2005 Kenan Grant
Tell Us About the Lawn, Mr.
Jefferson:
Children’s Tours of the Lawn
at the
University of Virginia
Allison Gillen, BAMT ‘06
2
Table of Contents
1. Introduction……………………………………………...…..
3
2. Motivation for the Project
…………………………………4-5
3. Background Information
....………………………………...6-7
4. Steps………………………………………………………..89
5. Design/Content…………………………….………...….1020
6. Pictures…………………………………………………...…2
1
7. Evaluation from Parents………………………………....2223
8. Resources List/Important
Contacts…………………………24
3
Introduction
In the words of Josef Albers, “Good teaching is more a giving of right
questions than a giving of right answers.” With sound and direct questioning from
a teacher, the respondent can piece together a concept through answering
questions. This is quite different from the stereotypical “teacher talks and students
listen” model, which is not as prevalent in today’s world of interactive learning and
student discovery.
“I hear, and I forget. I see, and I remember. I do, and I understand.” This
Chinese Proverb rings true for adults, as well as for children. Having knowledge is
one thing, but knowing how to use it and what to do with it is another. Some
students learn better when learning visually, auditory, or kinesthetically, but in
general, when students are active participants in their own learning, they learn in a
more effective manner.
These two quotes are the basis for my Kenan Research Project of creating
children’s tours of the Lawn, or the Academical Village, at the University of
Virginia. Having students think and brainstorm the answers for themselves, along
with actively participating in their learning is an ideal environment to create for
students. I will develop these ideas further throughout this report to show how
they are interwoven throughout as the heart of the project.
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Motivation for the Project
The seed for this project was planted in the summer of 2003 when I was a
Summer Tour Guide for the University of Virginia Office of Undergraduate
Admissions. It was an average weekday in July, very hot and sunny, and I was
about to give the most interesting tour I would have given that summer. I was
usually the guide who gave the children’s tours because I liked working with
children. And as I am a student in the Curry School’s five-year BAMT program, I’m
always interested in the most effective way to work with children.
On this particular day, we had a group of about 100 seventh grade students
visiting the University and I was to be their tour guide. I was up for the challenge!
As I began giving my standard admissions tour to the seventh graders, I realized
that this tour was not the most productive way to educate these students about the
University. The tour continued and I found myself asking the students more
questions to keep them “hooked” and telling them a series of Thomas Jefferson
stories. It was at this point that I realized I should have tried to actively involve the
students right at the beginning of the tour, in taking a more interactive approach,
using all visual, auditory, and kinesthetic cues, as well as having the tour center
around inquiry based learning (a method of teaching students through asking
them questions and with teacher/tour guide direction, guiding them to their own
answers). All in all, the tour for about 100 seventh graders was good, but I knew
that there had to be a better format to educate students about the University of
Virginia and Thomas Jefferson. It was this stimulus that led me to recognize the
need to develop such tours for future students who visit the University of
Virginia’s Lawn.
With the push of the Standards of Learning (SOLs) in Virginia in recent
years, I know for educators it has been hard to find the “educational value” to be
5
able to justify going on a field trip. I think that field trips are an integral part of
one’s education because the
students receive first hand, on-site learning, in addition to, learning life skills of
handling oneself when in a new environment. Because the SOLs are emphasized
in the teacher preparation program, I knew that in creating my tour outlines, I
needed to include them in the outline of a prospective set of tours. Making the
link between these standards and prospective tours for school principals and
teachers is a crucial part of planning for field trips- when to take field trips and if
they can tie the content into their own curriculum. I do realize that not all school
groups that visit the University come from Virginia, but because of the strong tie
that the University of Virginia and Thomas Jefferson have to Virginia history, I
thought it was appropriate to include the Virginia Standards of Learning.
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Background Information
When I received an email to apply for the Kenan Grant, I remembered my
seventh grade tour experience. I wanted to design a tour for children to take when
visiting the University, a tour for them to best learn from. Once accepted for the
grant, I made an outline of what I envisioned for the project. I wanted to research
how other institutions and museums delivered tours for children, research how
children learn best when on a tour/field trip, as well as create the actual tours for
children to take at the University.
Over the summer of 2005, I began to visit historical sites and museums,
pretending to see everything through the eyes of a child. I was moving between
Fairfax and Charlottesville throughout the summer, depending on where I made
visits. I gained connections with a few museum educators and docents; these
connections were invaluable to me as I was working on the project, looking for
advice, guidance, and words of wisdom. Between visiting sites and conversing
with experts, I was also researching how children learn best. I gathered resources
from the Curry School of Education Library, as well as books I bought myself. One
common idea which I saw throughout all of my resources was an idea called
inquiry-based learning. Inquiry-based learning is “a problem-based teaching
strategy designed to involve students in the inquiring process.” There are many
steps to this process and the theory is that students will both learn the content
better and take ownership of their own learning if the students are figuring out the
content for themselves, with guidance (Eggen & Kauchak. 2006, p. 261).
The final step, which was completed at the end of the summer, was the
creation of the three tours for three potential age-groups. I was able to compile
the information I had gathered and synthesize it into three tours: a Kindergarten-
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2nd Grade, 3rd- 6th Grade, and 7th-10th Grade tours. I talked with members from
the University Guide Service about a tour
format which would be most useful to them, as well as possible training
opportunities.
I spent a great portion of the grant money during the summer months;
however, I finished the project with the training of the University Guide Service
and the trial run of one of the tours this fall. Here is the breakdown of the money
in which I have spent for the project.
Rent in Charlottesville: $450/month, 2.5 months
Research materials- notebooks, writing utensils
binders
Admission for Tours
History Books and Guides
Correspondence with Museum Educators
Props for the Tours
Printing Materials
Filming of the Tour
Travel for Tours
$1125.00
$60.00
$60.00
$200.00
$150.00
$ 110.00
$500.00
$100.00
$600.00
Total $2905.00
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Steps
To begin my Kenan Project, I thought it would be a good idea to research
how the many historical sites and institutions in Virginia provide knowledge to
children. I had a connection through a colleague in Jamestown’s Education
Department, so my first visit was to Jamestown. There I went on a tour with a
docent and school group of elementary school children and had a conversation
with Jamestown’s Education Program Manager. After this great first visit, I started
to buy and seek out books on how children best learn when on tours and taking
field trips. Meanwhile, I was making connections with children’s tour groups in
Washington, D.C. and Monticello. My next big break was when I gained a handful
of contact numbers of museum educators in museums such as the National
Children’s Museum, the International Spy Museum, and other various museum
educators influential in their field. Those phone conversations were essential to my
project as they provided insight and encouragement. My next two visits were to
Monticello to speak with the Education Department Chair as well as take a
children’s walking tour of the White House in D.C.
By early July, I had collected my data and began creating the three tours of
the Lawn. I had many conversations with the President of the University Guide
Service at the University, Michael Ehmann. This was crucial to my developing the
tours because even though I was creating the tours, ultimately the University
Guide Service would be the individuals to implement and give the tours to school
groups. I spent a majority of my time in July and August drafting the tours and
consequently, editing them, with the help of Michael Ehmann and Eleanor Wilson,
my Kenan Project Advisor. Through September and early October is when I put
the finishing touches on the three tours and designed the props to use on the
tours. On October 9, 2005 I gave my 3rd – 6th Grade tour to eighteen of the third
graders in my student teaching class, along with about twenty parents and siblings
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of those students. Leading up to that day, I had to get permission from each of
the parents to
bring them on the tour and secure someone to video record the tour. After giving
the trial tour, I spent the following week editing the video tape and making it into
a final, edited version on a DVD.
The last step in completing the project was to train the University Guide
Service in giving the tours I created. In late October and early November, I
provided three training sessions for them. I have since handed over my tour
outlines and props for the tours. The University Guide Service is ready to give the
tours and know that I will be here in Charlottesville until May of the following
year if they would like me to provide more training sessions to new guides.
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K-2nd Grade Tour
* Thomas Jefferson
* Space &
Architecture of Lawn
* History of the Lawn
3rd-6th Grade Tour
Main Ideas
* Thomas Jefferson
* Space &
Architecture of
Lawn
* History of the
Lawn
Students will Who Thomas
What Thomas
Know…
Jefferson is and why Jefferson looked
he is important to the like
University of Virginia
Students will Life on the Lawn
Some of Thomas
Understand…
Jefferson’s basic
ideals about
education,
architecture, &
politics
Students will
Be Able to…
Strategies
Review
7th-10th Grade Tour
* Thomas Jefferson
* Space &
Architecture of
Lawn
* History of the
Lawn
Architecture of the
Lawn
Why Thomas
Jefferson
constructed the
space & building of
the University of
Virginia they way
he did
Give a basic
Learn by searching
Differentiate
overview of the make for the answers
between 5 orders of
up of people living
independently and
classical architecture
on the Lawn and
being a detective
and pick out
locate where they are
examples of each
on the Lawn when
from the
looking at a blueprint
architecture of the
of the Lawn area
Lawn
Students on the tour
Students on the tour Students on the tour
view the Lawn
serve as detectives
serve as architects
through the eyes of
Alfred, one of
Thomas Jefferson’s
horses
Discussion & Focused Discussion &
Questions
Focused Questions
Discussion &
Focused Questions
Design
All three of the tours are centered around a teaching method
called Inquiry-based learning, which is “a problem-based teaching
strategy designed to involve students in the inquiring process.”
Suggested steps
Phase 1
Phase 2
Phase 3
for Inquiry-based learning:
Identify a question
Generate a hypothesis
Gather data
11
Phase 4
Assess hypothesis
Phase 5
Generalize
(Eggen & Kauchak. 2006, p. 261)
Content
Children’s Tour of the Lawn
Grades K-2
Allison Gillen, BAMT ‘06
“A Walk around the Lawn with Alfred, Thomas Jefferson’s Horse”
Introduction:
On this tour, students will learn about the Lawn and Thomas Jefferson
through the eyes of Thomas Jefferson’s horse, Alfred. The tour will focus on
Thomas Jefferson’s life, students and professors at the University, and the Rotunda
and its surrounding buildings on the Lawn. Alfred will bring the University to life
for the children as he engaged the children with his stories and experiences. Be
sure to incorporate the cardinal directions (North, South, East, West) into the tour,
as the students will be familiar and beginning to learn them in Kindergarten, first,
and second grade.
Main Ideas:
• A college or university is a school people can attend after high school.
• Thomas Jefferson designed the University of Virginia.
• Thomas Jefferson died in 1826 and he never lived on the Lawn; he lived at
Monticello.
• The pavilions were houses for teachers, as well as the teachers’ classrooms.
Students lived in rooms in between the pavilions. This created a great
community of Lawn residents. Today, students and faculty still live on the
Lawn.
• The Lawn used to be like a “pen” for animals because all of the faculty and
students’ horses and other animals came with them to the University.
• The original purpose of the Rotunda was a library. It was designed by
Thomas Jefferson with columns and a dome at the top. Today, the Rotunda
is used for meetings, ceremonies, and tours.
Objectives:
Students will Know…
Students will
Understand…
Students will Be Able
to…
Who Thomas Jefferson is and why he is important to
the University of Virginia
Life on the Lawn
Give a basic overview of the make up of people living
on the Lawn and locate where they are on the Lawn
when looking at a blueprint of the Lawn area
VA Standards of Learning (SOLs) Covered:
K.2
1.5
2.6
Things Change Over Time
Map Skills- cardinal directions
Map Skills- simple maps, compass
rose
Materials:
Stuffed Horse, named Alfred
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Strategies:
Thomas Jefferson’s horse, Alfred is used as a way to help students imagine
life on the Lawn. The horse should be used as if the tour guide is having a
dialogue with the horse
and the children. Be sure to bring Alfred to life and the children will have a great
time! The children will also be excited about the game “Alfred Says,” based on
“Simon Says.”
Procedure: (See below for details.)
Before the tour starts, talk to the teacher/leader about the tour. Find out
what the children already know about Thomas Jefferson and Virginia history, if
they have been to Monticello, and the nature of their visit (fun, studying Virginia
history, etc.). Also, find out if there are any children with special needs to consider
during the tour.
To start the tour, introduce yourself and the University. Explain where the
students are standing (on the Lawn) and give them an idea of what the tour will
be like. Then....it’s off to the races!
Assessment:
Have a discussion with the students at the end of the tour, summarizing
what the children saw during the tour. Some good questions to ask are, “What
kinds of things did you see on the tour today?” “What is one thing you learned on
the tour today?” and “What was your favorite part of the tour?”
Parts of
Location
the Tour
Introduction Middle of the
Lawn between
Pavilions 9 &
10
Stop #1
TJ Statue
Stop #2
Pavilion 9
Stop #3
Between
Pavilions 5 &
7
Stop #4
On the Lawn
in front of
Pavilion 3 or 5
Content
Introduction of the tour guide
and the format of the tour;
Introduce Alfred and explain
that he is the tour guide for
the tour; describe the concept
of a college/university- school
after high school, etc and TJ
connection to the University
Thomas Jefferson- who is he &
why is he important here
Faculty/Pavilions- explain the
concept of a pavilion as being
a house for faculty or
“teachers,” like living next
door to your teacher
Good Questions to Ask
What is a college? Do
you know of any
colleges? Have you ever
met a talking horse?!
Does TJ live here? Is he
still living now?
Would you like living
next door to your
teacher? Why do you
think teachers and
students lived together
on the Lawn?
Students/Lawn Rooms- explain Would you like to live in
the make up of student body
one of these rooms? Can
(all male) in early years vs.
you imagine walking to
now, amenities the rooms
take a shower in your
have & do not have
bathrobe outside when it
(bathroom/shower), Honor of is snowing?
living in the rooms today
Rotunda – original purpose of What do you think this
building: library, talk about
building is used for?
basic architecture- columns &
Does this building look
dome, mention the Rotunda
like one you have ever
fire (depending on the group) seen before?
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Tour:
Stop #5 Conclusion
Steps of the
Rotunda
Discussion of the content of
the tour
“What kinds of things did
you see on the tour
today?” “What is one
thing you learned on the
tour today?” and “What
was your favorite part of
the tour?”
The End: Nice work!
Have the teacher fill out an evaluation of the tour!
Tips:
•
•
•
The students will get antsy during the tour because they are between
the ages of five and eight. One game which gets students’ attention and
is easy to play is Simon Says. Adapt the game so it is “Alfred Says” and
play for a few minutes. This will get rid of the children’s wiggles and
they will be able to focus better after this break.
Play up your relationship with Alfred- the horse will keep the students’
attention. Have the horse tell you “secrets” and then you relay the
“message” to the children.
Throw in the cardinal directions as you begin to move to another stop.
For example, Alfred might be in the middle of the Lawn and he wants
to go to the TJ statue, the tour guide/Alfred could ask the children
which direction we need to walk to get to the statue? To direct them,
explain that facing the Rotunda is North and facing Old Cabell is South.
14
Children’s Tour of the Lawn
Grades 3-6
Allison Gillen, BAMT ‘06
“Finding the Missing Pieces of Thomas Jefferson’s Journal”
Introduction:
On this tour, students will learn about the Lawn and Thomas Jefferson
through reading parts of “Thomas Jefferson’s journal.” There is one glitch,
however; some of the pages are missing from the journal and we must figure out
what Mr. Jefferson was trying to tell us! The students will serve as detectives
throughout the tour, using their “Jefferson goggles” to help them understand the
University better. The journal will be the only prop of the tour, so be sure to use it
to figure out clues and get the students excited about the tour.
Main Ideas:
• The Rotunda is the center of the University and the most important
point on the Lawn. Thomas Jefferson called the Rotunda a “Temple of
Knowledge.” The Rotunda was originally the University’s Library, but
today it is used for meetings, ceremonies, and tours. Thomas Jefferson
decided that the Rotunda would not be a religious building because he
wanted to make the division between “church and state.”
• There are 3 different types of columns: Doric, Ionic, and Corinthian.
• The pavilions were houses for faculty, as well as their classrooms.
Students lived in rooms in between the pavilions. One of Thomas
Jefferson’s initiatives was to have great faculty-student interactions and
he thought that if they lived together, it would enrich the educational
environment. Thus, there was a great community of Lawn residents.
Today, students and faculty still live on the Lawn.
• The corner store of the Lawn was laid under Pavilion 7. Thomas
Jefferson was a politically smart man, so he decided to begin
construction at pavilion 7 and start and complete construction of various
pavilions and the Rotunda in a random order. He did this because he
was afraid the state would take away the funding for the University at
any point during construction; he knew that if he built the pavilions in a
random order, the state would have to let him finish the Lawn
construction in its entirety.
• Thomas Jefferson was an inventor and he created the triple sash
windows. These windows had three purposes: natural air-conditioning,
keeping the children in the pavilion (like a baby gate), and keeping the
animals out of the pavilion from the Lawn area.
Objectives:
Students will Know…
Students will
Understand…
Students will Be Able
to…
Who Thomas Jefferson is and why he is important to
the University of Virginia
Life on the Lawn
Give a basic overview of the make up of people living
on the Lawn and locate where they are on the Lawn
when looking at a blueprint of the Lawn area
15
VA Standards of Learning (SOLs) Covered:
3.11
Contributions of Thomas Jefferson
Virginia Studies. Draw conclusions and make
1
generalizations, make connections about
past and present
Materials: Thomas Jefferson’s Journal
Strategies:
By pretending to be “detectives” for Thomas Jefferson and putting on their
“Jefferson goggles” students will have a purpose and prepare them for the tour!
The journal will work to play up the drama of the tour and the children will love
it!
Procedure:
Before the tour starts, talk to the teacher/leader about the tour. Find out
what the children already know about Thomas Jefferson and Virginia history, if
they have been to Monticello, and the nature of their visit (fun, studying Virginia
history, etc.). Also, find out if there are any children with special needs to consider
during the tour.
To start the tour, introduce yourself and the University. Explain where the
students are standing (on the Lawn) and give them an idea of what the tour will
be like. Then....it’s SHOW TIME!
Summary of Clues/ Assessment:
Have the students sit down on the Lawn in front of Pavilion 9 and discuss
what they have seen on their tour. Flip back through the pages of the journal and
ask the students questions about what they saw on their tour. For example, when
talking about architecture, “Who can name the three types of columns?” After
reviewing the content of the tour, be sure to ask the students to name one fact in
particular that they learned from the tour and also, what was their favorite part of
the tour.
Parts of the Tour
Introduction- Thomas
Jefferson’s appearance
Location
Between
Pavilion 2
&4
Explanation of the
Journal: “Jefferson
Goggles”
First Clue: Education
- Rotunda, Temple of
Knowledge
Rotunda
Content
Good Questions to
Ask
Children will tell you
How would you
what they think TJ looked describe TJ’s physical
like and then after you
appearance?
hear their ideas, show
(prediction question)
them a picture of TJ from
the journal.
Explain the importance of
the Rotunda as the center
of the University and why
the center of the
University was a library
and not a church/temple.
What do you think is
the purpose of this
building today? What
do you think was the
purpose of this
building in the 1800s?
Second Clue:
Architecture
- Types of Columns
Rotunda
16
Describe the three
Where have you seen
different types of columns columns like this
and the architectural style before? Can you think
of the Lawn.
of a building you have
seen before that looks
like the Rotunda?
Third Clue: Academical Pavilion 1
Village
- Sense of Community
Explain the make up of
the inhabitants of the
Lawn- professors &
students. TJ wanted a
sense of community
amongst the Lawn
residents- there were
even farm animals!
Would you want to
live next door to your
teacher? Why do you
think there were
animals on the Lawn?
Fourth Clue: Politics
- Construction of the
Lawn
Pavilion 3
Cornerstone of UVA is
laid below Pavilion 7.
Explain the order in
which the pavilions were
built- TJ was a politically
smart man.
What is a cornerstone?
Why do you think they
started construction on
Pavilion 7 first?
Fifth Clue: Inventions
- Triple Sash Window
Pavilion 7
Give examples of TJ’s
many inventions. Explain
the importance of his
invention of the triple
sash windows.
Conclusion
Pavilion 9
What is so special
about these long
windows? Do you
think they still use the
windows as natural air
conditioning today?
Review the content of the What was the
tour by going through the Rotunda’s original
pages of the journal,
purpose and was it its
asking questions along
purpose today? Which
the way
pavilion was the first
to be built on the
Lawn? What was your
favorite part of the
tour?
The End: Nice work dectectives!
Have the teacher fill out an evaluation of the tour!
17
Children’s Tour of the Lawn
Grades 7-10
Allison Gillen, BAMT ‘06
“Becoming an Architectect at the University of Virginia, 101”
Introduction:
This tour allows middle and high school students to become the architect
and draw conclusions about how and why the architecture of the Lawn was
designed as it was. The base of the tour will be the five orders of Classical
Architecture: Tuscan, Doric, Ionic, Corinthian, and Composite. The tour will
explore the tiers of the Lawn and its buildings as well as the purpose of many of
the architectural decisions made during Thomas Jefferson’s time.
Main Ideas:
• There are examples of the 5 Orders of Classical Architecture spread
throughout the Lawn. Thomas Jefferson used these orders to create the
Lawn in a systematic fashion, with more simple columns and structures
in the “student” areas and the more complex, detailed columns and
structures were in the “faculty” areas. The most important space on the
Lawn is the Rotunda and the Rotunda has the most ornate columns and
designs to show its greatest importance.
• The Rotunda is the center of the University and the most important
point on the Lawn. Thomas Jefferson called the Rotunda a “Temple of
Knowledge.” The Rotunda was originally the University’s Library, but
today it is used for meetings, ceremonies, and tours. Thomas Jefferson
decided that the Rotunda would not be a religious building because he
wanted to make the division between “church and state.” Thomas
Jefferson broke away from his peers at the time because most
universities had churches or chapels at the centers of the universities.
Thomas Jefferson firmly believed in the separation between “church and
state” so he did not design a church or chapel on the Grounds. Later, a
chapel was designed, but it is not on the Lawn.
• The Lawn is tiered and the average on-looker might think the Lawn is
longer than it really is. It is tiered in such a fashion that as the tiers
move successively farther from the Rotunda, the tiers are longer to
create the illusion that the Lawn is flat. Also, there is a purpose to the
size of the buildings on the Lawn. The Rotunda is the most important
building on the Lawn, the largest, and on the top tier of the Lawn. The
professors in the pavilions have the second largest space and the
students have the least amount of space in their rooms.
• Familiarize yourself with the 5 Orders of Classical Architecture so as to
know and recognize the difference between the columns.
Objectives:
Students will Know…
Students will
Understand…
Students will Be Able
to…
Architecture of the Lawn
Why Thomas Jefferson constructed the space & building
of the University of Virginia they way he did
Differentiate between 5 orders of classical architecture
and pick out examples of each from the architecture of
the Lawn
18
VA Standards of Learning (SOLs) Covered:
Virginia and
identify, analyze, and interpret data from
United States
documents, artifacts, and photographs,
History.1
develop perspectives of time and place,
communicate findings orally, interpreting
significance from documents and historical
events
Materials: booklet with architectural pictures and model
Strategies:
Students will assume the role of an architect as they begin their tour as the
architects of the University of Virginia’s Lawn, also known as an Architectural
Textbook. Parts of the tour will resemble a scavenger hunt, looking for parts of the
architecture throughout the Lawn. The five orders of classical architecture will be
highlighted throughout the tour.
Procedure:
Before the tour starts, talk to the teacher/leader about the tour. Find out
what the children already know about Thomas Jefferson, Virginia history,
architecture, if they have been to Monticello, and the nature of their visit (fun,
studying Virginia history, etc.). Also, find out if there are any children with special
needs to consider during the tour.
To start the tour, introduce yourself and the University. Explain where the students
are standing (on the Lawn) and give them an idea of what the tour will be like.
Then....Ready, Set, Go!
Assessment:
There will be a discussion at the end of the tour which will summarize the
five orders of architecture, how they are implemented on the Lawn, and the
symbolism that goes along with the architecture. Be sure to have the students also
tell you their favorite part of the tour; that is always a nice way to conclude an
activity for students.
Tour:
Parts of the Tour
Introduction- Be
an architect
Stop #1 – Purpose
of fancy vs. plain
column
Stop #2 – Rotunda
& its importance
Location
Content
Middle Lawn
Find where we are
between Pavilion 6 on map of Lawn
&7
5 Orders of
Classical
Architecture (will
explain along tour)
Between Pavilion
Columns – lawn
5&7
rooms vs. in
Rotunda
Pavilion 3
Purpose of
Rotunda- Temple
of Knowledge =
library, not a
church
Good Questions
to Ask
Who has been to
the University?
What is the
University known
for?
Why are columns
by student rooms
so plain?
What do you think
was the original
purpose of the
Rotunda? Do you
think it is the same
now?
church
Stop #3 – Tiers of
the Lawn &
Buildings
Between Pavilion
1 & Rotunda
Stop #4 –
Compare/Contrast
Tuscan &
Corinthian
Rotunda Portico
Stop #5 Conclusion
Rotunda Steps
Illusion of Lawnmake it seem
longer than it is;
Buildings in
succession of
importance
Compare/Contrast
the columns
19
think it is the same
now?
Why are the
buildings on the
Lawn and the
Lawn itself tiered?
Do these two
columns share any
similarities with
the pavilions and
their columns?
Discussion of the 5 How are the 5
Orders of Classical Orders of Classical
Architecture & its
Architecture
application to the
represented on the
Lawn
Lawn today? What
is your favorite
aspect of the
Lawn’s
architecture?
The End: Nice work architects!
Have the teacher fill out an evaluation of the tour!
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TOP 10 Rules of Thumb when
Tour Guiding for a School Group
10. Talk to teacher/adult about what the children can handle
before the tour starts.
9. Talk to the teacher/adult and ask what the symbol is for being
quiet? Be sure to use this symbol on the tour; the children are
familiar with it!
8. Give “wait time” after asking children questions (10-20
seconds)- VERY important so children can process and then
create a response.
7. Ways to get children’s attention: show their symbol to be
quiet, pattern clapping, repeat a word after me
6. Children are lost/bored/done when…talking amongst
themselves, fidgeting, glazed over look.
5. Ways to get wiggles out: Simon Says, Follow the Leader,
Dance, I Spy, jumping jacks--- Feel free to do this in the middle
of a stop if you feel you are losing the students’ attention.
4. Have an adult bring up the rear of group to keep all students
together.
3. Younger children may listen better when sitting.
2. Tour should NOT be just a guide speaking. It should be
mostly children talking and sharing ideas with the guide giving
direction to the conversation. There will be little or no behavior
problems if children are engaged and answering questions.
1. Have FUN sharing stories about the University because the
children really do want to learn and listen to your stories!
21
Pictures
Evaluations from Parents
After delivering one of my tours to eighteen of my 3rd Grade Students from
22
Broadus Wood Elementary School and at least one of every child’s parents and
siblings, I asked the parents to evaluate the tour. The basis for the evaluation was
effectiveness of the tour, educational value, engagement of your child on the tour,
and overall sentiment of the tour. On a ten point scale, the tour was rated a 9 for
effectiveness of the tour, 9.3 for educational value, 9.4 for engagement of your
child on the tour, and 9.1 for overall sentiment of the tour. From the verbal and
written comments I received, the parents were pleased and impressed with the
tour and hoped that more school groups would take this great opportunity to
learn more about Thomas Jefferson and the University of Virginia. More than that,
I hope I have left a lasting template for future tours on the Lawn to be used by the
guides. These tours will provide a way to engage children in certain aspects of life
on the Lawn in a way they might not have done previously.
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Parent Evaluation
“Finding the Missing Pieces of Thomas Jefferson’s Journal”
Children’s Tour of the Lawn
Please rate the following on a scale of 1 – 10 (1 is the lowest and 10 is the
highest)
Effectiveness of the tour
Educational Value of the tour
Engagement of your child on the
tour
Overall sentiment of the tour
Do you think that this tour would be a valuable field trip for other school groups?
Any other feedback would be greatly appreciated.
Thank you for sharing your afternoon with us today. I really do appreciate your
support of my research project.
- A. Gillen
Parent Evaluation
October 9, 2005
“Finding the Missing Pieces of Thomas Jefferson’s Journal”
Children’s Tour of the Lawn
Please rate the following on a scale of 1 – 10 (1 is the lowest and 10 is the
highest)
Effectiveness of the tour
Educational Value of the tour
Engagement of your child on the
tour
Overall sentiment of the tour
Do you think that this tour would be a valuable field trip for other school groups?
Any other feedback would be greatly appreciated.
24
Thank you for sharing your afternoon with us today. I really do appreciate your
support of my research project.
- A. Gillen
25
Resources List
Eggen & Kauchak, Strategies and Models for Teachers: Teaching Content and
Thinking Skills
Strategies. Boston: Allyn & Bacon. 2006. p. 261.
“Five Classical Architectural Orders.” http://www.edon.com, October 22, 2005.
Kelly, John F. and Craig Stoltz. Kid O Rama. Washington D.C.: Washington Post
Books,
1998.
Grinder, Allison L. and E. Sue McCoy. The Good Guide: A Sourcebook for
Interpreters, Docents,
and Tour Guides. Arizona: Ironwood Publishing. 1985.
Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Boston: Allyn
& Bacon.
1996.
Important Contacts
Anne Price-Hardister
Robin Gabriel
Carolyn Crouch
Jackie Eyl
Greg Stevens
Carol Bossert
Joyce Gamse
Jamestown Education
Department
Monticello Education
Department
Washington Walks- Tours
of Washington D.C.
International Spy
Museum, Manager of
Youth Education
Museum Educator
Museum Educator
National Gallery of Art
Docent for Children
(former)
757.253.4436
434.984.9853
202.484.1565
202.654.2842
202.462.0895
301.340.0086
703.532.5648