Audience, situation, style: Strategies for formal and informal archaeological outreach programs

Abstract

Archaeologists are often contacted by teachers looking for a one-hour presentation on archaeology or cultural history. The presentation request can be for an introduction to a new topic area, for inspiration during the study process, or as the culmination of a unit. Many archaeologists, while comfortable with their knowledge on the topic and their competence in the field, would rather share an excavation unit with a scorpion than to face a classroom of expectant 10 year olds. If the reluctance is based on a lack of training or experience with communication, then the comfort-level can be raised. This chapter provides some practical and tested strategies for the presentation of archaeological and historical information to children. Situations using archaeology as the method for telling children about the past include both formal, classroom-style and informal, museum-style learning environments. In formal learning environments, children are a captive audience, and information may be transferred to the group as a whole. While personal contact may last only an hour, pre-visit and post-visit materials can extend the learning experience. Events such as "archaeology days" at a museum or park are another environment for telling children about the past. These situations are unstructured and informal. The audience represents a diverse population. The number of individuals attending an event is difficult to predict. Materials and methodologies may need to be created to reach children of all ages. In the informal environment, the audience comes and goes at its own pace. Contact varies from individual to individual. Visitors attending these types of events arrive with no common base of knowledge. Unlike the captive audience of the formal classroom, this audience is in attendance as an interested public. Although quite different, each of these situations offers the potential for reaching children. Key to each situation is preparation and a defined structure. This chapter discusses basic strategies for increasing the chance of knowledge acquisition and retention for both captive and non-captive audiences. Case studies include: (1) the presentation of information; (2) presentation preparation; (3) utilization of educational techniques; (4) concepts conveyed; and (5) application of the strategy in lesson plan format including materials, setting the stage, process, and closure.