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Barry and Lara, the father and mother of two daughters (Lynn and Stacey) suggest that they all go to the Art Gallery for an afternoon family day trip. The family walks into the gallery without any real plans; they just wish to explore whatever is on display. Lynn, age 12, walks over to the 'family fitting room' area and looks at one of the kiosksPrentis Court and notices a kiosk. She calls her family over to show what she's found and the family begin . Everyone runs over to inspect what the kiosk offers. They see on the main page various buttons. One button in particular catches their eyes labeled 'Themed Tours'. Stacey touches the button and the screen sections off into 6 different themes all representing a tour. Stacey

She touches the screen to see taps labeled by "Themed Tours". Stacey (age 18) sees a tour that immediately resonates with her called "Avedon Fashion Photographs 1944-2000." Stacey loves fashion touches the tab and asks the rest of the family if they could pick this tour to see. Lynn, who isn't interested in fashion at all, asks that they go see the "Dragons Dreams and Daring Deeds" performance instead. Unsure of what to do, the family chooses both tours (these are banked into a "Selected Tours" section of the console). Stacey clicks on the "submit selection" button and the screen displays a list of different touring options based on different times. The family agrees on one of the options and Lynn then presses the "Print Tour" button. The kiosk prints out an itinerary, which includes a spatial map that shows where the "Avedon Fashion Photographs 1944-2000" is located, as well as where the area where "Dragons Dreams and Daring Deeds" is.the screen sections off into 6 different exhibitions all representing the tour. Stacey loves fashion, presses the print button and then retrieves the map form the kiosk.

Now it is Lynn's turn and after watching all of the choices on the big screen she knows exactly what she wants to select the "Gothic Mysteries" tour. Stacey assists her sister with viewing the associated exhibitions and prints the map. Stacy and Lynn with parents review the maps and decide on the best route to take for their gallery adventure. They decide to visit Stacy's tour first and make their way to the Avedon Fashion Photographs exhibition.

Lynn cross-references her map to learn that one of the "Gothic Mysteries" exhibits is in the gallery next to the Fashion Photographs. They then visit the first "Gothic Mystery" exhibition and decide to continue to cross-reference the maps so that Lynn and Stacy can each take turns while exploring the gallery.

Storyboard: and Revised Scenario

2.2.2 Docent Perspective
Ontological scaffold


A team called the "Photatoes" want to know what exhibits there are that feature 19th century art pieces/artists and where they are in the museum.


Andre, Jeff, Dylan and David (team members of Photatoes) arrive at the art museum with their class of 30 students; all divided into groups of 4/5. The The school bus arrives and 30 students enter the gallery through the group entrance. The instructor asks the students to break up into teams of 4 to 5 people. They then make their way to the coat check and drop off their coats and bags. Now the teams are left to their own devices to explore the museum and the get their school assignment donecompleted. The class disburses into various areas of the museum, though the Photatoes notices Andre, Jeff, Dylan and David, are team Photatoes. They have been assigned to gathering information about 19th Century paintings. They notice a crowd of people grouped around the kiosks near the front entrance. Marc asks the rest of the group to check them out and they agree to follow him. Jeff takes control of one of the kiosks and looks at the portal page. The screen displays different sections; main attractions. themed tours, and another section designated for doing searches. Since the group couldn't see anything on the main page that was relevant to 19th century art, the boys type the string '19 century art' into the search engine and press the button 'search'. The kiosk generates a list of items with all the relevant topics related to their search. At the top of the page are various filters (tabs) for looking at the results: Activities (2), Artists (10), Exhibits (5), Tours (2).
Jeff clicks on the tab "Exhibits" where the list of 5 items are listed in rows with their attributes listed beside them in columns. Jeff notices one of the column attributes titled "Spatial Maps" and takes note of this. Jeff clicks on one of the exhibits titled "Classicism" and is taken to a page with a general description of Classicist Art. The page also includes an archetypal picture and a link called "See Map." Dylan suggests to click on the link to see what happens and Jeff presses it. The screen shows a map of where the exhibits on "Classicism" are in the museum. To the right side of the map is a link called "Save Map" Jeff clicks this link and the page displays a prompts saying "Map "Classicism" Saved." The page automatically refreshes back to the Map but Dylan notices a change to one of the links on the right side, now bolded and labeled "Saved Maps (1)" Jeff clicks on this and the screen displays an item list with Map "Classicism" listed. Jeff presses "Go back" several times and is taken back to their initial search on 19th Century art. The boys go through 3 more of the 5 exhibit results (Romanticism, Realism, Symbolism) and saves these maps as well. The 4 saved maps are collected in one meta-map that displays where exhibits related to Classicism, Romanticism, Realism, and Symbolism are located in relation to each other by different colors. Jeff sees a "Print Map" button and presses it. The kiosk prints a copy of the map (they print 4 copies so they each have one.) The boys decide to split up in pairs, where they each explore 2 exhibits and do an initial study on them to see which artist they want to do their report on.a kiosk in the Prentis Court.

Marc yells "come and check it out!" they team agrees and follow him over to the kiosk. Jeff runs and touches the screen, a second screen emerges introduces students to a set of predefined tours. Dylan stays at the main kiosk pointing and selecting tours while the others stand in front of the large screen directing the commenting on the choices. They monkey around for a while selecting all the tours, until finally they select a tour that best matches the 19th Century topic. The team looks at all of the details of the tour and then selects print. David reaches down to the opening in the kiosk to retrieve the 8.5 X 11 colour tour map.

David holds the map out for the rest of the team and the boys locate the kiosk icon and start to orientate themselves to north and south of the gallery. The details of the map shows the exhibits in a numbered sequence related to proximity, this makes it easier for everyone to know where to start. They leave the kiosk area and use the map to check off what they've seen and write notes. The team visits the last gallery and then David refers back to the map to locate their best route back to the group entrance. While waiting in the lobby with the rest of the class Dylan folds the map in half and stuffs it in his bag. When back in class Dylan retrieves the map and the boys begin to write out there assignment with the map as a reference and souvenir of their experience.

Storyboard: and Revised Scenario

2.2.4 Teacher Perspective