Museum Research Methods MUSM7034 Semester 1 2009 Session 4.2 Observation methods www.arts.usyd.edu.au/departs/museum http://musm7034.ning.com/

How do people use the space? What behaviours are encouraged? Are there congestion points? How are things used? Seating, introductory framing. Are there dead spots? How does the space work during busy periods? Do some features encourage social learning? What features/displays are used most? Questions

How do people use the space?

What behaviours are encouraged?

Are there congestion points?

How are things used? Seating, introductory framing.

Are there dead spots?

How does the space work during busy periods?

Do some features encourage social learning?

What features/displays are used most?

General Value Principle Desire Lines Hubs and cluster points Concepts

General Value Principle

Desire Lines

Hubs and cluster points

Attracting power – proportion who engage with the display Strongly influenced by location on main pathways Holding power – length of time spent at display Attracting & Holding Score = average holding power x percent who looked Concepts

Attracting power – proportion who engage with the display

Strongly influenced by location on main pathways

Holding power – length of time spent at display

Attracting & Holding Score

= average holding power x percent who looked

Tracking Counting / timing Behaviours Observation methods

Tracking

Counting / timing

Behaviours

Follow visitors and mark their path on a floor plan Record gender, age, visiting group, kids/no kids Record start time and finish time Mark path, stopping places and time spent Use a new map for each person Summarise data by showing main pathways Tracking

Follow visitors and mark their path on a floor plan

Record gender, age, visiting group, kids/no kids

Record start time and finish time

Mark path, stopping places and time spent

Use a new map for each person

Summarise data by showing main pathways

Choose displays/activities you want to focus on Select specific blocks of time (e.g. 1 hour) Count the number of people who attend to the display/activity and how long they spend doing it Counting and timing

Choose displays/activities you want to focus on

Select specific blocks of time (e.g. 1 hour)

Count the number of people who attend to the display/activity and how long they spend doing it

Behaviours that suggest engagement Walking toward Looking, reading Behaviours that suggest learning (Janette Griffin) Looking, reading Pointing, talking (social learning) Returning (synthesise, reflect, question) Attend to distance (looking near and far) Noting behaviours

Behaviours that suggest engagement

Walking toward

Looking, reading

Behaviours that suggest learning (Janette Griffin)

Looking, reading

Pointing, talking (social learning)

Returning (synthesise, reflect, question)

Attend to distance (looking near and far)

Specify the learning outcome Nominate behaviours required to achieve this outcome Observe behaviours Example: ‘Marvellous Molecules’ p17. Defined behaviours

Specify the learning outcome

Nominate behaviours required to achieve this outcome

Observe behaviours

Example: ‘Marvellous Molecules’ p17.