Pick a Card

pick a cardA few weeks ago, I shared this fabulous hands-on education activity from Monticello. Today, I’d like to share another educational gem, this one from the Princeton University Art Museum.

Every spring, the Art Museum hosts a free Family Day for the community. It’s packed with activities, performances, refreshments, and a scavenger hunt. This year’s scavenger hunt involved one of the niftiest little card decks I’ve ever seen. The cards are the brainchild of Brice Batchelor-Hall, Manager of Student & Community Outreach.

Each card in the 30-card deck features a piece of art from the museum’s collections. During the scavenger hunt, kids used the cards to locate specific pieces of artwork in the galleries. Every time a kid correctly identified an artwork, a museum volunteer would reward him/her with a duplicate card.

matched cards

Later (and this is my favorite part), the two sets of cards could be used to play the game, Memory! But instead of matching two red apples, you’re matching two Masks of the Oculate Being. Or two slender vases with wisteria design by Gotō Seizaburō.

memory gameThe cards came in a stylish little clam shell carrying case too. Nice!

case

What a great way to introduce kids to art and simultaneously familiarize them with museum collections, connect them with volunteers, AND provide an opportunity for further fun at home. Not to mention the decks are super stylish (design credit goes to the talented Lehze Flax) and completely transportable. They can nestle in a purse or backpack, ready to pop out when your children need a quick diversion. But how many diversions also open the door to discussions about art, history, design, color, line, creativity, and a whole host of other concepts? Perfect. Simply perfect.

If you wanted to get literary with it, how about a deck of famous book characters? Historic writing implements? Iconic objects in your public library? Ooo! All the foreign edition covers of the first Harry Potter book!


All objects shown are from the collections of the Princeton University Art Museum. Photographs are by Bruce M. White and are ©Trustees of Princeton University. Many thanks to the University Art Museum for letting us share!

Hands-On History

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© Thomas Jefferson Foundation at Monticello, photo by Jack Looney.

For me, literacy education encompasses both fiction and non-fiction subjects. I’ve already chronicled some of my adventures in science (check out these posts on chemistry and Rube Goldberg engineering, these projects on butterflies, buoyancy, and creative construction, and this science kit review by our kid tester). Today, however, I want to focus on history and relate a fantastic hands-on experience that inspired me over 14 years ago.

In 2001, I was a graduate student at the University of Virginia, happily enrolled in a “Museums and Education” class taught by Professor John Bunch. Part of the class was lecture-based, but another part class involved field trips to various museums and historic sites to get a tour and learn more about their educational programs. Once such field trip was to Monticello, Thomas Jefferson’s home in the beautiful mountains surrounding Charlottesville, Virginia.

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© Thomas Jefferson Foundation at Monticello.

Monticello has a very active roster of programs for adults and children alike, but I want to share one ingenious activity my class was invited to experience during our tour. The activity is intended for elementary school group visitors to Monticello.

The activity begins with the students sitting in groups at tables. Each table is given a recreated “historic pocket” (it could be a leather wallet, a burlap bag, an embroidered linen pouch, a basket, etc.). Inside each pocket are various objects representing items that the pocket’s owner would have used in his or her daily life at Monticello. Students are invited to examine the objects (touching is not just permitted, it’s encouraged!). Then they engage in a discussion with a Monticello staff member to determine: 1) What the objects are; 2) How they were used; and 3) What the objects tell about the person who owned them.

Here’s an image of Jefferson’s recreated historic pocket:

TJ.Pocket

© Thomas Jefferson Foundation at Monticello.

Pocket contents include:

Brass sealing stamp
Money (both paper and coin)
Ivory Notecards
Folding spectacles
Map of land holdings
Traveling quill set

From examining these objects, the students learn that Jefferson was literate, wealthy, and the owner of the plantation. They’ve learned it by touching and exploring the objects – holding a quill pen, looking at a map, jingling replica coins in their hands.

Even better, the educators at Monticello don’t just offer one pocket. They have several! In addition to Thomas Jefferson’s pocket, students explore recreated pockets representing members of Thomas Jefferson’s family, including his children and grandchildren, and members of the enslaved plantation community, such as Edith Fossett and her husband, Joseph Fossett.  By exploring a variety of pockets, students can compare and contrast the lives of different individuals, and the various roles they played at Monticello.

Here, for example, is the Fossett Family pocket, which represents Edith Fossett, Joseph Fossett, and their children:

FossettFamilyPocket

© Thomas Jefferson Foundation at Monticello.

Pocket contents include:

Clay marbles
Metal s-hooks
Steel striker (use with flint)
Jaw harp
Coin money pieces
Spoon
Nails
Beans
Cowry Shells

Students learn that Edith and Joseph Fossett were slaves at Monticello – Edith was chief cook, trained in French cookery at the President’s House in Washington D.C., and Joseph was foreman of the blacksmith shop. Being slaves, they were not paid for their work. So why are there some small coin pieces in the pocket?

Interestingly, Joseph Fossett received a small portion of the blacksmith shop’s profits, and sometimes took paid work on the side.  Joseph Fossett was one of only five slaves freed in Thomas Jefferson’s will and started a business in Charlottesville.  Using money he earned, he was eventually able to buy his wife and some of their eight children out of slavery and move with them to the free state of Ohio.

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Students examine objects in the Grandchildren’s basket, including a family letter, sewing sampler, slate, and ball and cup toy. © Thomas Jefferson Foundation at Monticello.

The pocket activity is only the beginning of the students’ experience at Monticello.  Next, they proceed to the house and grounds, often hearing the names of the people whose pockets they explored. The activity is very flexible and portable. Staff have taken it off site to schools and teacher training sessions.

Depending on class size and time constraints, classes will rotate to different spaces within the Education Center, exploring a different pocket—and new individual—in every room. Currently, the educational staff are taking the pocket idea and experimenting with applying its hands-on, minds-on concept to entire rooms of their Education Center and Griffin Discovery Room.

It would be interesting to apply the pocket activity to literary figures. What would Jane Austin carry in her pocket? Charles Dickens? J.K. Rowling? Why not apply this concept to the sciences? What would Einstein have in his pocket? Marie Curie?

I did, in fact, do a modified version of the pocket activity when I designed this Character Book activity at my library. Not a wallet, and not replicas of historical objects, but the concept is still there! People often ask where I get my ideas (see FAQ). This one derives directly from the pocket activity.

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Character Book for Milo, The Phantom Tollbooth

I love everything about the pocket activity. Intriguing students with a bit of mystery, handling and exploring objects, allowing time for the students to postulate the answers for themselves, comparing objects across individuals, and using the objects to launch an educational dialogue about the people, places, and experiences at Monticello. It’s a powerful lesson in history, right in your hands.

This post has made me realize that I’m long overdue in writing about the other ways in which I incorporate history into my literacy programs. While I have a series of 6 classroom programs that feature my library’s special collections (you can read more about that here), I’ve also found ways to bring history to life at some of our special events (including a sign that almost stole the show, this little Medieval herbal bag, and does a 1963 recipe test for fudge count as history?).

I shall get to work on more history posts, posthaste!


Many thanks to Jacqueline Langholtz, Manager of School & Group Programs at Monticello for chatting with me about this amazing program.

All images used with permission of Monticello.

Teaching the Untouchable

vellumThis month, College & Research Library News published an article I wrote about teaching children using rare books and special collections materials. I’ve posted it here as well!


The Cotsen Children’s Library at Princeton University is a Rare Books and Special Collections Library devoted to children’s literature. It has an extensive and engaging collection, and part of our mission is education and outreach to children. Rare books and children…can the two mix?

The answer is yes, absolutely. For seven years, I’ve had tremendous success bringing collections education to New Jersey schools. This outreach initiative, which I call Cotsen in the Classroom, consists of six staff-lead programs that are available, free of charge, to K-5 classrooms in public schools, private schools, and home schools. To date, over 14,000 children have participated in the programs.

Each Cotsen in the Classroom program is set at a particular grade level and is based on items from our special collections. Beatrix and Peter, the kindergarten program, features the natural history drawings, family photos, and picture letters of Beatrix Potter (for more Potter fun, take a look at this post). Kamishibai, the first-grade program, includes historic photos, story cards, and performances of kamishibai, a type of street theater popular in Japan from 1930-1950 (you can read more about kamishibai in this post). Mr. Andersen, the second-grade program, follows the life story of Hans Christian Anderson, using a number of his personal paper cuts and century-spanning illustrations for The Ugly Duckling.

Colonial Classroom, the third-grade program, features a day in a Colonial American classroom, complete with horn books, copy books, primers, and writing blanks. Illuminate Me, the fourth-grade program, demonstrates the process of creating illuminated manuscripts and discusses the world-changing invention of the Gutenberg press, and the advent of the printed book (manuscript fans, click here). You Are Here, the fifth-grade program, exhibits 18th-century geographical objects from London, England, and discusses how, over the century, they reflected changes in education and social structure in Europe. To see the full program descriptions, click here.

display boardsSince the programs travel out of Cotsen and into local schools, I don’t use actual collections materials. Instead, I teach with enlarged high-resolution photos mounted on foam board, reproductions of historical items, and objects that have been purchased (or specially constructed) for the programs. Students work with (and take home) full-color reproductions of collections items, as well. The visual material is reinforced by a lively lecture, hands-on activities, and a succession of question and answer opportunities designed to keep the students engaged during the 45-minute presentation.

Are the programs successful? Do students gain an appreciation for the collections material? Do they retain the information in the programs? Do they enjoy the programs? The answer to all of these questions is yes.

The entire programming year for Cotsen in the Classroom (which runs for 38 – 40 weeks during the academic year) consistently books within 48 hours of the opening registration date. I’ve observed students exclaiming over a 15-century illuminated manuscript, avidly searching for the publication year on a 1776 copy book, and racing each other to locate New Holland on a paper globe from 1830. Students often recognize me when I return to their schools and eagerly share what they enjoyed the previous year. Teachers repeatedly relay stories of students making further connections to, and initiating personal projects on, topics inspired by the Cotsen in the Classroom programs.

manuscript workThere are also the thank-you cards I receive from classrooms. While some are obviously form letters dictated by the teacher, others recall key pieces of the presentations, make personal connections to the material, or accurately replicate, through their illustrations, the collections material presented in the programs.

It’s definitely possible to bring special collections to school children, including those who visit your library on tours. Whether designing a new program or adjusting a current one, I offer the following recommendations for developing successful programs for your young patrons.

Allow hands-on whenever possible. Rare materials are, by their nature, not things to be handled frequently or casually. Therefore, I use reproductions of collections items. A large poster to pass around the classroom, a reproduction of a period object, even a contemporary version of a historical object can all be used to great effect. For children, being allowed to touch an object creates an instant connection to it, and promotes absorption and retention of the information. It doesn’t have to be elaborate. Whisper sticks, for example, were a form of punishment in Colonial schools. Pupils caught whispering were forced to clamp sticks in their mouths. I use wooden Popsicle sticks, purchased in bulk from a school supply company, to replicate this experience.

Adjust for your audience. The younger the children, the more activities, transitions, and visual changes you will need. The Beatrix Potter kindergarten program, for example, starts as a group sitting theater- style on the floor, then quickly moves back to tables/desks for some natural history sketches, then returns to the floor for the remainder of the program. In between these transitions, there are plenty of visuals. The fifth-grade program, in contrast, takes place almost entirely at the students’ desks, with the visuals presented at the front of the classroom and a collaborative group activity at the end of the program.

Leave time at the end for Q & A. Answering questions is my favorite part of these programs, and a good way to assess if the audience was interested and engaged. I build in at least 5 minutes at the end of each program to answer questions. One fourth-grade class kept me busy answering questions for 30 minutes! I’ve fielded a wide range of questions about these programs – questions about the content, questions about the Cotsen library and rare books, questions about my work and expertise, and questions about how the programs were researched and designed.

Send materials home. Every student who participates in Cotsen in the Classroom takes home a full-color reproduction of a collections item. “We get to keep this? Really? Cool!” is the refrain I often hear as I pass materials out. Sending materials home allows students to connect with what they learned, and share it with their families. One parent (who also happened to be the principal of the school) stopped me in the hall to tell me how excited his five-year-old son had been to show him the Beatrix Potter sketchbook he’d brought home from class that week.

Ask your audience to analyze your program. During the first three years of the Cotsen in the Classroom initiative, I gave every classroom teacher an evaluation form. On this anonymous form, he or she was asked to rate the program on a scale of 1 – 5. I also left space on the form for teacher comments, student comments, and general suggestions. I used the invaluable feedback I received on these forms to improve the presentations, clarify content, and assess whether the program was accomplishing its educational goals.

model pressTeaching the untouchable can absolutely be done through quality reproductions, replicas of historical objects, and a presentation designed to engage, enlighten, and empower young learners. It’s also incredibly rewarding. A kindergartener eagerly asking a question, a fifth-grader gazing thoughtfully at an 18-century map cabinet, a first-grader creating a kamishibai title card, a third-grader who wants to find books on the subject I just presented – after seven years of teaching these programs, I never tire of watching students making connections to the special collections material. I also enjoy their expressions of appreciation for my visit. “That was so cool.” “I never knew that!” “That was the best presentation ever!” “Can you teach us something else?”

But my favorite compliment of all time was one that was not expressed directly to me. As I left the classroom, I overheard a fourth-grade boy whisper to his friend, “I thought that was going to be boring but it totally wasn’t!”

Success!


Teaching the Untouchable: Rare Books Education in Elementary School Classrooms was originally published in College & Research Library News, November 2014 (Vol. 75. No. 10). Full text version, click here. Pdf version, click here.