Docent handbook 2016 by RISD Museum

Docent Handbook Prepared by the Education Department in cooperation with the Joint Planning Committee Updated October 2016

Museum of Art Rhode Island School of Design 224 Benefit Street Providence, ri 02903

Mission and Professional Development

Education Department Organizational Chart

Position Description

Goals & Guidelines and Tour Procedures

Lead Docent Responsibilities

Docent Benefits

Sustaining Docents

Addenda

THE MISSION OF THE RISD MUSEUM The Museum of Art, Rhode Island School of Design acquires, preserves, exhibits, and interprets works of art and design representing diverse cultures from ancient times to the present. Distinguished by its relationship to the Rhode Island School of Design, the Museum educates and inspires artists, designers, students, scholars, and the general public through exhibitions, programs, and publications.

THE EDUCATION DEPARTMENT’S INTERPRETIVE MISSION The Interpretive Mission is realized by the cooperative work of the Education Department staff and the RISD Museum docents. By offering access to objects, their making, and the ideas they present, the RISD Museum cultivates a culture of creative learning and inspires lifelong relationships with art and design. The Education Department’s programs and interpretation are committed to inspiring imagination and creativity; facilitating object-centered learning; pursuing rigorous inquiry; providing access; offering and encouraging multiple perspectives; and supporting an expanding community.

THE RISD MUSEUM DOCENT PROGRAM The RISD Museum Docents provide rewarding learning experiences for museum visitors of all ages through guided gallery visits. They encourage visitors to find meaning and pleasure by engaging them in close looking and discussion about the issues, ideas and processes presented by art and design from ancient times to the present day. This volunteer group enjoys the privilege and opportunity to collaborate with staff, community-based teachers, and other docents to support the RISD Museum’s mission and the Education Department’s interpretive goals to provide meaningful experiences with art and design. The staff of the RISD Museum Education Department provides a supportive atmosphere that emphasizes best practice, active inquiry, constructive debate, personal growth, and meaningful interaction among docents, staff, and the public. To support the interpretive mission of the museum, educators and curators provide ongoing learning opportunities in the areas of art history, art education, educational philosophy and learning practices. Staff members are available for docents seeking assistance, guidance, or wanting to discuss any ideas or concerns. They keep docents informed about the Museum, manage administration related to the Docent program, and keep accurate records.

PROFESSIONAL DEVELOPMENT RISD Museum Docents seek to maintain a level of professionalism, responsibility and accountability by observing the guidelines presented in this handbook and through ongoing learning and practice. In addition to the training provided by the Education Department, docents pursue opportunities for selfeducation and share their experiences with their peers. These may include but are not limited to reading, attending lectures, and taking courses, as well as connecting to local and national organizations such as the Rhode Island Docent Symposium, the National Docent Symposium (see page 16 for attendance guidelines), and the American Association for Museum Volunteers. The website of the National Docent Symposium Council affords direct interaction among docents throughout the country.

EDUCATION DEPARTMENT ORGANIZATIONAL CHART

POSITION DESCRIPTION Touring Docents agree to: 1. Represent and advocate for the Museum in the community and beyond. 2. Understand and follow the RISD Museum’s Docent policies and procedures, available on the RISD Museum Docent website under Goals + Guidelines and Tour Planning. 3. F requently review and remain aware of the information available on the Docent website [risdmuseumdocents.weebly.com]. 4. Attend all sessions of docent class as scheduled by the Education Department. If unable to attend a session, please notify Kajette Soloman, Education Assistant. 5. Sign up for tours and/or gallery hosting on a weekly basis by submitting the Tour Sign-Up Form, the link to which can be found on the website under Tour Sign-Up. • R equest tours by choosing the appropriate boxes on the Tour Sign-Up Form each Thursday and submitting the form before Sunday. Check the PDF schedule emailed each Thursday for overlapping tours. Tour assignments will be emailed on Monday. • If a tour is cancelled within a week of the tour date, the docent will receive credit for that tour. If a tour is cancelled more than a week in advance, the docent will not receive credit. If the group notifies the Museum that the group count has significantly decreased or increased, the museum will remove or add docents from that tour based on docents’ tour counts. • In case of sudden illness or emergency, docents will consult the docent contact list and make every possible effort to find a substitute to cover the tour. They will inform Kajette Solomon about this change, and in the case of last-minute cancellations, Colleen Mullaly. 6. Submit planning and reflection forms consistently, on time, and in an approved format. • Docent reflections will be submitted by all docents via the form on the website. • Docent planning forms will be sent to Kajette and all docents on the tour by the lead docent via a Microsoft Word document attached to an email. • L esson plans must be received no less than 1 week prior to the tour date, unless no docents have yet been assigned for the tour by that time. If unable to contact the teacher, refer to the prepared content for tour themes (available on the website) to create a lesson plan. • Reflection forms must be received no more than one week after the tour date. 7. Complete 20 credits per year (September 1, 2014 – August 31, 2015). Credits will be given as follows: • Tour = 1 credit • Lead docent of a tour = 2 credits • 2-hour shift as Gallery Host = 1 credit 8. P articipate in regular self-reflection and review processes, as outlined in this document. Docent review is a continuous, shared process that helps to further the knowledge, skills, and abilities of each docent through enhanced reflection and communication, allowing docents to improve upon their teaching and measure their success against the Education Department’s Guiding Principles and the Best Practices outlined below.

GOALS AND GUIDELINES THE EDUCATION DEPARTMENT’S GUIDING PRINCIPLES Inspiring Imagination and Creativity Facilitating Object-Centered Learning Pursuing Rigorous Inquiry Providing Access Offering and Encouraging Multiple Perspectives Supporting Community

BEST PRACTICES FOR GALLERY TEACHING Welcoming • T he introduction includes a welcome, an outline of the structure (format, timing and physical considerations) and goals of the program. • W hen possible the first few minutes with a group are used to converse with participants in order to create an inclusive environment and to gain information about their prior experience with art and the museum, as well as the expectations or motivations for their visit. • I ntroduce yourself to the chaperone(s), and ask for their help in keeping the group together. • T he tour structure should balance timeframe and goals and foster exploration and discussion at a focused and accommodating pace.

Selecting and Sequencing Works • Y our tour should center around specific works of art and the subjects, ideas, and issues they present. The docent handbook with thematic lessons and suggested works of art should be your starting point. • T he selection of 4-6 works of art for an hour long tour should support the theme and be appropriate to the given audience. • C onnections between selections should support development of ideas and concepts (e.g. themes) and should incorporate transitions that connect content (e.g. use of comparisons, thematic connections, etc.).

Close Looking • C lose engagement with the work of art should be the starting point for providing information and asking questions. • Participants should be encouraged to share the visual observations, to offer their interpretations based on what is visually evident. • I nterpretations and connections should stem from and lead back to the work of art being considered.

Providing Information • Information should be accurate, relevant, and appropriate for the given audience. • I nformation should support engagement with the work at hand (biographical information, technique, formal analysis, art world-specific references should be specific and relevant. Reference to other works of art that are not visible will not resonate for the audience). Do not assume that a child or even an adult has heard of certain artists or styles. Please avoid name-dropping artists. • Information should be used to generate discussion, not to close it down with a “correct” answer. • Information should offer wide-ranging, interdisciplinary perspectives that foster a sense of discovery. • T he opinions of others or the docents’ own personal interpretation should be identified and offer a means to model the importance of multiple perspectives and how meaning can be personal and subjective. • T he use of information should reflect multiple perspectives and interpretations, build on existing knowledge, and encourage new connections. • Too much information will diffuse attention and inhibit prolonged engagement with the work of art. • B e sure the facts you give are correct. If you have any doubts in your own mind about the accuracy of your knowledge, please refrain from discussing that particular issue. Also, ask the Education staff or look up anything that you are not sure of. It is better to avoid dates if you are vague about them. • I f you do not know the answer to a question, say so. Do not invent an answer or speculate if your basis is vague. Offer to research the answer and contact the visitor with the correct information.

Asking Questions • Q uestions should be crafted to generate response, reflection and connections to prior knowledge and experience. • Questions should encourage exchange among participants and further curiosity. • B y asking questions educators model critical thinking strategies that encourage deeper exploration of the work of art.

Listening and Observation • A ctive listening demonstrates that the docent is genuinely engaged with the audience and interested in their observations, interpretations, and opinions. • A udience observation helps the docent flexibly but purposefully direct exploration and pacing. (e.g. spending more time with a work or idea, flexibly incorporating something of interest not planned, wrapping up and making transition to next work) • Underscore an individual’s participation by rephrasing their thoughts for the group.

GUIDING PRINCIPLES FOR MULTICULTURAL PRACTICE AND PERSONAL GROWTH I provide an environment where all interactions are mutually respectful, characterized by a willingness to recognize differences and learn through the sharing of ideas and perspectives. The goal of multicultural teaching should be reflected in all our listening and speaking as well as in our choices of and perspectives on the works we share with our visitors.

Communicating with teachers and planning a tour • A s a lead docent, I work to understand the teacher’s objectives and suggest works that satisfy these objectives and reflect a wide range of diverse people and perspectives, which I share with my docent team. • I believe all students can experience academic, social, and emotional growth. I don’t make assumptions about their abilities as I communicate with teachers and plan their tours. • I use a variety of instructional strategies to encourage critical thinking and problem solving. • I understand the impactful power of race, gender, socioeconomic status and sexual identity in shaping students’ identities as well as my own. • I revise materials from past years so I do not reinforce stereotypes and social norms.

In the galleries • I use a variety of instructional strategies that encourage students’ development of critical thinking and problem solving. These skills are as critical to building multicultural awareness as they are in academic development. • I ensure an empowering environment for students by recognizing and valuing all verbal and non-verbal communication and by encouraging students to articulate multiple interpretations. • I create a safe environment by addressing biased remarks and stereotypes, inaccuracies and marginalization in artworks and their interpretation. • I invite students to share their personal experiences and examine their own perspectives, values and beliefs. • I support conversations that heighten the awareness of multicultural sensitivity, which is essential for success in life.

Personal growth • I recognize the importance of staying current with the best multicultural teaching practices so I may help to overturn biases with new information, and I seek input from the Education Department staff as necessary. • I identify any personal assumptions and biases that may negatively affect my ability to provide all students an equal opportunity to succeed academically and socially. • I aim to be a more fully effective teacher by expanding my knowledge, revising the content of my tours, and adjusting and growing my practice relative to multicultural issues. • I expect to have honest and open conversations relative to these Guiding Principles for Multicultural Practice and Personal Growth. • A fter each tour, I ask myself if I have followed the Guiding Principles for Multicultural Practice and Personal Growth.

TOUR PROCEDURES AND LOGISTICS • A lways come to the Museum at least 15 minutes ahead of your assigned tour. An even earlier arrival gives you time to check the galleries and allows for changes in your tour plans, if necessary. • D ocents are asked to wait one-half hour for a late group. Guided tours should end at the scheduled time but groups should be encouraged and assisted in continuing in the galleries self-guided after a shortened tour. For example, if a group is scheduled for 10 AM and arrive at 10:30 AM, the docent(s) can work with the group until 11 AM. From that time until 11:30, the group can continue their visit self-guided. With the exception of a late group, everyone needs to begin and end tours promptly (each tour should last 1 hour, unless otherwise specified). • B efore the tour, one Docent from each tour group will be assigned as the lead docent. The lead docent will create a lesson plan and rotation chart after contacting the teacher or tour coordinator. For more explanation of the responsibilities of the lead docent, please refer to page 8. • Personal items can be stored in coatroom lockers at the Chace Center Entrance. • D ocents are welcome to use the large table in the Education Department for quiet work and conversation at any time, and the Lisle Room with advance notice. • Wear your RISD Museum ID, access card and nametag during tours. • I f the fire alarm sounds, a Museum guard will lead you to the appropriate exit. He/she will know if there is a fire, where to go, where to stay away from. Be sure to familiarize yourself with all emergency exits marked throughout the Museum. Remain calm yourself! • S peak distinctly and loudly enough for all your visitors to hear, while being conscious of other groups nearby. This will mean changing the tone of your voice in the various galleries according to the acoustics. • I f an object is hard to view, ask children to file past it or walk in a ring around it either before or after your discussion. Avoid talking about objects that are too high up for little ones to see. • S eating children on the floor will often be helpful in maintaining discipline. Just make sure there is a path for other groups and visitors to walk through. • D o not touch any of the objects on your tour, nor should you, under any circumstances, let any members of your group handle anything. • W ith an unruly group, as a last resort and if there appears to be a real threat of damage to works of art, you may return your group and chaperone to the front entrance. Please remember, however, that this is a last resort we try to avoid. • W e know that you will be gracious at all times. Please do not express a personal opinion that might reflect badly on the Museum, particularly with respect to Museum policies or procedures. • Be flexible.

LEAD DOCENT RESPONSIBILITIES As a lead docent you help build a team that coordinates and achieves the objectives of the tour theme, share resources with the members of your team, and plans essential logistical details such as the rotations. If the tour involves a school, you are responsible for contacting the teacher listed on the PDF schedule and discussing the expectations for their museum visit and their selected tour theme. Please contact the teacher or group coordinator as soon as possible so that there is adequate time to create a plan with your docent team and to prepare for the tour. Please record the rotations as well as your discussion with the teacher on a Lesson Plan form and deliver it to Kajette (via email) at least one week before the tour. Docents assigned as lead docents must: • C omplete the Lesson Plan form and deliver it electronically to Kajette Solomon, the Education Assistant, as well as the team of docents on the tour. • I nitiate contact with the teacher or group organizer at least one and preferably two weeks before the tour. When talking to the teacher, be sure to ask them the questions included in the Lesson Plan and record their answers. • W hen the same school makes more than one visit to the Museum for multiple tours, staff will make every effort to assign one lead docent for all tours. However, there could be two, three, or even four lead docents attempting to reach the same teacher. In these cases, all lead docents on tours with the same school should share information with each other and coordinate planning. • C ommunicate the information about the tour group and the content of the tour to the other docents, giving them enough time to respond to any special requests the teacher has. A phone call or email to the other docents also serves to confirm the tour with them. Objectives as well as rotations for your team should be planned by the lead docent and shared with your fellow docents before the actual day of the tour. The rotation should be recorded on the Lesson Plan form. • T alking with your team about the objectives of your tour and providing them with the rotations ahead of time will give all docents on your team a chance to be better prepared for their tour and to plan thoughtful transitions between works on their tour. • I f the lead docent chooses objects not in the tour theme materials, interpretive information must be provided on the lesson plan. This includes the location of the work in the galleries, background historical information, and key discussion objectives. • I f there is to be an activity, such as a drawing or writing prompt included with the tour, be sure all docents are clear on the details and are able to prepare for the project. • T ake a moment to check if there are any other groups scheduled during your tour time. If there are, please ask the lead docent of the other tour(s) what their rotations are so that you can coordinate which spaces and works of art to use so as not to overlap. • F or groups continuing self-guided after a docent-led tour, be sure to identify an ending location for the guided portion of the tour and communicate this location to all docents the teacher/contact. This is typically Chace Lobby or, in the case of high school groups, the Grand Gallery. • O n the day of the tour, be at the Chace Center early enough to finalize plans for the tour before the tour group arrives. If a docent is missing, have the Visitor Services representative at the front desk contact Kajette. As the group enters the museum, the lead docent should step forward to identify the teacher and provide introductions. The lead docent should then pair each docent with a group. • S pecify a consistent group approach to photography. If a group has requested to photograph during their tour, the docent team should agree on 1 or 2 permitted locations and make sure all groups are afforded the same opportunities. The museum’s photography policy is as follows: 10

Photography for personal and educational use is allowed in Museum galleries except where specifically prohibited. No flash photography. Tripod and monopod use is by special permission only. Permission must be requested from the Registrarâ&#x20AC;&#x2122;s Office one week in advance. Filming and videotaping are not allowed without special permission. No photographs may be reproduced, distributed, or sold without permission from the Museum. Please see the Museum Policy on Photography and Filming for more information.

DOCENT BENEFITS The RISD Museum Docents are proud to represent one of the finest museums in the country. They share an appreciation and interest in art and design that grows and deepens through ongoing learning, docent activities, and interaction with Museum staff and visitors. They enjoy a collegial relationship with one another as well as the RISD community. As volunteer staff of the Museum, touring docents receive a RISD ID each August that they may use to receive certain benefits:

example

Free Museum Membership Touring docents who volunteer for 20 credits or more will receive free Museum membership.

Program Discounts Museum docents receive the member discount on ticketed programs.

Bus Pass Touring docentsâ&#x20AC;&#x2122; RISD Museum IDs provide free transportation on RIPTA.

Access to Other Museums Showing your RISD Museum ID at accredited AAM member institutions will grant you free or discounted admission.

Docent Guest Policy Touring Docents are allowed to bring two (2) guests with free admission. This is a non-transferable benefit at other partner museums. You will also receive six (6) guest passes annually to share as you like.

Library Privileges Touring docents may obtain a borrowing card at the RISD Library, located at the corner of Benefit and College Streets. You will need to fill out an information sheet and show your RISD ID. All docents may borrow books from the Docent Library, located in the Education Department.

Docent Library: Library materials may be signed out by touring docents, sustaining docents, and education staff for a period of three weeks.

Hours Monday through Friday, 9 AM â&#x20AC;&#x201C; 5 PM [excepting Museum holidays]

To check out books Use the Docent/Staff Library check-out notebook, which is located next to the Docent computer. Enter both author and title of the library materials, date of sign-out, and your name, phone number and email address. The library is fully cataloged and available to search online.

To return books Enter the return date in the check-out notebook. Return library material to the “return” container, located to the left of the library shelves, on top of the filing cabinet. Please note: Do not shelve the books you return.

Photocopying Docents may make photocopies of material from books or catalogues. Instructions can be found on the wall to the right of the copier.

Computer Use A computer is available for docent-related activities in the Education Department offices. Look for the label “Docent Computer.”

RISD Store Touring docents may receive a 10% discount at the RISD Store on North Main Street. You must present your RISD ID.

RISD Continuing Education Classes Touring docents receive a 10% discount for Continuing Education classes.

RISD WORKS Please present your RISD Museum ID when making purchases at RISD WORKS in order to receive discount rates. Touring docents receive 20% discount on purchases of $2 or more on general merchandise except for calendars and books (10%) and sale items (no discount). Member discount is 10%. The 20% discount does not apply to the family of touring docents. Touring docents receive a 20% discount on Museum publications.

RISD Art History Class Touring Docents may attend RISD’s introductory art and architectural history survey for freshmen. This is held in the RISD Auditorium on Tuesdays and Thursdays from 11:20 am until 12:15 pm during the school year. While Docents are welcome to attend, they should remember that the faculty is there for the students.

Parking The Metropark lot at the corner of North Main and Steeple Streets offers half-price parking for Museum visitors when parking ticket/receipt is stamped at the Museum’s Visitor Services desks.

SUSTAINING DOCENTS As stated in the Docent Association Bylaws, a sustaining docent is “one who has completed required Docent training sessions, wishes to participate in Docent educational programs and activities, but not lead tours. Sustaining docents must have conducted the required number of tours for at least three years.” Sustaining docents who meet these requirements may: • R eceive free admission to the Museum. All sustaining docents will receive a card that should be shown at the front desk upon arrival. • S erve on the following committees: Library; Enrichment; Sustaining; and all temporary committees. Open positions will be identified by the Chair and listed in the fall mailing. • Attend classes (except those marked “touring docents only.”) • R eceive RISD Museum membership at the Friend level for the significantly reduced price of $35, which includes reciprocal benefits at museums in the Art Museum Reciprocal Network. • Serve as a gallery host. Sustaining Docents who are interested in gallery hosting must first: • indicate their interest at the start of the touring year • agree to attend all classes open to Sustaining Docents • schedule a session to shadow an experienced gallery host • d emonstrate a working knowledge of the Museum’s policies and programs (by approval of Education Department staff).

ADDENDUM I to the HANDBOOK: MUSEUM TEACHER & CHAPERONE POLICIES [sent to chaperones upon booking a tour; included here to familiarize docents with expectations of chaperones] • T eachers and chaperones follow the Guidelines for Chaperones on Guided Group Visits at the RISD Museum of Art to help ensure that school visits result in safe and rewarding experiences for all participants. We expect chaperones to follow and support the directions given by the coordinating teacher, museum educator, docent, and all other museum personnel including Security and Visitor Services staff. • N o food or liquids are allowed in the museum. Visitors on guided tours are asked to turn personal devices off or on silent. Talking on a cell phone is not allowed in the museum. Photography in the galleries is limited. Visitors are asked to check with docents, museum educators or guards in specific areas about the use of photography. • C haperones supervise the students in their group at all times while at the museum. They are asked to keep an eye out for students who are too close to works of art since touching can be accidental as well as deliberate. Students needing to use the bathroom must be accompanied by a chaperone. • C haperones help students stay focused on discussions and activities run by the museum educator or docent. When moving between galleries, chaperones help the museum educator or docent gather materials, line the students up, and ensure that students leave the gallery space in a quiet and orderly manner. Chaperones are notified that their assistance with keeping the group focused on the activity at hand greatly helps the educator and docent focus on teaching the students, and assistance with helping the group move together through galleries helps create a rewarding experience. • I t is the chaperone’s responsibility to notify the museum educator or docent of potential interruptions or situations regarding student health and/or safety (i.e. medical problems, potential behavior issues, etc.). It is the teacher’s and chaperone’s responsibility to have communicated about this information prior to the start of the visit. Teachers are asked to inform us ahead of time of any assistance students may require or about issues that will help us plan ahead. • V isitor Services informs teachers about the ratio of chaperones to students and the following is recommended: Fifth Grade and Younger: One chaperone for every ten students. For students 5 and younger, 2 chaperones per group are desirable. Younger students may also be divided into smaller groups as necessary. Sixth Grade and Older: One chaperone for every fifteen students, although an additional chaperone per group is recommended. • I f students will be taking notes or making sketches, chaperones are asked to remember that only pencils are allowed in the galleries. No wet media, including pens or markers, are permitted.

ADDENDUM II to the HANDBOOK: COMMITTEE DESCRIPTIONS & GUIDELINES STANDING COMMITTEES The Nominating Committee shall include a past Docent Council Chair and touring docents. It shall present a slate of officers and members-at-large to the Docent Council prior to the spring meeting when the election is held. The Finance Committee shall include the Treasurer, the Chair, the Chair Elect, and two Touring docents appointed by the Chair. The Library Committee shall have three members, one from the Education Department staff and two docents. It shall care for the Docent/Staff Library as kept in the Education Department. The Enrichment Committee shall plan and organize trips and other educational opportunities for the Docents.

OTHER COMMITTEES The Joint Planning Committee is dedicated to long-range planning and goals shared by the docents and the Education Department. Three staff members and three docents participate, including the chairelect and two other docents with one- and two-year terms, respectively. The Sustaining Docent Committee maintains a list of sustaining docents, represents their interests, and interacts with them to encourage participation in select docent activities. The Sellie Bernstingle Committee researches and recommends speakers to the Docent Council, then organizes and manages the annual Sellie Bernstingle Lecture within the budget available through bequest. The Holiday Party Committee organizes and manages the annual holiday party, coordinating with the Museumâ&#x20AC;&#x2122;s Manager of Special Events. The Editor of the Docent Forum prepares, edits, and distributes the docent newsletter online and/or hard copy. The Rhode Island Docent Symposium Planning Committee contributes to the planning of and participates in the bi-annual Rhode Island Docent Symposium, through coordination with docents at other organizations.

ADDENDUM III to the HANDBOOK: GUIDELINES FOR NATIONAL DOCENT SYMPOSIUM ATTENDANCE 1. T he Education Department staff member responsible for the docent program and three docents may serve as representatives of the RISD Museum. This number is based on the historical limitation of four participants per institution set by the Symposium organizers. 2. T he Education Department will assume registration fees for two designated Council docents, as funds are available. 3. T he annual docent budget will include a line item for Symposium participation. This amount will be up to $1000 for each of two designated Council representatives. 4. Docent participants will be: • Incoming Council Vice Chair • One other member of the Council • A third docent may attend at his/her own expense. • Participation with financial assistance is limited to one Symposium. • Financed participant will be determined by a lottery. 5. If space permits (late registration is often available) more than three participants may attend at their own expense. 6. Determining current IRS regulations for deductible expenses is the responsibility of the attendee. 7. A ttendees will make a presentation of highlights of the Symposium to the docent body within a month of the event.

Revision of Guidelines submitted by Council Finance Committee, March 6, 2012 Gwen Guillet, Carol Prugh, Sally Shwartz, Jo Zeigler, Jane Koster