Note #11:
Developing an Interpretation and Education Policy for the Museum

• Background
• Formulating an Interpretation and Education Policy
• Types of Interpretation and Education Programs
• Conclusion

---

Background

One of the primary functions of a museum is to educate. This goal can be achieved through interpretation and education programs. In the past, such programs have been designed in an informal and non-structured manner, or as a result of specific requests from individual user groups. This is especially so in the case of many small museums. At larger sites, education departments have traditionally been in charge of designing and implementing interpretation and education programs. In both situations, however, there has been far too little cooperative planning between the museum board and the staff.

Rarely has a written policy been developed which will offer a wide range of programs related to the museum collection, and is designed for the instruction and enjoyment of various sectors of the public.

With the implementation of the Regulation, guidelines, and standards associated with the Community Museums Policy for Ontario, trustees and members of museum boards and committees are becoming more involved in formulating policies connected with the operation and management of museums. This broadened role will certainly be of assistance to museum staff who will work with board members in designing and implementing new policies.

Rationale

Interpretation and education programs must be regarded as a central part of the museum's raison d'être within its community. Through a series of varied programs, displays, activities and events, the museum should strive to reach as wide an audience as possible.

Interpretive and education programs must be firmly based on the type of collection each museum owns, and complement the goals and objectives contained in the museum's statement of purpose. Such programs must also be designed to address criteria contained in the research, exhibition and conservation policies formulated by each museum, and follow recognized educational methodology and practices.

Formulating an Interpretation and Education Policy

In formulating a written policy to cover interpretation and education programming, both staff and trustees should work together to produce a document which will become the basis for museum education programs. Through designing and implementing an interpretation and education policy, continuity in programming can be achieved even if museum staff or board members change.

What are some of the major issues or areas of concern which should be addressed when a museum interpretation and education policy is being drafted? It is important to consider the following:

• Recognize the implications of your approval of an interpretation and education policy, and make sure your objectives are clear and are not changed in mid-stream during the planning process.

• Ensure that adequate sources of ongoing funding are allocated yearly in your museum's operating budget.

• Carefully assess the staff resources available at your site, as this will dictate the size and type of education programming which can be addressed in the written policy.

• Assess and identify the physical areas appropriate for different types of activities, as this will have a direct bearing on the scope and function of programs which you may be planning.

• Ensure that the programs described in your written policy will accurately reflect the goals and objectives which are contained in your museum's statement of purpose.

• Consider the types of artifacts in your collection in order to ensure their proper care and preservation if they are to be used in your interpretation and education programs.

The Planning Process

• Set up a working committee of members of the museum board of management who are interested in and have the time and expertise to assist the museum staff in drafting a written policy and designing interpretation and education programs.

• Gather information from other sites or from museological or educational publications which can be used as reference material in your planning.

• Be prepared to agree upon a specific focus (target area) for your education programs, while incorporating flexibility which will serve the needs and expectations of various user groups in the community.

• Develop programs in the broad categories of public programming, special events and exhibits, and school programs.

• Implement a procedure for ongoing assessment and evaluation which will allow for changes, additions, or deletions.

• Ensure that the museum staff have sufficient background and appropriate skills to develop and carry out such programs.

• Incorporate operating expenses associated with interpretation and education programs (i.e. exhibit, events and activities, advertising and publicity, conservation) in your museum budget.

Types of Interpretation and Education Programs

The kinds of programs that community museums can offer are influenced by such factors as space, the type of artifacts in the collection, the number of staff, the annual budget and hours of operation. However, each museum should attempt to incorporate into its interpretation and education policy provisions for the following types of programs:

General Public

A wide variety of services and programs ranging from guided tours and working demonstrations to exhibits and displays can be planned.

Because of the various needs of this user group, flexibility in your approach to programming for this sector is recommended.

School Interpretation and Education

• This area of programming is probably the most important in the fields of formal learning and education.
• A single program for all school students is neither applicable nor recommended.
• A basic program has to be altered to meet the specific skills, needs and abilities of the following user groups:

a) Elementary (Primary K-3, Junior 4-6, Intermediate 7-8)

• Levels of learning abilities (stages of development) vary at different ages.
• Flexibility and choice must be available in education programs offered to elementary students, in order to ensure a valid learning experience.

b) Secondary (Intermediate 9-10, Senior 11-13)

• Because adolescent/adult learners will be involved, their specific needs and expectations will have to be understood when planning museum education programs for this user group.
• Subject areas for programming may range from geography, history, mathematics and science, to family studies, art, and trades and technology.

c) Post Secondary

• Programs should deal with aspects of adult/continuing education, providing opportunities for both formal and life-long learning experiences.
• Topics to be considered in program planning may include local history, antiques, architecture, arts and crafts, photography, interior decorating, etc.

In-house Training

• Programs should be designed to assist permanent, seasonal and volunteer staff as well as museum board members in interpretation techniques and educational theory.

Professional Development for Teachers

• Organized professional development days are recommended for introducing teachers to your museum, and for sharing ideas and expectations in preparation for student field trips.

• It is the museum's responsibility to provide leadership and direction, while assisting teachers to become better educated museum users.

Special Events/Exhibits

• Events/exhibits can provide a means of communication and be an important factor in audience development.

• Such programs tend to become the most visible and successful in generating attendance and revenues.

• Programs should be conducted throughout the calendar year focusing on events and activities associated with the change of seasons.

Outreach/Extension

• While planning for this type of programming begins in the museum, the activity takes place off-site.

• Activities might include participation at fall fairs, public speaking, media interviews, walking tours, travelling displays and education kits.

• This type of programming can be considered as a form of promotion which will give the museum greater visibility in the community, as well as adding another dimension to its interpretive and education programs.

Other Audiences

• Programs catering to the skills and abilities of pre-school children, and satisfying the needs of early childhood learners can be developed.

• Special needs groups (i.e. physically disabled, sight and hearing impaired, mentally handicapped, learning disabled) should have access to both on- and off-site programs.

• Orientation and training sessions should be developed for senior citizens and the retired in your community who can be a valuable source of volunteers.

Conclusion

Museums have a traditional commitment to education. They must consider themselves as educational institutions and as such, provide interpretation and education programs that will serve various sectors of the public on a regular basis, both at the museum and in the community.

Through well planned and properly implemented programs, museum education can help the public to become more frequent museum users. As the emphasis on public accountability grows, the offering of good museum interpretation and education programs will become increasingly important. By developing an interpretation and education policy, Ontario community museums will be better prepared to meet their educational mandate, and have a course of action that will identify steps to be taken toward this goal.