MST.ART 388

ART 388/MST 388 The Museum: History and Perspectives Spring 2015
5:30-8:00pm Wednesdays
Brick City 1 0312
Greta Russell Email: GRussell@MissouriState.edu
Office Hours: Appointment Only, Brick 1 0318
Description:
This course offers a broad introduction to the museum as a cultural site and museum studies as a discipline
with focus on theoretical issues. Introduction to the history and roles of museums as well as collecting and
critical issues related to museums; the character and functions of various types of museums (art, natural
history, ethnographical, et al); current theoretical debates about the societal roles of museums; the mandates
of collecting, interpreting, exhibiting, and preserving objects; the role of the built environment and technology
in
museums and collections; the museum as a professional institution and career opportunities in museums.
Readings:
The main text for the course:
 Edward Alexander and Mary Alexander. Museums in Motion: An Introduction to the History and
Function of Museums, Second Edition, Altamira, 2008.
Also required: the various articles on the reading schedule, available from Jstor, the library digital reserves, on
blackboard, or otherwise indicated. Students should print out these articles and bring them to class for
discussion in the appropriate week.
Evaluation:
Think pieces (14 total)10% (10 points)
Field trip reflections (3 total) 15% (15 points)
Participation 15% (15 points)
Project #1 20% (20 points)
Project #2 20% (20 points)
Final Exam 20% (20 points)
Total 100 points
Style sheet: All written assignments should be double-spaced, 1-1.25 inch margins, Times New Roman 12
point: this decision will save you time and the effort of aesthetic deliberation.

Think pieces:
In order to prepare for class discussion of the readings, each student will submit weekly a two page response:
this might include thoughts or reactions, musings upon how the readings are particularly relevant to topics
studied in the course, or unanswered questions raised by the readings; in some weeks specific
prompts/reading questions will be distributed. These should not simply be a summary of the articles, but
should exhibit some thought and consideration of the issues at hand. The response to the week’s readings
can be submitted via e-mail as a .doc/x, .txt, or .pdf by 5 PM WEDNESDAY of that week or printed out and
turned in at classtime. Title of the submitted file should be modeled on “388Lastname[week].doc” (so, for
week 2 readings, “388Smith2.doc”). These will be marked on a scale of outstanding (1 point)/ satisfactory (.5
point)/ unsatisfactory (0 points).
Museum Visit Reflections:
You are required to visit three museums throughout the semester on your own time. A list of acceptable local
museums/sites is attached. As you visit the sites, be mindful of the topics and issues you have read in class
readings, and discussed in class. Reflection papers should be in the same format as the think pieces (2 pages in
length) but reflect on thoughts and ideas related to the museum visits you make throughout the term. Make
sure to include citations if neccessary. These will be due by the final exam: May 11th, but you are encouraged
to turn them in earlier in the semester if possible. One museum visit reflection can be written about our class
visit to the Springfield Art Museum on March 30th. These are worth 5 points each/15 total points.
Participation:
Students should be present at classes, active in discussion and in-class projects. In addition, participation
activities will be distributed throughout the semester. Complete the research and be ready to present your
response at classtime for full participation points. Points will be awarded for attendance at class, being active
in discussion, and presenting responses to the participation activities. 15 points possible
Projects:
Projects are formal written assignments. See attached instructions for details. Students will choose two of the
three available project choices. Studio Art and Art History students should anticipate selecting material related
to art museums/exhibitions/objects, while majors in other fields (Anthropology, History, Natural Sciences, etc)
will select materials appropriate for their own discipline. Each project will be worth 20 points for a total of 40
points possible. Project #1 due: March 23 & Project #2 due: May 4th
Final Exam:
The final exam will be made up of multiple choice, short answer, and essay. It will be cumulative, and worth 20
points towards your grade. The exam will be from 5:45-7:45pm on May 11.

POLICIES:
GRADING POLICY:
All work will be evaluated according to the following scale:
93-100: A 80-82: B- 67-69: D+
90-92: A- 77-79: C+ 60-66: D
87-89: B+ 73-76: C 59 and lower: Fail
83-86: B 70-72: C-
ATTENDANCE: The university catalog states: "Because class attendance and course grade are demonstrably
and positively related, the University expects students to attend all class sessions of courses in which they are
enrolled." In the event that a student misses a class, it is that student's responsibility to obtain class notes
from another student and to request a copy of any distributed handouts. Do not e-mail me expecting me to
provide notes to you, regardless of the reason for your absence.
Students must be present for scheduled exams and submit written assignments on the date due.
Make-up exams and quizzes will not be permitted (unless absence is due to: 1) participation in University-
sanctioned activities and programs; 2) personal illness; or 3) family and/or other compelling circumstances (at
my discretion); Forged documentation is a serious form of academic dishonesty). Students missing an exam or
quiz due to illness or compelling circumstances must present documentation (such as a doctors note, tow-
truck receipt, note from funeral director, et al); students participating in University-sanctioned programs (such
as sports) are responsible for presenting official documentation in advance of any events that conflict with
class, and excused absences will be given at my discretion.
"Students who expect to miss classes, examinations, or other assignments as a consequence of their sincerely
held religious belief shall be provided with a reasonable alternative opportunity to complete such academic
responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of
religious observances on which they will be absent by submitting a Request for Religious Accommodation Form
to the instructor by the end of the third week of a full semester course or the end of the second week of a half
semester course. Absence from classes or examinations for religious reasons does not relieve students from
responsibility for any part of the course work required during the period of absence. The instructor may also
appropriately respond if the student fails to satisfactorily complete any alternative assignment or examination.
For more on this policy see http://www.missouristate.edu/policy/religiousaccommodation.htm"
Late written assignments will be penalized 5% per calendar day at 5 PM.
Late arrivals to quizzes will not be accommodated.
DROP POLICY: "It is your responsibility to understand the University's procedure for dropping a class. If you
stop attending this class but do not follow proper procedure for dropping the class, you will receive a failing

grade and will also be financially obligated to pay for the class. For information about dropping a class or
withdrawing from the university, contact the Office of the Registrar at 836-5520. For deadlines, consult
http://calendar.missouristate.edu/academic.aspx"
DISABILITY ACCOMODATIONS: "To request academic accommodations for a disability, contact the Director of
the Disability Resource Center, Plaster Student Union, Suite 405, (417) 836-4192 or (417) 836-6792 (TTY),
www.missouristate.edu/disability. Students are required to provide documentation of disability to the
Disability Resource Center prior to receiving accommodations. The Disability Resource Center refers some
types of accommodation requests to the Learning Diagnostic Clinic, which also provides diagnostic testing for
learning and psychological disabilities. For information about testing, contact the Director of the Learning
Diagnostic Clinic, (417) 836-4787, http://psychology.missouristate.edu/ldc." Any student with a disability
should see me in the first week of classes so that proper accommodations may be made promptly.
Emergency Response Statement
"Students who require assistance during an emergency evacuation must discuss their needs with their
professors and the Disability Resource Center. If you have emergency medical information to share with me,
or if you need special arrangements in case the building must be evacuated, please make an appointment with
me as soon as possible. For additional information students should contact the Disability Resource Center,
836-4192 (PSU 405), or Larry Combs, Interim Assistant Director of Public Safety and Transportation at 836-
6576. For further information on Missouri State University's Emergency Response Plan, please refer to the
following web site: http://www.missouristate.edu/safetran/erp.htm"
EQUAL OPPORTUNITY/NONDISCRIMINATION: "Missouri State University is an equal opportunity/affirmative
action institution, and maintains a grievance procedure available to any person who believes he or she has
been discriminated against. At all times, it is your right to address inquiries or concerns about possible
discrimination to the Office for Equity and Diversity, Park Central Office Building, 117 Park Central Square,
Suite 111, (417) 836-4252. Other types of concerns (i.e., concerns of an academic nature) should be discussed
directly with your instructor and can also be brought to the attention of your instructor's Department
Head. Please visit the OED website at www.missouristate.edu/equity/."
CELL PHONES: "As a member of the learning community, each student has a responsibility to other students
who are members of the community. When cell phones or pagers ring and students respond in class or leave
class to respond, it disrupts the class. Therefore, the Office of the Provost prohibits the use by students of
cell phones, pagers, PDAs, or similar communication devices during scheduled classes. All such devices must
be turned off or put in a silent (vibrate) mode and ordinarily should not be taken out during class. Given the
fact that these same communication devices are an integral part of the University's emergency notification
system, an exception to this policy would occur when numerous devices activate simultaneously. When this
occurs, students may consult their devices to determine if a university emergency exists. If that is not the
case, the devices should be immediately returned to silent mode and put away. Other exceptions to this
policy may be granted at the discretion of the instructor. "
Other gadgets: Note the bolded parts of the policy above: Any use of gadgets in class is made possible
because of my kindness/ inattentiveness. Please don't text/fiddle with your cell phones during class—I notice
it, other students notice it, and it's distracting and annoying for the rest of us.

If you want to use a laptop in class, please ask me in advance at the start of the term: unless you have a
documented learning disability that necessitates typing your notes, remember that you are permitted to use
that laptop solely at my discretion and I reserve the right to ask you to put it away at any time, so please kindly
disable your internet and don't multitask—see texting above. Your IM, e-mail, web browsing, Facebook
activity is distracting to you, me, and others.
If you want to audio record lecture with a recording device of some sort ask me in advance; it will be your own
responsibility to implement and maintain that technology (do not rely on me to operate your device). Please
do not video record lectures.
ACADEMIC INTEGRITY: "Missouri State University is a community of scholars committed to developing
educated persons who accept the responsibility to practice personal and academic integrity. You are
responsible for knowing and following the university's student honor code, Student Academic Integrity Policies
and Procedures, available at www.missouristate.edu/policy/academicintegritystudents.htm and also available
at the Reserves Desk in Meyer Library. Any student participating in any form of academic dishonesty will be
subject to sanctions as described in this policy. If you are accused of violating this policy and are in the appeals
process, you should continue participating in the class." In this course I expect ALL WRITTEN WORK (exam
essays, written assignments, annotated bibliographies, short responses) to be in an individual student's own
words. Individual writing assignments will clarify this policy thoroughly.

Schedule & Readings
Week 1 January 13th: What is a museum and what is it for?
Week 2 January 20th: History & Character of Museums
Think Piece #1 due by classtime
Bring nominations to class ready to present
Museums in Motion Chapter 1
 Susan M. Pearce. "Museums: The Intellectual Rationale." In Museums, Objects, and Collections. A Cultural
Study.
 Eilean Hooper-Greenhill, "What is a Museum." in Museums and the Shaping of Knowledge.
 Duncan F. Cameron, "The Museum, a Temple or the Forum." In Reinventing the Museum, Historical and
Contemporary Perspectives on the Paradigm Shift.
Week 3 January 27th: History & Character of Museums
 Joy Kenseth. “A World of Wonders in One Closet Shut.” In The Age of the Marvelous.
 Jeffrey Abt. “The Origins of the Public Museum.” In A Companion to Museum Studies.
 John Cotton Dana. “The Gloom of the Museum.” In Reinventing the Museum.
Week 4 February 3rd: Art Museums
Guest Speaker: Nick Nelson, Director, Springfield Art Museum
Be ready to turn in one written question for the guest speaker to me when you get to class.
Museums in Motion: Chapter 2
 Donald Preziosi. “Art History and Museology: Rendering the Visible Legible.” In A Companion to Museum
Studies.
 J.C. Berlo, et. al. "The Problematics of Collecting and Display," Part I, Art Bulletin 77 (March 1995), 6-23;
Part II, Art Bulletin 77 (June 1995), 166-85. On JStor
Week 5 February 10th: History Museums
Guest Speaker: Jeff Patrick, Librarian, Wilson's Creek National Battlefield
Bring comparisons response to class ready to present
 Thomas Schleroth, “Collecting Ideas and Artifacts.” In Museum Studies: An Anthology of Contexts. 1st ed.
February 17th: No class

Week 6 February 24th: Natural History & Anthropological Museums
Guest Speaker: Archaeologist, Missouri State Parks
Museums In Motion Chapter 3
 Victoria Cain and Karen Rader, “From natural history to science: display and the transformation of
American museums of science and nature.” In Museum Studies: An Anthology of Contexts. 2nd
ed.
 Don D. Fowler, “A Natural History of Man: Reflections on Anthropology, Museums, and Science,” Fieldiana.
Anthropology, New Series, No. 36, Curators, Collections, and Contexts: Anthropology at the Field Museum,
1893-2002 (September 30, 2003), 11-21. JStor
Week 7 March 2nd: Science & Technology Museums & Centers/Children's Museums/Botanical Gardens &
Zoos
Guest Speaker: Educator, Springfield Discovery Center
Museums in Motion Chapters 4, 6, 7
March 9th: No class
Week 8 March 16th: Functions: to Collect and Conserve
 Springfield Art Museum's Collection Management Policy
 Sharon Macdonald. “Collecting Practices.” In A Companion to Museum Studies.
 James Gardner and Elizabeth Merritt. “Collections Planning: Pinning down a Strategy.” In Reinventing the
Museum.
Week 9 March 23rd: Functions: to Collect and Conserve
Project #1 due by classtime
Marie Malaro, "Care of Collections" (chapter 14) in A Legal Primer on Managing Museum Collections.
Week 10 March 30th: Functions: to Exhibit and Interpret
Meet at the Springfield Art Museum at 4pm
Guest Speaker, Sarah Buhr, Curator
 Lisa C. Roberts, “Changing Practices of Interpretation.” In Reinventing the Museum.
 Spencer R. Crew and James E. Sims. “Locating Authenticity: Fragments of a Dialogue.” In Exhibiting cultures.

Week 11 April 6th: Fuctions: to Exhibit and Interpret
 Edmund Barry Gaither. “‘Hey! That's Mine’: Thoughts on Pluralism and American Museums.” In Museums
and Communities.
 Anna Laura Jones, “Exploding Canons: The Anthropology of Museums.” Annual Review of Anthropology, Vol.
22 (1993), 201-20. JStor
 Susan Vogel. “Always True to the Object, in Our Fashion.” In Exhibiting Cultures.
Week 12 April 13th: Functions: To Serve
 Jane MacLaren Walsh. “Crystal Skulls and Other Problems: Or, ‘Don't Look It in the Eye.’” In Exhibiting
Dilemmas.
 Edward Sankowski “Ethics, Art, and Museums,” Journal of Aesthetic Education, 26.3 (Autumn, 1992), 1-15.
JStor
 Willard L. Boyd, “Museums as Centers of Controversy,” Daedalus 128. 3 (Summer, 1999), 185-28. JStor
Week 13 April 20th: The Profession and Pragmatics: Public relations, organization and leadership.
 Stephen E. Weil. “In Pursuit of a Profession: The Status of Museum Work in America. In Rethinking the
Museum.
 Art Museum Director's Code of Ethics
Week 14 April 27th: The Profession and Pragmatics: Collections management and technology: Storage,
Cataloging, Preservation, and Restoration
 Registrar's Code of Ethics
 Nancy Odegaard, “Artists’ Intent: Material Culture Studies and Conservation,” Journal of the American
Institute for Conservation 34. 3 (Autumn - Winter, 1995), 187-93. JStor
 Miriam Clavir, “Reflections on Changes in Museums and the Conservation of Collections from Indigenous
Peoples,” Journal of the American Institute for Conservation, 35. 2 (Summer, 1996), 99-107. JStor
Week 15 May 4th: The Profession and Pragmatics: Exhibition Design and Installation.
Project #2 due by classtime
 Michaela Giebelhausen. “Museum Architecture: a Brief History.” In A Companion to Museum Studies,
 John Falk, “The Museum Visitor Experience.” In Reinventing the Museum.
 Michael Baxandall. “Exhibiting Intention: Some Preconditions of the Visual Display of Culturally Purposeful
Objects.” In Exhibiting Cultures.
Week 16 May 11th: Final Exam 5:45-7:45pm

MST388/ART388 The Museum: History and Perspectives Spring 2016
Nominations Activity
Due January 20th
Bring with you to class on 1/20/16 your nominations for the following categories. Be prepared to discuss your reasons
for your choices based on your visit to that particular museum or research online. Find the mission statement of the
museum on their website.
1. The museum that provides the greatest benefit to its community (define community as however you would like).
2. The most irrelevant museum (or the museum that should not exist).
3. The most inspiring museum.
4. The museum you'd most like to work in.

MST388/ART388 The Museum: History and Perspectives Spring 2016
Comparisons Activity
Due February 10th
History can mean different things to different people. The purpose of this activity is to analyze how different
museums interpret the same or similar subject matter. You will visit web sites from at the minimum three
museums that collect and interpret the years surrounding the Civil War.
As you visit the website, analyze the perspective of the museum. Find the mission statement of the museum,
identify their interpretive stance, and the relationship of that interpretation to its particular context (location,
mission, governance, target audience, and other community stakeholders). Try to narrow down the interpretive
theme of each museum you choose into one sentence.
Come to class ready to discuss the museums you selected: their missions, their collections, and how they are
similar or different to each other. A list of websites are available below, however you should feel free to research
other sites not on this list, as long as the institution identifies & functions as a museum.
The American Civil War Museum: http://www.acwm.org
National Museum of the Civil War Soldier: http://www.pamplinpark.org
Gettysburg National Military Park: http://www.nps.gov/gett/index.htm
Valley of the Shadow Project: http://jefferson.village.virginia.edu/vshadow2/
Confederate Memorial Hall Museum: http://confederatemuseum.com/
Andersonville National Historic Park: http://www.nps.gov/ande/index.htm
Missouri Civil War Museum: http://mcwm.org/
The Confederate Museum: http://www.confederatemuseumcharlestonsc.com/
First White House of the Confederacy: http://www.firstwhitehouse.org/
The Whitney Plantaion: www.whitneyplantation.com
The Underground Railroad Freedom Center: http://freedomcenter.org/

Museums/sites appropriate for site visits
Springfield Art Museum, 1111 East Brookside Drive, Springfield, MO 65807
http://www.sgfmuseum.org/
History Museum on the Square, 157 Park Central Square, Springfield, MO
http://historymuseumonthesquare.org/
Wilson's Creek National Battlefield, 6424 West Farm Road 182, Republic, MO 65738
http://www.nps.gov/wicr/index.htm
Discovery Center of Springfield, 438 East St. Louis St., Springfield, MO
http://www.discoverycenter.org/
Springfield Conservation Nature Center, 4601 South Nature Center Way, Springfield, MO
http://mdc.mo.gov/regions/southwest/springfield-conservation-nature-center
Dickerson Park Zoo, 1401 West Norton Rd.,Springfield, MO
http://www.dickersonparkzoo.org/Zoo/
Nathan Boone Homestead State Historic Site, 7850 North State Hwy V., Ash Grove, MO 65604
https://mostateparks.com/park/nathan-boone-homestead-state-historic-site
Ralph Foster Museum, College of the Ozarks, Point Lookout, MO 65726
http://www.rfostermuseum.com/
Bonniebrook Gallery, Museum & Homestead, 485 Rose O'Neill Rd., Walnut Shade, MO 65771
http://roseoneill.org/
Laura Ingalls Wilder Historic Home & Museum, 3068 Highway A, Mansfield, MO 65704
http://www.lauraingallswilderhome.com/
Titanic Museum, 3235 West 76 Country Boulevard, Branson, MO 65616
http://www.titanicbranson.com/
Crystal Bridges Museum of American Art, 600 Museum Way, Bentonville, AR, 72712
http://crystalbridges.org/
Ancient Ozarks Natural History Museum, 150 Top Of The Rock, Ridgedale, MO 65739
http://www.topoftherock.com/attractions/natural-history-museum-en.html

MST/ART 388: The Museum: History and Perspectives SP 2016
Complete 2 of the 3 projects Due March 23 & May 4 Russell
Project #1
Choose this project if you would like to explore deeper any approved topic from class lectures, discussions, or
readings. Appropriate topics would be anything related to museum management, or the museum experience
(see list below for ideas, although you can come up with your own idea if you'd like). After you have gotten
instructor approval via email, you will research your topic in scholarly sources (find at least 5 good ones), and
write a 5 page paper discussing your findings. Your paper will need to be accompanied by a good bibliography
of your sources. If you have unanswered questions from class, or would like to explore a topic further, this is a
good option for you. Please remember you must get instructor approval on your topic, so if you are thinking
of this option, remember to email me your paper ideas and we will find a suitable topic, or you can choose
from below.
Topic ideas:
Closely examine a controversial exhibit, or several controversial exhibits to analyze the museum's role in
society: is the museum a forum for social change? Discuss the opinions of museum studies scholars regarding
this topic.
Examine controversial deaccessions that have occurred in recent years (Detroit Art Institute to name one).
Analyze why they were controversial, and discuss if deaccessioning museum objects is ethical (why or why
not?).
Research NAGPRA (Native American Graves Protection and Repatriation Act), discuss the act, why it was
neccessary, and why Native American objects are still fought over in the legal system today.
We have seen how museum collections have been established from wealthy, European men. How have
museums broadened their collections over the years to include other types of people? Are various groups of
people represented in museum exhibits? Give examples.
Research and discuss the debate about the affects of collecting on indigineous peoples. What role has the
museum played in the cultural survival of indigineous peoples? Discuss the different scholarly viewpoints
about how their objects should be displayed in the museum setting.

Project #2
This project is based on a museum or collection (based on your area of interest) that you will visit at least once
in the course of the semester. Either choose a small museum/collection, or focus on one section of a larger
institution.
With the consultation of the instructor, choose one exhibit, either a permanent or short term
exhibit (or the whole museum if it is a very small one), and write a 5 page paper analyzing and
evaluating it from the perspective of the visitor. Prior to starting this project, email the instructor
for approval of the exhibit/museum.
 Name of the museum, title of the exhibition.
 What appears to be the theme? In other words, what is the “thesis” of the exhibition and how is
that theme/thesis communicated and underlined? What are the sub-themes? How do they support
the overall educational goals of the exhibit?
 What objects/materials are incorporated into the exhibit, if any? What is the range of objects/
what is included/excluded? Are the criteria clearly discernable? Is the reason for inclusion of an
object overtly stated? What objects do you think are missing that would have been powerful to
include? Are any objects redundant?
 How are these objects displayed? Discuss presentation techniques, sequence and flow, labels,
lighting, evaluation tools, catalog or other publications? Is any special technology used in the
exhibit? Are the areas accessable to all visitors?
 Does the architecture and planning of the space serve the exhibit? What effect do these factors
have on the exhibit? How is the audience’s experience shaped by physical factors? Is there a
physically imposed/suggested ‘narrative’ or route or itinerary?
 Based on your observations, who is the audience for this exhibit? How is the material geared
towards that specific audience? Are there specific groups targeted? Excluded? Make a list of all of
the different types of people in the community that this museum serves. Would they all feel
welcome in this space? Why or why not?
 Briefly interview two other visitors (you can use your friends for this) to find out their response to
the interpretation of the exhibition. What did they come out of the exhibition with? Was what they
walked out with what you think was intended/did they “get it”? If the visitor response and
intended message are spectacularly divergent, what do you think can account for it?
 After your visit, come up with 5 concise questions about the exhibit and request a short interview
with the museum staff responsible for conceptualizing the exhibit (get instructor help with this if
you do not know which staff member to contact). This can be done via email. Incorporate your
experience interviewing the museum staff into your paper.
 Find the mission statement for the museum. Does this exhibit meet the mission of the
organization?

Project #3
Conceptualize an exhibit including a minimum of 5 objects. Your exhibit theme should be something that can
be fully fleshed out using the objects to illustrate a larger theme that you support with at least five scholarly
references. The objects can be things that you own, objects in a museum collection, or really any object
anywhere. You do not have to physically be present with the object to use it in your exhibit, but you do have
to complete catalog entries for each object, so make sure if you aren't physically with the piece, that a lot of
good information about the piece is available online. Your assignment will include the following elements:
 For each object a catalog entry (information that would be in a catalog about the exhibit)—about 300-
500 words for each object.
 A one page (long paragraph) introduction to your (hypothetical) exhibit these objects will be included
in. What's the title of the exhibition, what's the main theme, and what should visitors learn? Imagine
this as the text on the wall next to the entrance to the special exhibit.
 Over 2-3 pages develop an exhibition and interpretive strategy for your objects. This part of your paper
should address some of the following issues:
What is the unifying theme that your selection and arrangement of these objects underscores?
How would you display these objects? Any special issues you need to consider? How will you
use the exhibition space/architecture?
Any of the pieces need conservation prior to going out on exhibit? What should the ideal
temperature, humidity, and light levels be to minimize damage to each object?
How would you help the audience understand the objects? What do you think is important for
the visitor to know? How would you communicate those things with the visitor (text, video,
audio, interactive)?
How does your exhibit help the community?
How does your exhibit fit into your (hypothetical) museum's mission?
What is the targetted group for your exhibit? Is it open to everyone? Does it reflect multiple
viewpoints?
What special events will you arrange as part of the exhibit? What groups will you reach out to?
How will your relate your theme to kids?

MST.ART 388

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