: </li></ul><ul><ul><li>What have you noticed about how visitors behave in your institutions? </li></ul></ul><ul><ul><li>What data do you have to support this? </li></ul></ul>Exercise 5
  32. 32. <ul><li>What do people do when they visit a museum? </li></ul><ul><ul><li>unfortunately, the news is not good… </li></ul></ul>Visitor behaviour
  33. 33. <ul><li>spend little time at exhibition components </li></ul><ul><li>seldom read labels </li></ul><ul><li>stop at less than half of exhibits </li></ul><ul><li>use trial and error for interactives </li></ul><ul><li>children use interactives </li></ul><ul><li>attention decreases sharply after half hour </li></ul>Visitors typically
  34. 34. <ul><li>visitors do what they want to do </li></ul><ul><li>they skip many elements: visit about one-third… and </li></ul><ul><li>spend usually less than twenty minutes in exhibitions </li></ul>Timing/tracking data shows…
  35. 35. <ul><li>showcases and dioramas attractive </li></ul><ul><li>live material most attractive </li></ul><ul><li>visual strategies key in retaining information </li></ul><ul><li>items other than text panels stopped at </li></ul><ul><li>use many different examples for small number of messages </li></ul>AM research shows …
  36. 36. <ul><li>How will you factor visitor behaviour findings into programming? </li></ul>Implications 5
  37. 37. <ul><li>Visitor learning: </li></ul><ul><ul><li>What is learning? </li></ul></ul><ul><ul><li>What theories are currently in use in museum learning? </li></ul></ul><ul><ul><li>How do you think people learn? </li></ul></ul><ul><ul><li>What data do you have? </li></ul></ul>Exercise 6
  38. 38. <ul><ul><li>unique to an individual & shared </li></ul></ul><ul><ul><li>dependant on context </li></ul></ul><ul><ul><li>lifelong & lifewide </li></ul></ul><ul><ul><li>immediate & happens over time </li></ul></ul><ul><ul><li>active process of reflection </li></ul></ul><ul><ul><li>chosen based on interests & preferences </li></ul></ul><ul><ul><li>shaped by prior knowledge & experience </li></ul></ul><ul><ul><li>making meaning & new connections </li></ul></ul><ul><ul><li>creative & innovative </li></ul></ul><ul><ul><li>enjoyable </li></ul></ul>Learning defined
  39. 39. <ul><li>Learning is an essential part of being human; linked to our identity & sense of self: </li></ul><ul><ul><li>we all have an intrinsic desire to learn </li></ul></ul><ul><li>Learning is about change: </li></ul><ul><ul><li>surface learning (new facts, skills) </li></ul></ul><ul><ul><li>deep learning (changing as a person) </li></ul></ul>
  40. 40. <ul><li>PLACE </li></ul><ul><li>school </li></ul><ul><li>museums, galleries, </li></ul><ul><li>cultural institutions </li></ul><ul><li>libraries </li></ul><ul><li>internet </li></ul><ul><li>environment/nature </li></ul><ul><li>life </li></ul>MUSEUM LEARNING: PARTICIPATION <ul><li>PROCESS </li></ul><ul><li>“ doing something” </li></ul><ul><li>hands-on </li></ul><ul><li>objects & tools </li></ul><ul><li>cognitive & physical </li></ul><ul><li>surface & deep </li></ul><ul><li>PURPOSE </li></ul><ul><li>motivation </li></ul><ul><li>interests </li></ul><ul><li>enjoyment </li></ul><ul><li>change </li></ul><ul><li>choice </li></ul><ul><li>PEOPLE </li></ul><ul><li>family </li></ul><ul><li>friends, colleagues, work </li></ul><ul><li>accompanying adults </li></ul><ul><li>community </li></ul><ul><li>professionals: </li></ul><ul><ul><li>museum staff </li></ul></ul><ul><ul><li>teachers </li></ul></ul><ul><li>PERSON </li></ul><ul><li>prior knowledge, experience </li></ul><ul><li>role </li></ul><ul><li>gender </li></ul><ul><li>cultural background </li></ul><ul><li>lived history </li></ul><ul><li>personal interest </li></ul><ul><li>personal change </li></ul><ul><li>meaning making </li></ul><ul><li>seeing in different way </li></ul><ul><li>PRODUCT </li></ul><ul><li>facts & ideas </li></ul><ul><li>short & long-term </li></ul><ul><li>linking </li></ul><ul><li>outcomes </li></ul><ul><li>meaning making </li></ul><ul><li>change </li></ul>
  41. 41. PERSON <ul><li>Expanding your knowledge, a new aspect on life (Interview #11) </li></ul><ul><li>Finding your place in the world. Engaging with the world in a way to discover more about it and make sense of things. That’s the big picture (Interview #40) </li></ul><ul><li>Being able to put pieces of information together [to] draw conclusions (Interview #71) </li></ul><ul><li>New things that add to your body of knowledge (Interview #78) </li></ul>
  42. 42. THREE ROLES PLAYED <ul><li>Visit manager </li></ul><ul><li>Museum expert </li></ul><ul><li>Learning-facilitator </li></ul>
  43. 43. Visit manager Liz . Let’s look down the back; check if there’s anything down there we need to see. Liz . Shall we go and have a look back there? We might find something that you like Paul.
  44. 44. Museum expert Rox . How do they catch them, Mum? I wonder what they put them in a bottle for? Mary . So you can see them, ‘cos the backs are white, so you can see them better. Tara . Eoww, disgusting! Look at the little bugs … with a needle through them. Liz . Well that’s just to hold them in place. Art . That’s from India again. Dot . I know, I wonder where they find them. Just walking along? Art . I don’t know, probably dug up from somewhere. Caves, mines, it doesn’t say.
  45. 45. Learner-facilitator Kay . Come and look at this. What is that? Where’s that from Zeke? Zeke . Bali. Kay . Yes, good boy. Zeke . I knew that. Kay . How did you know that? Zeke . Because it has all these on it “Javanese and Balinese” [reading from text] in the second line. I’ll tell you why I knew it was Balinese, because I saw those little gold things in Bali.
  46. 46. PURPOSE Obviously [learning is] something that’s not boring, something that’s not passive, so it’s more of an active thing … Something where you choose to be involved, that you’re interested in doing. (Interview Transcript 3.1, 22/11/00)
  47. 47. PEOPLE … sometimes we’d bounce off something of interest to ourselves, then we’d look at it a bit more, wander off. Then we’d come together a few times to have a look at things. … I also learned a bit more about my friends. I didn’t know they had an interest in [tattoos] either, and you sort of learn more of what they’re about as well . (Interview Transcript 3.4, 24/02/01)
  48. 48. SHARING LEARNING Rick . Hey Kate look at these ones, how’s that for a shell? Kate . That’s an unusual one. Toni . That’s beautiful. Kate . Were shells alive, are shells alive? Rick . They’ve got things inside them. Toni . Molluscs in them. Kate . But are the actual shells alive? Toni . No. Rick . They’re a shell. Toni . I think the shell is the shell of the mollusc that originally lived in them, like a snail. Kate . So they’re part of something? Toni . They’re part of something that was, yes.
  49. 49. <ul><li>Libraries </li></ul><ul><li>Museums, galleries, other cultural institutions </li></ul><ul><li>University, school, formal education </li></ul><ul><li>Internet </li></ul><ul><li>Holiday destinations, the environment </li></ul>PLACE
  50. 50. Ed . Look at the seahorses. Cath . Like the one in the salt water. Bree . They’re just so cute and they swim along… Ed . I’d hate to be bitten by these fish, look at the teeth! Cath . But they don’t normally attack. … When we go to Port Stephens next week we should go and find the white seahorses. Wouldn’t that be mad if we see one and we go, that’s a white seahorse. The guy’s going to just look at us [and go] how do you know that! PLACE
  51. 51. PROCESS <ul><li>Opening the mind to new experience (Interview #4) </li></ul><ul><li>Acquiring new knowledge and applying that (Interview #5) </li></ul><ul><li>Expanding your knowledge about an area by a variety of means (Interview #11) </li></ul><ul><li>A hands-on experience where [a person] can be involved with something, must be experiential (F3) </li></ul><ul><li>Growth, development, change (F2) </li></ul>
  52. 52. PRODUCT <ul><li>A new way of looking at something – new facts, an interaction (Interview #28) </li></ul><ul><li>The application of knowledge to new circumstances (Interview #55) </li></ul><ul><li>Enhancing my understanding of the world and acting on that understanding (C5) </li></ul><ul><li>Taking in what you see around you and using that in your everyday life (C4) </li></ul>
  53. 53. Deep change … You have this stereotype about people who’ve got tattoos and it really gives you a different perspective on it … I probably just thought it was an abuse to your body, sort of, beforehand ... And since then, like, when people have piercings I just look at it, not stare at it, and think about where they got it, what sort of thing they had done . (Interview Transcript 3.4, 24/02/01)
  54. 54. Linking to past, present & future life experiences <ul><li>Kate . Are they stick insects? </li></ul><ul><li>Toni . Some of them are. That’s at the end of Lord Howe Island, Ball’s Pyramid. </li></ul><ul><li>Kate . Did we sail past that? </li></ul><ul><li>Toni . We didn’t sail past that but we flew nearby. You could see it from the top of the mountain Daddy climbed. Look at the frogs. Look at the size of those. Not like our piddly little ones. </li></ul><ul><li>Kate . Like that small one? [points] </li></ul><ul><li>Toni . Ours would be like that. </li></ul>
  55. 55. <ul><li>What aspects of museum learning will be useful / used by you in programming? </li></ul>Implications 6
  56. 56. <ul><li>Planning quality public programs: </li></ul><ul><ul><li>Five takeaways </li></ul></ul><ul><ul><li>Feedback/questions </li></ul></ul>Exercise 7
  57. 57. <ul><li>All audiences want … </li></ul><ul><ul><li>Respect for them as individuals </li></ul></ul><ul><ul><li>Choice </li></ul></ul><ul><ul><li>Welcoming atmosphere from trained, aware, friendly, knowledgeable staff: </li></ul></ul><ul><ul><ul><li>both front & back of house </li></ul></ul></ul><ul><ul><li>See themselves reflected in programs, exhibitions, collections & staffing: </li></ul></ul><ul><ul><ul><li>the “work” of the museum </li></ul></ul></ul><ul><ul><li>Active & varied learning experiences: </li></ul></ul><ul><ul><ul><li>group-based & individual </li></ul></ul></ul><ul><ul><li>Involvement </li></ul></ul><ul><ul><li>A contemporary experience: </li></ul></ul><ul><ul><ul><li>in communication & interpretation modes </li></ul></ul></ul><ul><ul><ul><li>content/issues that are relevant & current </li></ul></ul></ul>
  58. 58. http.//www.australianmuseum.net.au/amarc/

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