Language Arts Experiences in a Museum

Letter Writing

Information about a site or the topic in general can be obtained by writing letters of inquiry. Information gained on a trip can be shared with individuals or groups. Thank you notes can be designed and written to guides, hosts/hostesses, or accompanying persons.

Stories

Literature about a museum can be read by the students or the teacher. Tapes which accompany stories can be provided for listening. The models provided can be used to encourage students to share stories about the museum and can be compiled and shared with others. Drawings can be added to enhance written descriptions.

Poetry

Various types of poetry about museums can be read. Tapes can be listened to or the teacher can share special selections with the students. It is helpful to learn about the many ways in which others have used rhyme, rhythm, or special arrangements of words to express what they have seen or felt. Children can try to arrange words in special ways to write various types of poems of their own. A visit to a museum can help them become aware of their own feelings related to the place.

Anecdotes

Short stories about interesting incidents which relate to travel or life in a museum can be read. Children can learn to write brief stories which make a point. A visit to the museum can provide incidents about which to write.

Allegories

Native Americans used allegories to share ideas or truths about life. Allegories about museums can be examined. Children may want to write their own allegories about the museum. These can be used to teach enduring morals or lessons. After a field trip students will have a better concept of morals or lessons for living which need to be internalized by them or future generations.

Analogies

Statements which compare and show how two objects or experiences are like each other can be shared. Analogies can be identified, stated, or written. After a trip to the museum, ask students to be aware of how experiences they have are like other events in life.

Examples: He/She ran around like a penny in the coin container.

She/He is like a fragile piece of lace.

The sound of the guide was like an encouraging parent.

Metaphors

Metaphors about museums can be identified or written.

Example: They were careful watchful hawks collecting materials for their presentation.

Autobiographies

Autobiographies about common folk or famous individuals who worked in a museum can be read. Children who have experienced trips to museums may want to begin an autobiography of their own.

Biographies

People have inspired others and been the subject of descriptive stories. Read biographies about people who have developed museums and have significantly affected the preservation of such artifacts. Try writing biographies about famous or ordinary people who have made a special impact on museums.

Case Studies

Museums have affected people in special ways. Read case studies about the lives of people who have been affected in positive or negative ways.

Comedy/Comics

Find cartoons about experiences in museums. Organize and analyze the cartoons. Try making new cartoons.

Documents

Examine deeds, abstracts, or maps about materials in the museum. Determine how inhabitants have changed the appearance, use, and value of the area. Incorporate the knowledge gained in oral or written presentations.

Directions

Early settlers found it challenging to orient themselves to a new way of life. Learn how they received information and communicated with others. Information received and shared related to travel or providing for basic needs. Read early directions for travel, building, cooking, care of property, and safe and healthy living in the area of the museum and compare the writing to present-day directions. Tell how the directions are alike or different. Try following old directions to accomplish tasks or write new directions for modern tasks in in the area where the museum is located.

Try writing directions for how to get to a museum or act on an excursion in such a location

Drama

Plays about museums can be read or written. Dramatic play, role playing, formal plays, readers' theater, or puppet plays can be used to tell about life in the area where the museum is located or about the items on display.

Fables

Old fables about life in places which the museum exhibits represent can be enjoyed and new ones can be written.

Fiction

After intense study about life in areas the museum represents, students can create fictional characters who experience and share the things about which they have learned.

Journals/Diaries

Examine journals or diaries written by early settlers. Keep a journal or diary during the unit. Record experiences related to the study.

Note Taking

Questions which students themselves have asked serve as a good basis for study of the museum. Help them identify the purpose and meaning of questions. Assist them as they seek answers in written materials, illustrations, experiences, oral presentations, and conversations. Help them write key words, phrases, or summarizing ideas which relate to the questions asked.

Spelling

Words necessary for communication of ideas can be grouped and placed in booklets. These can be compared with existing spelling lists and added if appropriate.

Creative Dramatics

Movement activities, pantomime, and dance can be used to express what students see and feel as they visit a museum.

Literature

Books about life in the areas which the museum represents can be read and shared.