This document provides information about a training course to lead tours at the Peranakan Museum. The key exhibit is the Origins of the Peranakans. The trainer, Magdalene Tan, is the Museum Director and teaches watch painting. The course goals are to explain Peranakan history, distinguish Peranakan cultures, and lead a museum tour. An icebreaker activity involves searching for Peranakan culture pictures online. The essentials of leading a tour are presented - knowing the history, audience, and how to contextualize the tour. Group exercises include outlining a sample tour. Benefits of the course include inspiration for watch painting projects and acquiring useful skills.
Генеральный директор ООО ТД Пластик Анна Даутова призывает мыслить по-новому. Полимерный рынок ждет перебалансировка. Из выступления 24 января 2017 на дискуссионной площадке Полимера Плаза выставки «Интерпластика 2017»
Генеральный директор ООО ТД Пластик Анна Даутова призывает мыслить по-новому. Полимерный рынок ждет перебалансировка. Из выступления 24 января 2017 на дискуссионной площадке Полимера Плаза выставки «Интерпластика 2017»
Es un deporte donde dos equipos se enfrentan sobre un terreno de juego liso separados por una red central, tratando de pasar el balón por encima de la red hacia el suelo del campo contrario
Supporting women groundnut oil processors in nigeriaICRISAT
When considering how to improve the situation for women farmers, the focus often settles on farming issues such as land rights, training and access to better seeds and markets. But for many women, post-harvest chores entail a heavy work burden that needs to be relieved to improve their lives. Doing so could also improve their communities’ resilience to drier climates.
This presentation will help students to enhance their communication skills (listening, reading, writing, and speaking) in the tourism sphere. It includes the vocabulary for common situations happened during travelling.
It is one of the mantras of professional development that you must have a mentor to succeed. But is that still true? This session examines how mentoring has changed in the last 10 years and whether peer support relationships are now as, or more, important to professional success. Following the panelists presentations, attendees will engage in an open fishbowl conversation.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Es un deporte donde dos equipos se enfrentan sobre un terreno de juego liso separados por una red central, tratando de pasar el balón por encima de la red hacia el suelo del campo contrario
Supporting women groundnut oil processors in nigeriaICRISAT
When considering how to improve the situation for women farmers, the focus often settles on farming issues such as land rights, training and access to better seeds and markets. But for many women, post-harvest chores entail a heavy work burden that needs to be relieved to improve their lives. Doing so could also improve their communities’ resilience to drier climates.
This presentation will help students to enhance their communication skills (listening, reading, writing, and speaking) in the tourism sphere. It includes the vocabulary for common situations happened during travelling.
It is one of the mantras of professional development that you must have a mentor to succeed. But is that still true? This session examines how mentoring has changed in the last 10 years and whether peer support relationships are now as, or more, important to professional success. Following the panelists presentations, attendees will engage in an open fishbowl conversation.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Assignment 3 Cultural Activity Report Due Week 9 and worth 100 poi.docxannrodgerson
Assignment 3: Cultural Activity Report Due Week 9 and worth 100 points As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 1.Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 9. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 2.Write a two to three (2-3) page report (500-750 words) that describes your experience. ◦Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event. ◦Provide specific information and a description of at least two (2) pieces. ◦Provide a summary of the event and describe your overall reaction after attending the event. ◦Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. Visiting a Museum •It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you. •If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum. •Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than his ...
As a way of experiencing the Humanities beyond your classroom, com.docxwildmandelorse
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.
Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays.
1.Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
2.Write a two to three (2-3) page report (500-750 words) that describes your experience.
◦Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
◦Provide specific information and a description of at least two (2) pieces.
◦Provide a summary of the event and describe your overall reaction after attending the event.
◦Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area.
Visiting a Museum
•It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
•If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
•Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums.
•Any questions about whether a museum-vis.
Similar to ACTA M3 - FINAL session slides 11 Jan 2017 (20)
2. Course Goal:
Lead a Tour at the Peranakan Museum
Key Exhibit: Origins of the Peranakans
3. About the Trainer – Magdalene Tan
• Museum Director, Singapore Peranakan Museum at Armenian Street.
• I teach student artists at The Little Arts Academy to paint on watches. These
watches are auctioned off for charity.
4. House Rules
• Mobile phones turned to silent mode. We will be using
our mobile phones to do some exercises together as a
group.
• Inform the trainer if you need to leave the class halfway
for an emergency.
5. Course Goal: Lead a Tour at the Peranakan Museum
Course Duration: 30 minutes
Learning
Outcome
Statement
1
Explain Peranakan history
2
Distinguish different types of Peranakan cultures
3 Lead a Tour at the Peranakan Museum
• Present the exhibits
• Know your audience
• Contextualise your tour
6. ICE-BREAKER
Use your smart phones to search for a picture with the
keywords: Peranakan culture
Write down 2 features of Peranakan culture.
SHARE WITH THE CLASS:
1. Introduce yourself
2. Show your picture
3. Share with us 2 features of Peranakan culture
7. Leading a Tour – Essentials
A. Present the exhibits – know your history
• Study and memorise your notes on key
historical dates and events
• Make time to do a dry run at the Museum
8. Leading a Tour – Essentials
B. Know your audience
• Study the registration forms and/or briefs from
the agencies bringing the tourists
• Ask them questions to obtain information on
prior knowledge
9. Leading a Tour - Essentials
C. Able to contextualise
• How much prior knowledge does your audience
have?
• Relate the tour to their own experience/
knowledge.
Mrs Lee Suet Fern visits the Peranakan Museum
10. Group Exercise:
Write down your Tour Outline
A. Form 3 groups (3 to 4 persons each)
B. Discuss the answers in your hand-out for:
• Know your audience
• Present the exhibit
• Contextualise
C. Write down these answers on the flip chart.
D. Present your tour outline to the class.
11. BENEFITS OF LEADING A TOUR
AT THE PERANAKAN MUSEUM
My Personal Experience
Ample inspiration for my watch painting project
12. BENEFITS OF LEADING A TOUR
AT THE PERANAKAN MUSEUM
Write down the a skill you will acquire when
you lead a tour at the Peranakan Museum.
How will this skill be useful to
your career or hobby?
Good evening ladies and gentlemen, welcome to class! Today’s course objective will be: “Lead a Tour in the Peranakan Museum”. And I will focus on the Key Exhibit we are having right now: “Origins of the Peranakans”.
Good evening ladies and gentlemen, welcome to class! Today’s course objective will be: “Lead a Tour in the Peranakan Museum”. And I will focus on the Key Exhibit we are having right now: “Origins of the Peranakans”.
I have introduced myself before. I am Magdalene Tan, and you all know I am the Museum Director of the Peranakan Museum at Armenian Street. But I will share something additional with you today – I organise an annual charity project called the “Arbutus Art and the Art of Watch-Making”, where mechanical watch dials by the watch brand Arbutus, are painstakingly hand-painted by up-and-coming local artists. These paintings are inspired by Peranakan art.
These watches are auctioned off for charity. I will send you more information about this project through the group chat for your reading pleasure.
Before we start, we have some house rules. Please turn your mobile phones to silent mode. We will be using our mobile phones to do some exercises together as a group, but it is best if you try not to take calls from your phone halfway through the tour.
Please inform me if you need to leave the class halfway for an emergency.
For the course today, which will last 30 minutes, let me run through the learning outcomes with you.
Firstly, you will need learn how to explain Peranakan history.
Secondly, distinguish different types of Peranakan cultures.
I have gone through the first and second learning outcomes in the previous lessons. And I am also giving you hand-outs to refer to, and have stuck pictures of the key exhibit at the back of the class.
What is important is now to apply your knowledge to the practical context – which is to lead a tour at the Peranakan Museum. To do so, you will need to present the exhibits effectively, to know your audience, to contextualise your tour.
Before we start, let us have an ice breaker to help us get to know each other better.
First, use your smart phones to search for a picture, using the keywords “Peranakan culture”.
On the piece of A5-size paper I have given you, write down 2 features of Peranakan culture that you see.
I will give you 2 minutes to do so.
Then share your findings with the class. First, introduce yourself, then show your picture, and tell us 2 features of Peranakan culture.
Thank you for sharing your impressions of Peranakan culture. I will now proceed to the essentials of leading a tour at the Peranakan museum. First and foremost, you must know your history. Study and memorise your notes on key historical dates and events that the exhibit is based on. If possible, make time to do a dry run around the exhibit without referring to your notes. When you know your history well, you will speak with confidence and authority during the tour. And that is very important in getting your audience to respect you.
Secondly, you must know your audience. Every tourist visiting the museum must fill up a registration form. If they come with a tour agency or a school, we will require the agency or school to fill up a brief on the audience. These forms and briefs contain information such as the age group, which countries they come from (which you can tell from the address), and what aspect of Peranakan culture they are most interested in.
After you have studied these forms and briefs, you should ask the audience questions to suss out what kind of prior knowledge they have. An example would be the ice breaker game that we did just now. What are 2 features of Peranakan culture? What do you know of the Peranakans?
Thirdly, based on the information you know about your audience, you must try your best to contextualise the tour. By contextualising, you build rapport with the audience.
Here is an example – do you see the picture here? The pretty lady in a white Peranakan kebaya blouse is Mrs Lee Suet Fern, the sister-in-law of our Prime Minister Lee Hsien Loong. Her father was a Peranakan so she would know quite a bit about Peranakan culture. If you research further, you would also know that her hobby is making quilts.
During the tour, tell her that Peranakan art is like making quilts – a mixture of many different creative inspirations.
When you say something like that, you will naturally draw her attention.
Or, if someone in your group has visited the Blue Mansion in Penang, ask him or her, do you know how the Peranakans came to Penang?
By building rapport, your audience will be more engaged in the tour.
Now we come to actually planning the outline of the tour. In the hand-outs I have given you, I have given you guidance on planning your tour outline. As a group, discuss the answers together, write down these answers on a flip chart. And after you are done, present your outline to the class. You have about 5 minutes.
Thank you for a fruitful discussion during your tour outline exercise.
You might also ask yourself, what are the benefits of leading a tour at the Peranakan Museum?
For me, immersing myself in Peranakan art and culture gave me the inspiration for the charity art project I was talking about earlier. The vibrancy of colours made the watches stand out during the charity auction and be very sellable.
Then tell the class how these skills will be useful when you entertain visitors from overseas.
Now on a flip chart, in groups, I would like each of you to think and write down a skill that you will acquire when you lead a tour at the Peranakan Museum, and how it will be useful to your career, life or hobby.
After you are done, tell us about it.
Thank you for your contributions. The course has ended.
