The Newest “Must Have” Books for Your Christmas List

Whether shopping for the perfect gift for someone special or making your own wish list, there are some great new books out this fall that ought to be on your Christmas list.

For the needle-worker, seamstress and quilter, there is Fanciful Utility: Victorian Sewing Cases and Needle-books by Anna Worden Bauersmith. This book shows step-by-step how to make an assortment of well researched sewing cases, housewifes and needle-books. Filled with templates and color photographs, this book is sure to keep the hands busy all winter long.

Everyone who dresses for the Civil War era will want Dressing the Victorian Civil War Lady: A Guidebook to Dressing the 1860s by Joy Melcher of the Civil War Lady. This book is filled with original photos, illustrations and tips for interpreters, reenactors, seamstresses and stage costumers.If you love to dance, you will have to have the West Side Soldiers Aide Society’s release of  The Ball-Room Manual of Belfast, Maine from 1863. The facsimile book has page after page of period contra dances acceptable to “the Young, as well as the Old Folks at Home”.

I was very excited to see this second volume available. The Way They Were: Dressed in 1860-1865, Volume 2 by Donna Abraham. Volume 2 takes a closer look at the details of the clothing women, men and children wore through newly published photographic images magnified for an indepth study.

The following books aren’t brand new, but if you don’t already have them, you should have them on your wish list:

Anyone making their own mid-century clothing, or just looking to understand it better should own The Dressmaker’s Guide by Elizabeth Stewart Clark.

Donna Abraham’s The Way They Were: Dressed in 1860-1865 is packed full of original CDV images. I just love this book as my copy is filled with notes and arrows.

What else is on my wish list? Well, I need to learn more about men’s clothing so I can make my husband a full set of civilian attire. (I also need to convince him this is a great idea.) With that in mind, on my wish list we find The Victorian Tailor by Jason Maclochlainn as well as Mr. Ruley’s digital version of Louis DeVere’s 1866 Handbook of Practical Cutting on the Centre Point System.

Working with Teaching Methods

 Over the past half century or so, educators have worked with a learning pyramid to aid in understanding learner retention. At the top of the pyramid are techniques with the least retention while the techniques at the base of the pyramid provide the greatest amount of retention. Over the years this pyramid has evolved as new techniques develop through evolving technologies.

This Learning Pyramid is my design for techniques in the living history environment. As with the traditional pyramids, at the top are the techniques with the least personal connectivity with visitors/learners. At the bottom are those techniques providing the best connections with visitors/learners. The strata of the pyramid do not represent good to bad. They represent the varying ways to connect with visitors at different depths. The top of the pyramid can give a good over view of a subject, while the base of the pyramid can provide visitors with an in-depth, personal experience and ingrained understanding. By utilizing a combination of the techniques the full height of the pyramid, visitors are offered a  complete experience, which through their choice meets their particular needs.  

 

Let us examine the pyramid from the top down.

Lecture Style Presentations  can include most presentations where a single or small group of interpreters talks to a group of visitors in a stagnant setting such as a classroom, gallery or auditorium, or in a mobile setting such as in guided or even self led tours. (In self led tours, the presenter and setting changes while the presentation style remains the same.) One can also include introductory videos in the category as well. In this technique, the visitor is primarily a listener and observer with the occasional opportunity to ask questions. (I will say in hind-sight of the visual presentation of this pyramid, I would like to have made the top level longer as there are so many formats which fall under the lecture style presentation.)

Self-led Inquiry includes examining original artifacts (or in some cases reproductions), reading original documents such as diaries, letters and ledgers, and looking at original images such as photographs or genre paintings. Self-led inquiry does not include significant guidance from a knowledgeable person or source. Instead, it is entirely learner/visitor led. 

Interactive Exhibits are guided inquiry. These exhibits use instruction, often through text and visual panels or other media, combined with hands-on examination. They are organized to lead the learning and exploration process.

Demonstrations and First Person Presentations are live-action multi-sensory learning experiences allowing visitors/learners to see, hear and smell how something works or is done. These are meant to be interactive (If they are not interactive, they belong further up  they pyramid.) where visitors can ask questions, feel samples, examine tools, etc.. These techniques use multiple senses in connection with a live, interactive education source.

Hands-On Activities and Play to Learn opportunities go one more step beyond the above techniques. The focus transitions from the demonstrator showing how to the learner/visitor learning how. In this technique the learning process is guided according to the project or activity.

Role Playing and Experimental Archeology because wholly learner centered. Here, the learning process becomes learner lead.  Granted, event or site staff are present for consultation and to ensure the safety of participants and the site.

Bass Pro Shop

You are probably wondering what this vegetarian, non-hunter was doing in a Bass Pro Shop. We needed to replace our shredding tarp during our cross-country move. Even with that answer, I’m sure you are wondering why I’m writing about a sportsman store on a living history blog.

Simply – If you haven’t been to a Bass Pro Shop, you need to go.

Bass Pro Shops are an excellent example of an extraordinary customer experience. From the moment you approach the store with its undeniable presence the stage is set from more than just the purchase. Their signage at the entrance is more like what you would see at a theme park than a store. As you cross the parking lot and drive you are guided by fish stamps for the cross walk and various animal prints to the door. Through the door the space opens to a full view of the multi-story water fall and mountain-side feature. The similarity to a park is continued with the turn-stile about 20-25 feet inside the door. This space is important because it emphasizes the vastness or openness of the stores while providing a great view and a ‘welcome, we’ve been waiting for you’ feel.

At the center of each Bass Pro is a colossal rock wall and water feature that looks exceptionally natural. So far, from what I’ve seen, each store’s monumental earth and water structure is different. They incorporate a waterfall, ponds with large fresh water bass and trout, large and small animal mounts, and details in the wood work of the stairs.

The experience is optimized by the various hands-on opportunities. Traditional galleries are just like those at amusement parks. Digital games include both shooting and fishing using X-box and Wii . They also hold classes.

As you wander the store, you find pleasant looking mounts of just about every animal you could imagine. The walls are covered with photos from around the world. There are seating areas with comfortable chairs, tables and lighting simultaneously embracing their brand and conveying that ‘at home’ feel. Take a look at this photo of the chairs with the real tree or mossy oak pattern set nicely with the original trunk as a table. This comfortable area is something many men would love to have in a cabin. It invites visitors to sit while shopping. Incidentally, this seating area is in the midst of the toy area.

There is a children’s tree, on the other hand, in the ladies’ clothing area. This tree, while a play area doesn’t come across as but a natural feature blending in. (sorry I lost that photo)

Their attention is right down to the details. I love this trash can, which has a rustic, earthy feel yet is clearly marked and clean.

 Their bathrooms are immaculately clean while continuing the branding/theme onto the walls and fixtures.

The Bass Pro we stopped at had a restaurant inside the store as well. The front sign included a sign for the Grill. But, what I really liked was the eye appealing menu on the wall of the elevator. This placement is great. It is one spot where visitors are going to stand in one place. The menu tempts people’s appetites, reminds them they can eat in-house and invites them to stay longer. I should also point out, I like being able to look at a menu before going into a new restaurant. If it hadn’t been for our wind induced scheduling problem, being able to look at this menu would have allowed us the opportunity to decide to eat there.

Food for thought

What do you call the people who pay as they walk through the gates to learn about history from you?

Here are some definitions thanks to dictionary.com

Visitor – “a person who comes to spend time with or stay with others, or in a place. A visitor  often stays some time, for social pleasure, for business, sightseeing.”

Guest – “ is anyone receiving hospitality, and the word has been extended to include anyone who pays for meals and lodging.”

Spectator - “a person who is present at and views a spectacle, display, or the like; member of an audience.”

Customer – “a person who purchases goods or services from another; buyer; patron.”

Optimizing the Visitor Experience at Living History Events

Part 2

The details can greatly improve visitor experience. These are often the things that we don’t want people to find fault in. But, to really enhance the visitor experience at LH events, we need to give them what they ask for before they ask for it. Ideally, they will never notice they needed it in the first place or be completely “wowed” by the fact we thought about it.

Let us start with one of the biggest needs people will have at every event…. the bathroom. Did you know there are actually blogs which discuss the conditions of bathrooms and what they mean in terms of customer service? There are. While we likely can’t have beautiful spa bathrooms at events, we can strive to have the best services available. But, I hear you. What can we do to make porta-potties nice? First and foremost… Keep them Clean!!! To do this, there needs to be the right number of potties for the people. To few potties makes for messy potties and long lines. Next, a solid cleaning schedule. Potties must be professionally emptied every morning or more frequently if there is non-invasive access. But, don’t leave the cleaning to the service. A housekeeping staff needs to check on the potties throughout the day. I know, ick. Who wants to do that? You do, because that means happy visitors and happy attendees who will return and spend money. Now, how do we improve the bathroom experience when dealing with porta-potties? Don’t just line them up out in the sun. Be smart. Find a way to turn the potty set-up into a more pleasant bathroom type experience filled with the amenities a bathroom would have. One method I have seen which does this well uses the back of a barn which creates shade and wall-type fencing. The potties are lined up in the shade of the barn with the truck access point on the far side. The side towards the event has a wall made of fencing. From the outside, you just see the wooden fencing. From the inside, you see a counter filled with “running” water, paper towels, hand sanitizer and mirrors. Benches were provided for those waiting in line. A curtained changing area provided a private area for infants. While not an indoor bathroom or a period correct one, this provided a well improved visitor experience.

Another must for visiting an all day event is food and water. Well fed visitors stay longer and remember the event well. Hungery visitors are tired, cranky, irritable and just want to leave. You must include on your advertisements and website whether food will be available. If it is available, mention what kind of food will be there. This will help those with special diets or allergies determine if they will be able to eat and plan accordingly. If food will not be available, invite visitors to bring a picnic. This way they know to bring food. Provide picnic space whether it is on tables, under a large tent or simply on a blanket on the ground.

How many times have you been asked if you are hot in your clothes? Chances are if a visitor is asking if you are hot, they are also hot.  Not everyone has the constitution to walk for hours and hours through an event, standing in the sun watching demonstrations. Events need to have places where visitors can sit down in the shade. This could be where there is natural shade along a tree line or under a tent. Presentation and demonstration areas need to be placed where natural or building shade is available. Seating should also be provided for those who get tired or can not stand for an extended period but still wish to listen and watch. This seating should be well placed with a good view. Seating could be wooden benches or even building steps if need be.

A few weeks ago I had some very puzzled looks when I was asking at a meeting about quiet areas during a different kind of event. It was okay; they didn’t understand. Once you hear a toddler burst in to blood-curdling screams at the sound of a cannon or see an incredibly grateful mother as you welcome her and her terrified child into a quiet gallery, you will never forget just how important a quiet area is for children. Cannons and gun-fire can be loud and scary. Every event should give parents of small children an alternate option to battles and louder demonstrations. Otherwise, families heading to the solace of the car may leave and be leery of returning. If there is an onsite house or gallery building, these will be ideal for reducing the sound. If such a space is not available, a children’s area with a moderate size tent and shaded fly set a good distance from the battle or in a comfortable area can be made to work. In either type of area, provide comfortable places to sit, small water bottles, ear-foams in their packages, and a variety of toddler safe toys. Also have items for older kids who may be frightened as well.

If at all possible, alternate transportation should be available at larger events despite issues with being an anachronism. Older individuals and families with children will greatly appreciate the availability of a trolley or wagon. There are many medical conditions that decrease a person’s ability to walk long distances or be in the sun. These visitors will also appreciate being able to access parts of an event they would not otherwise be able to reach. A trolley can circle an event stopping at designated points or criss-cross an event.  

I think this is all for now. Please stop back for additional thoughts on planning events looking at the visitor experience.

Working with Learning Styles

 When developing activities or projects for both kids and adults, it is important to understand the different learning styles or multiple intelligences people have.

Visual/Spatial -  deals with spatial judgment and the ability to visualize with the mind’s eye.

These learners often do well with visual components. This could include maps, charts, diagrams and timelines with graphics such as illustrations or photos. The maps of the mid-19th century with outlines of buildings and illustrations of homes or significant buildings around the edge of the map can be a big hit. These learners may also appreciate signs with diagrams of what they are looking at or supplemental literature with photographs or illustrations of artifacts. Images pulled from popular 19th century books or magazines could be utilized well with this type of learner such as illustrations of farm machinery or fashion illustrations with patterns.

Logical/mathematical – deals  with logic, abstractions, reasoning and numbers.

These learners can work well with numbers and dates. But, their style goes beyond that into logical thinking and reasoning. This learning can get a lot out of activities like mock-digs where they need to reason through the items found during their ‘dig’ to determine what the items may signify or tell about the ‘site’. They also do well with planning activities such as the traditional ‘western trail’ game where the members of a group need to plan what to bring with them for a migration journey.

Verbal/Linguistic – deals  with words, spoken or written.

These learners enjoy working with stories whether original stories in written & verbal form or stories they create themselves. They do well with reading original letters, journals or articles. They also do well with writing their own letters in a period style or keeping their own history journal. An activity this learner may enjoy is writing a letter in response to an original letter. Another is to develop a story around an ‘artifact’ either given them or that the piece back together.

Musical/Rhythmic – deals with sensitivity to sounds, rhythms, tones, and music.

These learners love period music and dance. They also do well with the rhyming word games such as those for learning the names of the kings and queens. These learners enjoy singing while they work whether they are churning butter or embroidering. Sometimes they are singing what you teach them; other times they make up their own songs pulling together what they are learning. I love the latter.

Bodily/kinesthetic - deals with the ability to control of one’s bodily motions and the capacity to handle objects skillfully.

This is the learner that loves to handle objects whether original or reproduction. They like to examine pieces personally, looking at the details and how things work. They also like hands-on activities such as helping out during a demonstration of spinning, carding wool or cooking as well as make-and-take projects. This learner also likes role playing and acting out an idea with another object.

Naturalist - deals with  nurturing and relating information to one’s natural surroundings.

This learner will do well with connecting topics to the natural world around them. When discussing topics such as food or clothing, they will find interest in where the food or fibers come from, how the plants or animals grow, how the fruits, vegetables, wool or flax are harvested. These learners may also find how land is utilized for settlement or the impact a battle had on the land interesting.

Intrapersonal - deals with introspective  and self-reflective capacities.

This self-reflective learner may enjoy reading the personal writings of someone they can relate to. They may also benefit from role playing activities which involve deeper understanding of their character.

Interpersonal - deals with the ability to interact, communicate effectively and empathize easily with others.

This learner enjoys working with others on activities. This can be in the form of social learning or teamwork. They also like role playing and acting out an idea with other people.

Existentialist - deals with the ability to contemplate phenomena or questions beyond sensory.

 These learners could challenge you if you are not one of these learners or don’t already know one well. This learner is often the one who asks you those questions that catch you off guard. This idea learner may find the development of social dynamics interesting. With this in mind, you may want to talk with them about the effects of the Civil War on society or how the industrial revolution effected the roles of working class women and the development of social movements in the 1840s and 50s.

Which is Which?

I’m sure you are asking  ‘how do I tell which learners I’m working with?’ My biggest suggestion is to watch and listen. Notice what catches each person’s attention when they first arrive. Is it the written sign, an illustration, an object they are reaching for? Listen to what they are asking and how they ask it. Pay attention to key words that may tip you off such as ‘sound’, ‘how long’, ‘why’, and ‘feel’. If you only have your audience for a short time, hopefully you can pick up some signals quickly. If you are unable to, just make a point to incorporate as many of the learning styles as possible. Talk about what appeals to the senses, offer to let them feel a reproduction item or a handful of wool.  If you will have your group for an extended time, start your day with a get-to-know-you  game. While each attendee is getting to know each other, pay attention to hints from each one. I’ve noticed musical learners will put a rhythm to name games while mathematic and visual learners will make mental lists. Visual learners will also identify something about a person with what they say, requiring them to look at each person in turn. Interpersonal people often look right at a person as well. Bodily/kinesthetic learners as well as some naturalist learners will put movement into the game or even get up and walk through the game from person to person. I have yet to figure out what the intrapersonal and existentialist learners do for this game. I suspect this may be some of those who can close their eyes and recite word for word what each person’s name is and the food, object or saying that went along with them.

Optimizing the Visitor Experience at Living History Events

Part 1

I’ve been enjoying reading Stephanie Meyer’s Creating Great Visitor Experiences: A Guide for Museums, Parks, Zoos, Gardens, & Libraries. Reading her book, has prompted me to consider several additional aspects of the visitor experience at living history events. Here are some of my developing thoughts:

The visitor experience begins before the visit. Whether a potential visitor is learning about your event through a website, radio advertisement or print advertisement it is important not only to entice them to come but to give them an accurate understanding of what to expect through words and/or images.

The way a visitor’s day starts can impact the whole  day. This can include how easy or difficult it was to find the event, what parking was like and finding the entrance. A map, good directions and clear signage can help ensure visitors find your event without getting stress or taking excess time. Once a visitor pulls through the front gate a combination of signage and parking guides are a good way to help visitors find the right parking spot. Ideally, parking will be adequate and on a flat, even surface. Given the nature of many events, this is not always the case. Parking guides should be well aware of the parking plan and potential issues with parking. They should also be observant of lower riding cars, taller trucks, families with small children or those who may need handicap parking or shorter walking distances. Guides should be well versed in the safest way to the entrance, the nearest water source and bathroom They could also know for those exiting, how to get back to the highway and where the nearest restaurants are. Another extremely important piece of information that must be covered in the parking lot, via signage, preferably at the entrance and several times after, is whether or not certain items are allowed on site. This could include coolers, glass drink containers, alcohol, chairs, strollers, etc. It will greatly affect a family’s plans for the day if some of these items are not allowed or if they get them to the entrance and have to turn around to take them back to the car.  Signage with a helpful approach can be greatly appreciated. A sign that says “don’t forget your water and sunscreen” could help save a person’s day.

The entrance is not just the way into an event, it sets the stage for the event. An admission table or gate should be welcoming and well informed. Admissions people should know the plan for the event as well as the site layout backwards and forwards. They should be able to not only hand you the very well designed map of the event and accurately detailed schedule, they should be able to answer questions about bathrooms, activities for small children, demonstrations and where particular groups or units are.

I am particular about literature. I believe a map needs to clearly show all the necessities a visitor is looking for as well as the locations of everything they will want to see. The locations of demonstrations, battle seating, hands-on activities, bathrooms and food all need to be marked. Schedules must be accurate. They should cover military and civilian activities, presentations, demonstrations, hands-on activities with times and locations. Most often we see this as a list with what is happening at each time. One of my favorite schedules for an event was actually a chart, in full color, that showed times on one side and locations on the other. Reading across the chart you could see everything that happened at the xyz pavilion through the whole day. Or you could see all the domestic demonstrations colored in green through the day. This format, though costly in color, allowed visitors to easily plan out their day or to glance at to find what is happening nearest them at a particular time.

It is all about details …. next…

Be There… Be With…

There is nothing like walking into a nice building filled curious items you know absolutely nothing about with no labels or signs and no one to guide you or answer your questions despite the neat little benches arranged as for an audience.

#1 Be There 

Be where? Be there for the visitors. Be where visitors will have questions. Be where they will be curious. When planning an event, you need to anticipate what visitors will want to know more about in order to have a guide or historical interpreter there.  Come up with a list of locations visitors will likely have questions or inquiries. This could be at medical scenarios, demonstrations of arms, near cooking demonstrations. No list is ever set in stone from year to year or event to event. You must observe and adapt. Watch visitors. Talk with them. Find out what they learns and liked. Find out what questions they have that weren’t answered during the event. Then adapt. Add to the original list of locations or change locations. Always strive to be there for the visitors; be their guides bas they connect with history.

#2 Be With

Be with your visitors. Sure you are portraying history, teaching history. But, each visitor’s experience should be visitor focused because no two visitors are alike. Each person has a different base knowledge. While one person may remember using a pierce tin barn lantern, while another may think it is a cheese grater. Both deserve the best individualized attention you can give.  When talking with a visitor, do you best to see what they see. truly listen to what they are saying, what they are asking and what they are not asking. By focusing on the visitor, you will be able to convey what you are teaching in the best way for the visitor.

Beyond the Wardrobe…. Beyond the History…

Over the past year and a half, after I started dealing with my culture shock and displacement, I had the opportunity to step back and reflect on what is important to me in living history. We already know I love to research. What do I love more? Educating, sharing information … and … how to share information.

The techniques of sharing information goes beyond the wardrobe; it goes beyond the history….

With this in mind, over the next several months you will see a section developing on how to develop visitor focused activities and  how to improve your interpretation techniques. I will look at working with different learning styles, the needs and perspectives of children and families, how to deal with challenges such as the weather and anything else that comes to mind. I hope each reader will get something out of this section and will offer any questions or suggestions.

The Power of Myth – Part 2

As educators, interpreters or reenactors we often encounter myths while working with visitors. These myths can range from a long propagated mis-truth to a family story. When facing these myths we need to find a way to educate while ensuring a good visitor experience.

In my opinion, the type of myth you need to be the most careful about when addressing it the family myth. This is a myth a person has grown up with, believing about their family. It is one which may or may not be rooted in fact, developing or evolving through the years. A family myth can come up at almost any time in a discussion with visitors. They may believe they have a connection with a person, a building, an artifact or a moment in history. The catch is, you have absolutely no idea whether their story is history or myth. With a visitor centered approach, I suggest you listen to what the visitor has to share. Even if everything they are saying doesn’t quite fit with what you know, listen. If you don’t listen to what they are saying, chances are they aren’t going to want to listen to you either. While you are listening, really listening, try to determine what level of additional information they will be receptive to. Some people will be open to a whole different version of the story, the researched and documented research you can provide. For these individuals, first compliment a specific aspect of what they shared, hopefully a piece that is documentable; then offer additional information beginning with a phrase such as “my understanding….” Be certain to offer the visitor a resource or two to go to for their own research such as a book at the library or website that is easy to find. For others, who are significantly attached to their story, possibly in an emotional way, an “opening the door” approach will allow the visitor to hold their story while you offer them a direction for self- inquiry. After acknowledging their story and offering a specific compliment, you could open the door with “have you looked at….?” or “I would be curious to know more about…” Yes, this is an extremely soft approach. But, you are allowing the visitor to retain the integrity of they family myth while encouraging research based education and giving the visitor a good customer experience increasing their likelihood of returning.

I’ll confess, teacher led myths  are the ones that really push my buttons. It is exceptionally challenging to have a tour designed for a class when the teacher continuously interrupts, pulling the students in a different direction filled with inaccurate information. It is also challenging to be giving an in-class presentation only to find the teacher has or is instructing with inaccurate information. Whether you are in their arena or yours, the key to avoiding these issues is communication before the visit. Provide the teacher or teachers with an outline of the tour or presentation as part of a teacher packet with grade specific information and resources. Most museums have a teacher packet for visits and outreach which include pre, during and post visit materials. If you are working with/for a museum, be sure to know this packet well. During one of your initial conversations with the teacher(s), ask about where your talk will fit into their teaching plan or curriculum mapping, what the students will have already learned, what points he or she would like you to address. This is an ideal time and way to focus or tweak your presentation plan and identify any potential areas of inaccurate information and provide the teacher with correct information and/or resources prior to being in front of the students. Of course, you may still have a surprise in the middle of a great talk with a group of students. In these cases, you need to convey the correct information and the importance of documentation all while still supporting the teacher. Yes, it is possible. You can start with something like “That information/story comes from ____. But, new research shows _______” or “That is true for these instances _____ But, at this time ______” (Teachers are one of the few groups you can get away with using the word “But” with without being defensive. They teach the use of the word. For most other people do you best to use words such as “and” to redirect the information.) Be certain to provide the teacher with resources to further research the information new to them after the conclusion of the talk.

Enough typing for tonight. I guess there will be a part 3. In the meantime, for regular postings regarding history myths, subscribe to History Myths Debunked. I enjoy the weekly posts.