Structure and supportive material of programs

Dear educator friends,
We would like to note that the structure of an educational program in a museum, consists of three stages directly interrelated to each other: preparing at school, the actual visit at the Museum and class activities related to Museum visit.
a) Preparing at school prior to your Museum visit
The preparation of the students as well as that of accompanying educators is vital, in order for your class to benefit as much as possible from participating in the educational program.
To prepare as an educator we recommend that you pay a visit to the exhibition area of the Museum and become familiar with the collections, the potential and restraints of the space so that you facilitate your class visit as much as possible.
We would suggest that student preparation for the program started before their visit to the Museum. This way, the kids can reach the objectives of the program more easily. You can organize activities aiming to get the kids acquainted with:
a) The concept of the Museum
b) The topic of the educational program

Here we suggest some activities you can use:
 After looking at photographs from various museums, you and the students can talk about what the word “museum” means to them. For example, you can make questions like: what museums have you visited? How many types of museums are they aware of? What is the first thing that comes to mind when you hear the word “museum”? How many different museums are there locally? What comes to mind when you hear “Ethnological Museum of Thrace”?

 You can brainstorm the word “collection”. Encourage the kids to draw their collections and write them down. Afterwards, you can talk about the reasons for their collection.
 You can ask your group of students to bring their collections along to class and together you can create an exhibition area at school.
 You can play the question game. A child thinks of an object either from the collections or any class object. The rest try to guess what the object is, by making suitable questions (eg. shape, color, etc)
 You can play music games that encourage movement with the kids’ collections or chosen objects from class. Kids can recreate an object of their choice with their bodies, accompanied by a musical instrument, they can move around trying to find other “objects” looking like them.
Talking to students about how to behave during their visit at the Museum is part of their preparation. Kids need to feel responsible and respect the space at the Museum. Some of the points you can make are cleaning after themselves and being extra careful when touching Museum objects, as well as being respectful.

b) Museum visit
During the program, it is our philosophy that the educator should actively participate and engage with the students, in order to better understand and evaluate the students’ learning experience. We would be grateful if after the end of the program both the educator and thestudents filled in a form for the evaluation of the program.

c) Suggested class activities related to Museum visit
With your return to school, we suggest that you continue to improve each student’s experience from taking part to the program. The material you have received may initiate various discussions on the traditional civilization of Thrace, that can urge the students to look into it further and be expressed through:

 writing a composition on their impression of the Museum after their
 creating a research scrapbook.
 writing a piece in the school newspaper

 dramatization
 a photo exhibition
 arts and crafts etc.

d) Evaluation of educational programs
We refer you to Evaluation page, where you can fill in questionnaires regarding your visit and interaction with the Museum.
These can be essential tools for both you as an educator and your students so that you have a pleasant, beneficial and meaningful and experience while taking part to the educational program.
Please do not hesitate to get in touch; we are always available to support your precious work any way we can.