1985. Master of Industrial Design Thesi

EXHIBIT

DESIGN

SYSTEM

FOR CHILDREN'S

MUSEUMS

by
Jorge

@

Rodriguez

MartinezZYXWVUTSRQPONMLKJIHGFEDCBA

Jorge Rodriguez Martinez
All rights reserved.

A thesis
submitted in partial fulfillment
of the requirements
for
the degree of Master of Industrial Design
School of Art and Design
Pratt Institute

February

1985

E X H IB IT

D E S IG N

S Y S T E lY l

FOR

C H IL D R E N '

S

H U S E U M S baZYXWVUTSRQPONMLKJI

by
Jorge

Received

Rodriguez

Martinez

and approved

M a j~ N ;0 r

February

-

·/1-í/¿-S-

M.

Date ,/
/
Parriot /~----~---------

Joseph

Date
Dean - Vieri

R. Salvadori

1985ZYXWVUTSRQPONMLKJIH

-----------------

U N IV E R S ID A D
AUTONOM A
M E T R O P O L IT A N A

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,\zcapolzalco

Departamento de Procesos y Técnicas de Realización

D iv is ió n

d e C ie n c ia s

y A r te s

p a ra

e l D is e ñ o

Dr. Jorge Rodríguez Martínez
C o o r d in a d o r

d e l G ru p o

C o o r d in a to r
R e s e a rc h e r

o t tn e
and

d e A m in is tr a c ió n

R e s e a rc h

L e c tu re r;

G ro u p

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TABLE

LIST OF ILLUSTRATIONS

OF CONTENTS

.ONMLKJIHGFEDCBA

.

.

.

.

.

.

.

v

ACKNOWLEDGEMENTS

vi

Chapter
l.
INTRODUCTIONZYXWVUTSRQPONMLKJIHGFEDCBA
II.

CHILD

DEVELOPMENT

1

.

4

Preschool Age
Elementary School Age
Junior High School Age
Play
III.

. . . . . . . . . . . . . . . . . .

MUSEUMS

Definition
Trends in NOn-Formal
Mobile Museums
Learning Centers
Hands-on Museums
The Museum Situation
IV.

CHILDREN'S

MUSEUMS

9

Education

in Mexico
.

.

.

.

.

.

.

.

.

.

.

.

. 19

Their Approach
Museum Areas
Design Points
Conclusions
V.

EXHIBIT

DESIGN

SYSTEM

. . . . . . . . . . . . . . 33

Antecedents
Exhibition Program
Country Summary
Storyline
Scenario
Design Package
CONCLUSIONS
APPENDIX

. . . . . .

. . . . . . .

1

•

•

•

68

70

iii

iv
APPENDIX

2 . . . . . . .

. 71ONMLKJIHGFEDC

SELECTED

BIBLIOGRAPHY

.

SLIDES

. . .

. . . . . . . . . • .

72

LIST OF ILLUSTRATIONSONMLKJIHGFEDCBA
lo

2.
3.
4.

5.
6.

7a.
7b.
8.
9.
10.
11a.
11b.
11c.
12.
13a.
13b.
14a.
14b.
15a.
15b.
16.
17a.
17b.
18".

Mobile Museum in FranceZYXWVUTSRQPONMLKJIHGFEDCBA
· · · · · ·
· · · ·
Mobile Museum in India
·
·
·
·
·
·
·
· · ·
Children's Museum in Caracas, Venezuela
·
·
· · · ·
Children's Museum in Caracas, Venezuela
·
·
Children's Museum in Caracas, Venezuela
· · · ·
Children's Museum in Staten Island, New York
· · ·
Children's Museum in Boston
·
·
·
·
·
·
·
·
·
· · ·
Different Exhibits in the Exploratorium
Museum
Graphic Symbols of Children's Museums
· · · · ·
Graphic Symbols of Children's Museums
· · · · ·
Use of Modular Unit of 4 ' by 4 ' and its Multiples
and Submultiples
· · · · · · · · ·
· · · · ·
Layout Proposal
·
·
·
·
·
· · ·
·
·
·
·
·
· · ·
Layout Proposal
·
·
·
·
·
·
·
·
· ·
·
·
·
·
Layout Proposal
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Final Layout
. · · · · · · · · · · · · · · · · ·· ··
Touching Sense Exhibit
· · · · · ·
Plant View of Touching Sense Area
·
· · · · · ·
Hearing Sense Exhbit
· · · · · · ·
·
·
·
·
·
·
·
·
Plant View of Hearing Sense Area
· · ·
Seeing Sense Exhibit
· · · · · · · · · · · · · · ·
Plant View of Seeing Sense Area
· · · · · · · ·
Tasting Sense Exhibit
· · · · ·
· · · · · ·
Smelling Sense Exhibit
· · · · · · · · · · ·
·
·
·
Plant View of Chemical Senses Area
· · · · · · · ·
Installation
Process of the System

· · · · · · · ·

v

12
12
16
16
16
21
23
24
34
35
38
41
42
43
44
46
47
50
51
53
54
58
58
59
67

ACKNOWLEDGEMENTS

To my family
To my friends
To Bob Anders,

who gave me advice

vi

and direction.

CHAPTER 1
INTRODUCTION
A museum is a unique place to satisfy interest or
curiosity toward different fields of knowledge.
Not all people like to visit museums, however, even
those located in their neighborhoods.

There are a number

of reasons to explain this attitude, but the main one is
that most museums are boring places.
One solution to this problem is a new type of institution with a less formal approach and that achieves better
results.

This includes the hands-on and children's museums,

with participatory and active exhibits.
These museums are places where visitors may really feel
the displayed objects and experiments--where they are actors
rather than spectators.
This kind of approach attracts children as well as
adults to attend not just once, but several times.

This

is a sensation rarely felt in a visit to an ordinary museum.
1 have visited or been in touch with several successful
museums of this sort in the United States and Canada, such
as the Brooklyn, Boston, Staten Island and Washington Children's
museums; the Exploratorium in San Francisco, and the Toronto
Science Center in Canada.

1

2ihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

I think

some of their

applied

with

adapted

to those

nomic

success

ideas

to museums

countries'

and their messages
in other

can be

countries,

local educational

but

needs

and eco-

resources.
In developing

educational

countries,

facilities

there

is a real need

that illayreach most

to have

of their

young

population.
For example,
my investigation

the population

is that containing

ages of two and twelve
Children
countries
more

years

of age.

hood

have

that

I have

children

1

This is a very

time when

large group

dominant

role

young

habitual

patterns

important

population

2

are created

is under

twenty

will

child-

in the human
play

an increasingly

This is the period
which

and

fact, because

and experience

in development.

the

in developing

stage of development

learning

for

old.

an overwhelming

vital

chosen

between

than half of the total population

is the most

life--a

years

are an especially

which

where

group

have

in which

a lifelong

influence.
We must
the year

2000,

Third World's
add only

also take into consideration
some 630 million
labor

20 million

lThomas
(Washington,

young

force, while

adults

will

industrialized

join the

countries

will

workers.3

E. Weil, Area Handbook for Mexico, 2nd ed.
D.C.: American University Press, 1975), p. 37.

2Elizabeth Hurlock, Child Development,
York: McGraw Hill, 1978), p. 25.
3

the fact that by

George Russell, "People,
6 August 1984, p. 25.

People,

6th ed.

People,"

(New

Time,

3

These children must have the opportunity to develop their
potential to its fullest.

One way to accomplish this is

through education--either formal, as in schools, or nonformal, which is acquired through visits to museums, outdoor
activites, and so on.

I am personally interested in the

latter type, because it has many possibilities.
My own country, Mexico, fits within thecategory

of

developing countries and it has the need for non-formal
educational facilities.

My idea is the creation of a child-

ren's museum based on a modular system.

It can be prefabri-

cated and installed at the same time in different towns and
cities.
The exhibit itself aims to be a first or early handson experience for children.

The purpose is to sensitize

and make them aware of the world that surrounds them.

All

this will be based in the artistic, historie, and economic
national values.

CHAPTER

CHILD

It is necessary
development
decisions

because
taken

11

DEVELOPMENT

to know the characteristics
it will

affect

and will

four areas which

may be divided

PLAY

PSYCHOLOGICAL
FACTORS

Any children's
to obtain

museum

a very

process

and mental

old),

them all, and look

relationship
important

by offering

full of new and exciting

between

role in the

a stimulating

experiences,

encouraging

growth.

focus on three

(two to five years
years

consider

balanced

may also play

The study will

eleven

)

should

a harmonic,

!
CREATIVE
SEQUENCES

<

and learning

good physical

age

I

><

!

environment

into

)

MOTOR
DEVELOPMENT

The museum

lead to

are interrelated:

(

maturation

also

in the final designo

The study of child development

forward

of child

old),

and eleven

age groups:

elementary
to fifteen

4

school
years

preschool
age
old.

(five to

them.

5ihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
Preschool
Psychological

thought

is primarily

and the perceptual.

Old)

controlled

It is a phase

by the

of sensory

of his world.1

exploration

Motor

(Two to Five Years

Factors

The child's
immediate

Age

Development
Motor

areas

development

of the body

are used

The principles
whole

body,

legs,

skills

are most

better

learned.

Creative

begins

with

gross movements¡

in walking,

of development

follow

feet¡ arms, wrist,

numerous

jumping,

and useful

large

etc.2

this sequence:

fingers.

Hand motor

and for this reason

Sequence

The child
and cutting

enjoys

his own movements,

of materials.

the child has little

the manipulation

This is a period

muscular

control

of all action¡

over his scri~bling

.
3
motlons.

Elementary School Age
(Five to Eleven Years Old)
Psychological
The child
thought.

Factors
is not capable,at

For this reasons,

this stage,of

abstract

1Gabrielle Pohle, "The Children's
~1useum News, November 1979, p. 18.
2Hurlock,

Child

Development,

concepts

Museum

abstract
should

not

as Collector,"

p. 38.

3Earl Linderman, Developing Artistic and Perceptual
Awareness
(Dubuque, Iowa: Wm. C. Brown Co., 1974), pp 49-50.
,

6ihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

be used
will

museums.1

in children's

focus his attention

color,

or other

the relation

Motor

physical

among

At this stage,

primarily

on an object's

characteristics,

the objects

without

size,
realizing

and their contexto

Development
Major

fine coordination

sma 11 er musc 1 e groups:
Children

The more

long-lasting

involves

the

i
2
throw
rowlng.

wrltlng,

these years
concrete

from a hands-

objects

than they

concepts.3

in obtaining

the age of eight

to convey

constructing
.
.
artlstlc

used

which

information,

an image will

the

4
be.

Sequence

Until
schemas

or abstract

senses

and more

Creative

during

or by manipulating

do from symbols

closer

takes place,

...
grasplng,

learn better

on experience

meaning

the child

uses

to his ideas.

process.

2Hurlock,
3pohle,

Development,

"The Children's

5Linderman,
p. 49.

or

involved

in the

5

Child

4Matthai,

symbols

He can deal with

a wo rk of art, and may become

1Robert Matthai, "Child Centered
News, March 1976, p. 18.

ness,

the child

"Child

Developing

p. 38.

Museum

Centered

Learning, " Museum

as Collector,"

p. 34.

Learning, " p. 17.

Artistic

and Perceptual

Aware-

7ihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

Junior High School Age
(Eleven to Fifteen Years Old)
Psychological Factors
This is the final stage of development before adulthood.

The child can carry out complex abstract and logical

thought and deductive reasoning.1
Motor Development
The child almost reaches the adult level of perfection.
The speed, strength, and economy of movements increase, improving his motor skills.2
Creative Sequence
Between the ages of eight and twelve, the child discovers
new techniques and possibilities with art materials.3
There is a more realistic approach to the figure, and
increase of details in specific objects.

There is a defi-

nitive feeling for design qualities, such as repetition,
color, texture, and harmonies.

We almost always associate the word "play" with childhood, like that period when we were younger and had much
free time, endless energy and imagination, and when we could
transform any simple object and give it magic qualities.
1pohle, "The Children's Museum, " p. 34.
2Hurlock, Child Development, p. 145.
3Lln
. dI'
erman, Deve oPlng Awareness, p. 49 .

8ihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

During recent years, psychologists have been studying
play, its meaning and how it contributes to children's
personal and social adjustments.
Play is defined as any activity engaged in for the
enjoyment it gives, without consideration of the end
resulto

It is entered into voluntarily and is lacking

in external force or compulsion.1
Play may be passive like watching television, or active,
where the enjoyment comes from whatever the individual is
doing.

There are four different types of play: imitation,

exploration, testing, and construction.
The basic motivations of a child's play are: first,
the bio1ogical need for physical activity,~-the child is still
in the process of discovering his own body, its capabilities
and limitations; second, exploration of the irnmediate environment; third, a desire for movement sensations (stronger in
boys than girls); and fourth, and exploration of the causeand-effect relationship with his surroundings, a measure of
'1
P hys~ca

"t
growt h and cur~os~
y. 2

1Hurlock, Child Development, p. 290.
2Todd Slaughter, "Design of a Play Area" (Master of
Industrial Design Thesis, Pratt Institute, 1967), p. 35.

CHAPTER

III

MUSEUMS

Definition
"Museum"
Museums
manent

by the International

in the following
institution

velopment,

way:

of society

to the public,

which

cornrnunicates, and exhibits,

education

Council

"A non-profit-making,

in the service

and open

researches,
study,

is defined

and enjoyrnent, material

of

per-

and of its de-

acquires,

conserves,

for the purposes
evidence

of

of man

and his environment."l
Actually,

however,

flexible

and ready

changing

times

museums,

should

be alive

to cope and give an answer

of these

decades.

institutions,

to the fast-

For this reason,

a shift

is expected.
Some characteristics

of museums

in ten or twenty

years:
They

shall

be planned

for real people

and real

interests.
They will
The most
work will
areas

be fairly
adventurous,

be taking

place

small.
exciting,

and socially

in provincial

centers

relevant

or unpromising

..
2
o f 1 arge cltles.

1Kenneth Hudson, Museums for the 1980's
1977), p. 1
Ho1mes & Meir Pub1ishers,
2Ibid.,

P.

16.

9

(New York:

10
Trends
Non-formal
facilities
tion,

in Non-Formal

educational

are spreading

approaches

specifically.1
faced

today with

result
based

looking

The main

on highly

has developed

Mobile

literacy

articulate,

people's

think

about

for participatory

which

movement.

bright

new expectations

attena new

activites

for this is that we are

in education

Mass

is a direct
cOmID.unications

and dazzling

and literacies

productions

in its audience.

Museums

One of the new trends
reach people
regardless
reasons

we should

reason

a problem

of the verbal

and out-of-classroom

out, and if we want

in this case children's,

type of institution,

Education

in their

own schools,

of the geographical

for the need

for this

lazy due to new forms
widespread

is the mobile

of mass

form of mental

houses,

communications.

the mobile

When

a museum

or any institution

of having

a mobile

museum,

. d 3
att.l.tue.

The museum

ideas and to change
fundamental

must

museum

influence

must

3Ibid.,

Museums
p. 120.

created.

the museum's

for the 1980's,

and,
2

the decision

entire

people

expectations,

Center

is a

of the customers

down prejudice

1Gary Peterson, The Learning
Books, 1975), p. 13.

has become

laziness,

has made

try to interest

their habits,

aim of breaking

2Hudson,

has been

the priority

places,

There

as physical

to this,

may

One of the

is that the public

as well

which

or work

situation.

in answer

over the collections

museum,

in new

and hold

and widening

(New York:

p. 115.

a
horizons.

Linnet

11
We have
fairly
urban

two recent

sophisticated
areas.

roof which

1

examples

and deve10ped

The Linder

vehicle

are telescopic,

on the road the width

bition

purposes

it expands

of space

of rural

carrying

stores,

and a trailer

plete

but for exhi-

thus giving

visitors

metres--almost

consists

its entire

can be viewed

of two parts:

equipment

for the exhibition.2

on the ground

areas

and certain

The trailer

length,

so that a com-

from the outside

by

(fig. 2).

Center

Learning
improvement
This gives

centers

were

of learning
the student

to assimilate
student

of hydraulic

in India and is simpler

technical

flap running

standing

Learning

The unit

the crew,

row of exhibits

people

It is built

vehicle.

a truck

and a

has its focus on roadless

communities.

has an outside

to 7 metres,

for

(fig. 1).

example

than the Linder

by means

is 2.5 metres,

one

mainly

has side walls

in an area of 56 square

like a smal1 gallery
The second

museums,

in France

extending

jacksi

a feeling

of mobile

created

within
a most

knowledge,

bearing

in mind

the different
adequate

better

the

school

levels.

environment

in which

than the classroom

teacher-

relationship.

The learning
of four service$

center
library,

1Ibid.,

p. 115.

2Ibid.,

p. 117.

may be described
audiovisual

as an amalgamation

services,

non-

12

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:

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I

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~I

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.
I
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Fig. 1. Mobile
in France.

I

I

I

ENTRANCE

I

¡

col

I

W HEN

I

El

~~

Museum

J:
1.

r:
2.

Mobile

Museum

in India

13
traditional

learning

10pment.1

Its main

a changing

agente

must

mainstream.

visible

innovative

more

rather

rather

skills

to gain

in

however,
rather

experimental

than
and

is especially
more

effective

in intellectual

accomplish

under

in enabling
content

conventional

and

cir-VUTSRQPONMLKJ

3

because

centers

they provide

lectual

stimulation

cational

mainstream

may start

vicarious

at the preschool

experiences

so that the youngster
irnmediately.

and so on can be supplied
depth

is bright

involved

flexible

than seclusionary,

something

The use of these
level,

heavily

specialists,

than reactive,

center

than they would

cumstances.

centers

act as

than solid and unimaginative."2

The learning
students

become

These

deve-

is that it should

for learning

and personnel

be proactive

rigid,

and instructional

characteristic
"The future

if their programs
the educational

activities,

Field,

to provide

and intel-

can enter
trips,

more

the edu-

speakers,

variety

and greater

4
of learning.

Hands-On

Museums

The third
concept

option

of hands-on

two needs:

first,

1
Peterson,

in non-formal

museums,

the development

The Learning

2Ibid.,

p. 20.

3Ibid.,

p. 14.

4Ibid.,

p. 64.

which

education
emerged

is the

in answer

of new kinds

Center,

p. 9 .

to

of museum

14
experience,
search

especia1ly

for the young¡

for significant

out-of-school

second,

the ongoing

educational

oppor-

tunities.1
What makes

them different

is their approach.

from traditional

museums

They are experience-oriented

rather

than object-oriented.
the museum

resources

They bring

that the visitor

an experience

in which

get-involved

off,

just-look

approach.

This kind

of museum

in the education

can learn

he is an active

is a hands-on,

of all ages.

approach,

may have

popular

attention

less with

may change,

There
this kind

but of in~ividuals
high

culture

depending
Large

on children,

while

small

museums

on

cities

and they may center

need of experience-oriented

role.

role to

culture.3

of museums,

unequivocally

have a great
a broader

variety

It

than a hands-VUTSRQPONMLKJIH

an increasing

they are in a large or small city.

have a wider

through

participant.

not just of children

The focus of these museums
whether

can occur.

the most

rather

and

2

They are concerned

than they are with

the visitor

in such a way that learning

They maintain

play

together

their

cities
to assume

4

is a growing
in different

interest

about

starting

cornmunities and cities

museums

of

throughout

1Educational Facilities Laboratories:
Hands-On Museums
(New York: Educational Facilities Laboratories,
1975), p. 4.
2Ibid. , p.

5.

3Ibid. , P.

6.

4Ibid.,

p. 40.

15
the United
mainly

States

and other

due to the success

The necessity
therefore

for giving

been

because

exhibit

The Exploratorium

environment

of their

with

museum

Museum

museum

this

has

was created

sound,

with

basic

It is an interactive

a focus on perception.
increase

tendency:

that dealt

in their essence.

own senses--light,

The second

that follow

in San Francisco,

demonstrationsthat

Children's

is

have hado

a new kind of museum

for a science

of physics

manipulate

people

This

some other museums

three museums

of the need

principIes

that

of the world.

recognized.

1 will mention
the first,

parts

their

Visitors
understanding

color.1

of this type is the Jacksonville

in Jacksonville,

Florida.

are designed

as total

environments.

for example,

features

a huge human mouth

The exhibits

The health

exhibit,

and throat

where
~

kids crawl

through

to see a presentation

The third museum
Fort Worth,
United

Texas.

States,

everything

is the Fort Worth

It is the largest

where

classes

from film making

It is also worth
this type opened
of its kind
1Ibid.,

p. 16.

2Ibid.,

p. 14.

3Ibid.,

p. 8 .

of Science

museum-school

in

3

that a children's
Venezuela--the

(figs. 3-5).

in

in the

are giving

to comet-watching.

in Caracas,

in south America

Museum

and workshops

mentioning

recently

on nutrition.~

museum
first

of

16

@!~
~

".•._"e',. .•."

l-l i

VUTSRQPONMLKJIHGFEDCBA

~ c " '~

I

F ig .

3 . : 4 . '. 5 . C h i l d r e n

's

M useum

an

C a ra c a s,

V e n e z u e la

17
The Museum
Museums

must

and creativity
way,

it must

Situation

be an authentic

oÍ the inhabitants
complement

in Mexico

expression

oÍ the history

of a region.

the programs

of formal

In the same
education

in the area.1
Museums
keeping

should

and cornmunicating

the inhabitants
important
that

most

cultural

all those

center,

schools

the museum

educational

instrument

of a cornmunity.

just have

reason,

be a real

programs,

function

and work

the Archaelogy

numerous.

This reveals
vein,

of interest

They should

especially

In Mexico,

in a traditionalist

things

cornmunities

education.

For this

in coordination

as a complement
and History

that museum

giving

priority

to

be the most

in those

for elementary

must

for rescuing,

with

to them.

museums

policy

the

are the

continues

to archaeological

investigations.
The specialized
they deserve.
being
lation

museums

Another

developed

must

groups,

putting

have not received

problem

be focused
special

is that cultural
toward

the importance
activities

the different

attention

on young

popu-

people

and children.
Unfortunately,
in Mexico

do not have

In general,
educational

what

there

facilities

has happened

a designated

is that most museums

area for chilren.

is a lack of adequate
for children,

non-formal

and there

is a need

for

1Yolanda Ramos, Proyecto Para la Creacion de Museos
Locals en Mexico [Project for the Creation of Local Museums
in Mexico].
Mexico City: Instituto Nacional de Antropologia,
1977), pp. 2-3.

18
children's
big urban
across

museums
centers,

the country.

or similar

institutions,

but also for small

cities

not just for the
and towns

CHAPTER IV
CHILDREN'S MUSEUMS
The history of museums dedicated especially for young
people goes back to 1899, when the Brooklyn Children's
Museum opened its doors as the world's first museum of this
type.

It was dedicated to teaching children about themselves

and the world in which they live through the interdisciplinary presentation and active exploration of museum
ob']ects. 1
There has been a growing interestabout
this kind recently.

museums of

This can be seen in the fact that

there are approximately

108 children's museums in the world,

88 of which are located in the united States.

Ten percent

of the United States total represent general museums, thirty
percent constitute departments of larger museums, and the
remaining sixty percent are junior's, children's, or youth
museums--independent

institutions geared especially for

children.2
Their Approach
Most children' s museums take a hands-on approach,
the main purpose centering around the child and certain
1Brooklyn Children's Museum, School Class Programs
Booklet (Brooklyn, N.Y.: The Brooklyn Children's Museum,
p.
4
1984),VUTSRQPONMLKJIHGFEDCBA
2

Pohle, "The Children' s Museum as Collector ," p. 33.
19

20
themes

relating

to him.

the one in Boston

purpose

to perceive

and technological

by adults

in the museum's
presentations
poration
ethnic

function
program
material

choice

cases

areas best

correspond

This

new,

participation
non-verbal,

multimedia

civic,

extension

and

with

didactic

the teaching

and natural

of the

the take-home

are concentrated

1Jim Zein, "Beyond
November 1979, p. 27.

(fig. 6).1

4

forming

around

social

as w.ell as the incor-

collection

and tactile

of some courses.

on the areas

sciences,

to the child's

and the world

as well

is also reflected

games,

important

teachers

physical

them

of the environmental,

that may reinforce
areas

the rapid

emphasizing

activities,3

of these museums,

anthropology,

2

of

adults

is to develop

of programs,

are a very

that provides

on helping

around

like

sense

in predominantly

in the communities.

The museum

himself

experiences.

of the concerns

Loan

methods,

together

and other

groups

occuring

educational

learning

focused

of the museum

and children

first-time

are museums

and understand

changes

The orientation
less didactic

there

that have a new and broader

cross-generational
as children,

Although

of

because

preoccupation

such

with

5
him.

the Generation

Gap,"

Museum

News,

2Ibid.VUTSRQPONMLKJIHGFEDCBA
3

Museum

Aalber
News,

4zein,
5Ibid.,

Heine, "Making Glad the Heart
November 1979, p. 23.
"Beyond
p.

34.

the Generation

Gap,"

p.

of Children,"

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