MHS History Player In The Classroom AASLH1]

Mary Mannes, School Programs Mananger Wendy Jones, History Center Museum Manager 651-259-3413, [email protected] 651-259-3411, [email protected]

The Minnesota Historical Society opened its flagship museum, the Minnesota History Center, in St. Paul in 1992. Building on the Society’s experience with various forms of live interpretation at 24 historic sites throughout the state, the History Center opened with an extensive menu of exhibit-based interpretive programs. History Players – costumed characters from Minnesota history portrayed by professional interpreters – quickly became a popular feature of the museum’s exhibits. Libraries, community centers and schools frequently called the History Center to see if these characters could travel off-site. After years of responding informally to these requests, the History Center launched an official outreach program, History Player in the Classroom (HPIC), in 2000. In each 50-minute HPIC program, costumed interpreters engage student and adult audiences in the stories of Minnesota’s past by using inquiry, role-playing, primary resources, props and artifacts. As audiences discover the memorable life stories of real people from Minnesota history, they also connect to broader themes and trends in American history.

Why HPIC is a good fit for the Minnesota History Center: o Changing in-house exhibition program provides funding opportunities for new

character development. Characters are developed initially for exhibit-based performances and then adapted for museum lessons and outreach programs.

o Strong staff resources. Commitment to live programming in the museum has yielded a strong pool of veteran interpreters who are cross-trained in multiple program areas.

o Minnesota Historical Society already has connections with schools throughout the state through History Day, teacher education programs, historic sites, etc.; easy to cross-promote HPIC.

o Over half of state’s population is concentrated in Twin Cities metro area, which minimizes travel issues.

o Already maintaining a complex menu of on-site school programs at History Center that requires full-time scheduler position. Scheduling of HPIC off-site programs easily absorbed by existing scheduler position.

Strengths of the Program:

o Trained interpreter controls the content delivery; guarantees that accurate information is disseminated and program’s objectives are met. Interpreter can adjust program to meet audience needs.

o Initial investment in development of character training materials and purchase of costumes, props, artifacts, etc. can be used in multiple program formats (History Player gallery performances, History Player in the Classroom outreach program, History Player’s Dilemma museum lesson program, etc.).

o Flexible program format. Interpreter uses same set of artifacts to engage student and adult audiences alike. Easy to “sell” program to both student and adult audiences.

o Program brings primary resources and artifacts into classrooms; teachers usually have limited access to these resources.

o Program uses theatrical elements and storytelling; students identify with specific characters from the past and are excited to meet “real” people from history.

o Each character’s life story illustrates multiple historical themes; very easy to demonstrate connections to curriculum and state standards, even when those change over time.

Minnesota History Center Museum History Player in the Classroom www.mnhs.org/HPIC


Weaknesses of the Program: o Challenging to monitor quality of staff performance and to maintain enough trained

staff; difficult to find right person to fill the role based on skill, gender, and ethnicity. o Diversity of characters offered limited by diversity of staff resources. o Initial development of training and presentation materials, costumes and artifacts is

costly. o Works well for densely populated metro area but difficult and costly to send to greater

Minnesota. o Ongoing upkeep costs (i.e. object repair, costume dry cleaning, mileage, staff training.) o Transportation (either personal or state vehicle) must be provided to and from the

performance site. o Difficult to adapt program for large audiences (60 people or more). Designed to be a

hands-on, interactive experience in a smaller setting.

Successes of the Program:

o After initial development costs, program generates enough income to pay for itself with some money left over. FY08: $18,000 in operating expenses (including staff hours, mileage, lodging, per diem, promotional print piece and mailing, pre- and post-visit materials printing, etc.) and $20,000 in income.

o Program adds challenge and variety to staff workload, as well as provides additional hours of employment. Keeps good people employed at History Center longer, which reduces hiring and training costs and improves quality of overall program.

o As field trip attendance has declined, HPIC attendance has increased. HPIC has helped History Center maintain steady presence in K-12 schools.

o Program serves schools that previously had not been on a field trip to History Center; percentage of schools that trade field trip for HPIC is relatively small.

o Program has served unintended audiences (prison GED programs, senior centers, public libraries, women’s groups, college classes, home school co-ops), thus further expanding History Center’s reach.

o Historical characters with a literacy component are most successful. School libraries have budgets devoted for “guest speakers” and events. Classroom teachers must ask for money from a principal, PTO, or raise money using General Mills “Box Tops For Education” program.

o Teachers like the flexibility of the Pre-Visit activity and can easily fit it into a busy school day. 80% of teachers who completed evaluation surveys in FY2008 indicated that they used the Pre-Visit activity cards and found the activity very useful.

What we learned from the program:

o The most important issue is finding the right staff to deliver the program. Strong interpretation skills are more important than strong acting skills.

o The Post Visit booklets are not being used. The booklets were developed to enable classroom teachers to build on the history themes presented by the History Player. Only 20% of teachers who completed evaluation surveys in FY2008 indicated using the booklets for their intended purpose as a required assignment or for class discussion. The rest sent the booklets home with their students as a souvenir.


History Player in the Classroom Program by the Numbers

School and Library Demographics for Minnesota: o Pre-12 grade students enrolled in public school: 846,858* o Pre-12 grade students enrolled in public school in the seven county metro area:

445,082* o Public school libraries: 1, 243 (seven county metro area) o Public libraries: 106 (seven county metro area) 325 state wide

*Student enrollment numbers for the 2007-2008 school year from the Minnesota Department of Education.

Minnesota History Center Museum Attendance during the 2007-2008 Fiscal Year: o Total museum attendance: 203,643 visitors o School Group attendance: 64,846 students; 11,294 teachers & chaperones o History Player in the Classroom attendance: 12,977 participants at 104

different locations.

History Player in the Classroom vs. Student Field Trip Museum Attendance

*The History Center Museum had free general admission for school groups until FY 06. Staff funds dedicated to development of the program:

o Initial character research for core training manual: Approx. $5,000 o History Player in the Classroom program development: Approx. $3,000 o Staff implementation of the program (training): Approx. $1,000

Staff dedicated to delivery and development of the program: o Nine part-time interpreters (out of a staff of twenty-seven part time interpreters) are

trained to deliver the program. These 9 staff members also teach museum lessons and deliver interpretive programming to visitors in museum galleries.

o Three part-time staff (with approx. 5 hours of research per week) develop the core manual with background information about the chosen character, the activities and objects used during the presentation, and the Pre and Post visit activity.

o Scheduling is done by one staff member through our Field Trip Scheduling Office.

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Tips for Developing a Costumed Character Outreach Program

Character Selection: o Use real characters from history. The primary sources related to that character’s life

are powerful teaching tools. o Select characters that can represent both a historical time period and multiple

historical themes/human experiences. Look for multiple connections in character’s story to graduation standards and school curricula.

o Look for elements in character’s story that children can relate to.

Staffing: o Interpretation skills are more important than acting skills. Presenter must be lively

and engaging, but also adept at reading the needs of diverse audiences and adapting program accordingly. Outstanding skill at using inquiry method is essential.

o Must be able to master large volumes of historical information and deliver accurate information.

o Staff must be reliable, flexible and able to work without supervision. o Invest in staff training in interpretive methods and educational theory. o Program works best with staff that are committed to the organization – they will stick

around long enough to make training investment pay off. Audience:

o Our research has revealed that teachersteachersteachersteachers value these components most highly: � Characters have compelling stories. � Characters illustrate similarities and differences between their time period and current

era. � Program connects specifically to curriculum. � Program illustrates a specific historical time period. � Students get to use primary sources and artifacts. � Program is 30-50 minutes in length and accommodates 30-60 students. � Pre-visit organizing activity is provided.

o Our research has revealed that studentsstudentsstudentsstudents remember these components most vividly: � The objects that they held, touched, or interacted with. � The roles they played during role-playing activities. � Things that were similar to their everyday experiences. � Things that were out of the ordinary. � The “setting”: costumes, trunk and boxes, lots of props, music, etc. � Storytelling components. � That the experience was fun!

o Most often booked for grades 3-8. Program Design:

o Pre-visit activity should help students understand similarities and differences between their lives and the life of the character who will be visiting.

o Establish clear goals and objectives for 50-minute presentation. Without a script, interpreter must understand what needs to be accomplished during program.

o Premise is that character has come forward in time to share his or her story with the class.

o Outline role-playing activities to move the story forward. o Use objects and artifacts to move the story forward; show history, don’t tell history! o Include elements of surprise. o Build on what students already know and understand.

MHS History Player In The Classroom AASLH1]

Education

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