New Horizons: Here and Now

On January 19^th 2006, a rocket lifted the New Horizons probe from the surface of the Earth, never again to return. At the time of this writing, the early afternoon of July 14^th 2015, the probe has completed its flyby of Pluto. For some NASA scientists, today is the most important day out of the three-thousand, four-hundred and sixty-three that have passed since launch. Those few thousand days include others with their own special importance, however. Through my office door I can hear the low, joyful roar of children playing here at the museum. Save for a handful of older kids, each of those girls and boys marks one of those days since January 19^th of 2006 as their birthday. For their whole lives, this piano-sized, plutonium-powered robot has been speeding through empty space at velocity of over nine miles per second away from the sun. And they are all still going strong, on paths unknown.

I was born in the year 1985 in Huntsville, Alabama. As a child, I made regular visits to the U.S. Space and Rocket Center located there; space exploration fascinated me then as it does now. My interest in rockets and astronauts dominated the design choices of my childhood bedroom, which featured a hanging mobile of the solar system. Pluto, then included as a planet (but what’s in a name?), was represented as a grey, mostly formless rock. That was our best guess at the time as to what it would look like. We now know, though just for the past few weeks have we known, that to have been an error. Pluto, as it turns out, is a ruddy world with varied geographic features. Certainly the original guess could have ended up being accurate, but as it stands this serves as a perfect example of my belief that inquiry and exploration are practices that enrich our world. Learning and understanding are value-adding courses of action. Pluto is a real place and, standing beneath it in the night sky, the only thing between it and you is the distance and a few miles of air. We now know what it looks like. We didn’t before.

The kids I work with on a daily basis as the science educator of this museum are in the business of exploring the universe around them. They are aligned in this sense with the grownups of the world who have gotten jobs as scientists, and certainly some of the voices I hear even now outside my door will one day deliver presentations at important academic conferences or discuss the design of an experiment late into the evening with researcher peers. Regardless of job title, however, it is my personal and professional goal that visitors to our museum, young and old alike, gain some kind of new appreciation for this world and those around us. Science is one of the tools that I have to assist with that, and a wonderful thing about using science is the fact that it can show us how interconnected everything truly is. The gravity on Pluto is not as strong as Earth’s, but it follows the same rules as the gravity on Earth. Understanding how the radio waves we use to send commands and hear from New Horizons work also leads to an understanding of the light that we use to see. The same rules of color-mixing that the probe uses in order to take photographs is taking place with paint and brushes right now a few yards from my office. No matter your starting point, seeking to understand the universe can take you to unexpected places. All roads lead to everywhere.

In just a few short weeks we will temporarily close our doors to undergo a renovation. Upon reopening, there will be a dedicated science area that we are calling Step Up to Science. Another new addition to the museum will be our climbing globe, 14 feet in diameter. If we were to create a scale model of the solar system based upon that as our Earth, the moon would be about 3 feet, 10 inches across and located, on average, 422 feet away. The sun would be 1,530 feet across and a bit over 31 miles away. Pluto, for its part, would be 2 feet, 7 inches across and almost 1000 miles away from our front door. And New Horizons itself would be an invisible mote of dust drifting by, only ever having gotten as close as 14 feet to Pluto’s surface in our scale model, taking five seconds to move an inch. One day in the not-so-distant future, kids sitting at our Science Bar will draw up maps of our scale model solar system. Or they will program a robot. Or they will toddle right past me and to the lunch tables, still waiting for the day or the question or the experiment that piques their interest. We will be here, just as Pluto is there. I look forward to the adventure!

All the Cinderellas

For our last little peek behind the pages of the fairy tales in our current exhibit, Once Upon a Time, we’d like to celebrate one of the best-known of them: Cinderella! The beauty with the special slipper has a very, very long lineage. Stories about her, or women very much like her, have been traced back hundreds of years, to China, Greece, and Egypt.

The Greek-Egyptian version of Cinderella is most likely the earliest, although it lacks many of the elements that are more familiar to us from the European-derived stories of the 1700s. In this tale, the heroine is named Rhodopis, and she was one of many servants of a Greek businessman and politician named Xanthes. He had taken a party to Egypt for business, and Rhodopis, bathing in a spring, had one of her slippers snatched up by an eagle, who then dropped it in the lap of the King of Egypt. The king took this as a sign from the heavens and searched everywhere for the slipper’s owner. Rhodopis, also known as Rhodope and as Doricha, was most likely a real woman, a courtesan (or “hetaera”) who lived about 2600 years ago, but the story about the shoe was probably a tall tale, and we can thank her contemporary, Aesop, for that.

More than a thousand years later, the popular tale had made its way to China. Tuan Ch’êng-shih wrote of a heroine named Yeh-Shen, and her story is closer to the version that we know. Yeh-Shen longs for happiness and marriage since her stepmother is so cruel, and she has some supernatural help from a magical fish who grants her wishes. Yeh-Shen attends a ball wearing a beautiful dress and slippers made of gold, and leaves one behind, in the hands of a charming king, when her allotted time expires.

Yeh-Shen and Rhodopis stories continued to be told, with different names, as the centuries passed, with dozens more iterations than we have room to discuss here. In 1697, Charles Perrault’s version, “Cendrillon,” was published, and it’s pretty much the final form that we know it today. Earlier European versions had replaced the magical benefactor with a kind godmother, but Perrault made her a fairy godmother for the first time. She transforms a pumpkin into a carriage, makes the slippers from glass, turns mice into horses, and so on. Basically all the elements of Cinderella that we all recognize are present in Perrault’s version, which has as strong a claim as any to being the most popular of all fairy tales.

Perrault’s was not the final version, of course, because as we’ve discussed, fairy tales are always changing and evolving. In recent years, Hollywood movies like Snow White and the Huntsman and Maleficent have given classic fairy tales a darker edge, but the Cinderella story was taking on heavier overtones quite early on. In 1812, the Brothers Grimm, Jacob and Wilhelm, published their seminal collection of European tales, and the Cinderella version that they included, entitled “Aschenputtel,” is much darker than Perrault’s and all the variants that followed it.

What interests me about Cinderella, though, is that the bleak overtones that some writers and folklorists have added to the story don’t actually seem to stick. As we noted in the first of these features, about Jack and the Beanstalk, many fairy tales actually thrive with a little color and backstory and discussion of motivations, even if it’s sometimes darker. Cinderella, however, shrugs off anybody’s attempts to darken it. Perhaps because the core of the story is so bright and happy, and its tale of wish-fulfillment is so encouraging and promising, that darkness just doesn’t belong to it. Cinderella is arguably the most popular fairy tale in the world, and the happiest.

Further reading: Lit Reactor | readyed.com.au | popsugar.com

Red, White and Blueberry Recipes!

In honor of the Fourth of July, this week we challenged ourselves to create a full meal based on three different colors: Red, White and Blue. It turns out that the internet is chock-full of patriotic-themed recipes. Because we have a dedicated staff (who like to eat!) we whittled down the sixty-gajillion available color-themed ideas we found into a somewhat healthy and nutritious three-course meal with lots of blueberries. Well, the dessert’s not the healthiest thing we could come up with, but it sounds delicious!

Let’s start with a “Patriotic Salad” with quinoa and berries, as found at Yummy Mummy Kitchen.

5 ounces arugula or other salad greens
3 cups cooked, cooled quinoa
1.5 cups blueberries
1.5 cups raspberries
Sliced watermelon cut into stars with a cookie cutter
favorite salad dressing, served on the side

On the bottom of a medium trifle dish or clear salad bowl, arrange one third of the greens. Top with half the quinoa, all but 1/4 cup blueberries, the remaining quinoa, another third greens, all but 1/4 cup raspberries, and top with the remaining greens. Arrange the remaining 1/2 cup berries over the top. If using watermelon stars, tuck into the sides and arrange on top of the salad. Make this salad up to 5 hours in advance, cover with plastic wrap, and refrigerate. Serve dressing on the side.

 

For the main course, let’s continue with blueberries since they are in season right now, and enjoy a Chicken and Blueberry Pasta Salad, from Eating Well:

1 pound boneless, skinless chicken breast, trimmed of fat
8 ounces whole-wheat fusilli or radiatore
3 tablespoons extra-virgin olive oil
1 large shallot, thinly sliced
1/3 cup reduced-sodium chicken broth
1/3 cup crumbled feta cheese
3 tablespoons lime juice
1 cup fresh blueberries
1 tablespoon chopped fresh thyme
1 teaspoon freshly grated lime zest
1/4 teaspoon salt

Place chicken in a skillet or saucepan and add enough water to cover; bring to a boil. Cover, reduce heat to low and simmer gently until cooked through and no longer pink in the middle, 10 to 12 minutes. Transfer the chicken to a cutting board to cool. Shred into bite-size strips.
Bring a large pot of water to a boil. Cook pasta until just tender, about 9 minutes or according to package directions. Drain. Place in a large bowl.

Meanwhile, place oil and shallot in a small skillet and cook over medium-low heat, stirring occasionally, until softened and just beginning to brown, 2 to 5 minutes. Add broth, feta and lime juice and cook, stirring occasionally, until the feta begins to melt, 1 to 2 minutes.
Add the chicken to the bowl with the pasta. Add the dressing, blueberries, thyme, lime zest and salt and toss until combined.

Finally, let’s have a Red, White and Blue dessert, from the blog of Taste of Home magazine.

2 packages (8 ounces each) cream cheese, softened
1/2 cup sugar
1/2 teaspoon vanilla extract
1/2 teaspoon almond extract
2 cups heavy whipping cream, whipped
2 quarts strawberries, halved, divided
2 quarts blueberries, divided

In a large bowl, beat cream cheese, sugar and extracts until fluffy. Fold in whipped cream. Place a third of the mixture in a 4-qt. bowl. Reserve 20 strawberry halves and 1/2 cup blueberries for garnish.
Layer half of the remaining strawberries and blueberries over cream mixture. Top with another third of the cream mixture and the remaining berries. Spread the remaining cream mixture on top. Use the reserved strawberries and blueberries to make a “flag” on top.

You’ll have plenty left over after this one, but on the other hand, you could certainly adapt this as a single-layer recipe for your family. If you’re planning to take a dessert to a July 4th party, on the other hand, this looks like a treat fit for all the founding fathers!

 

Professor Labcoat celebrates National Maker Week!

Hello everyone! Professor Labcoat here. It’s National Maker Week, and today I’d like to show you how to learn about electrical circuits using play dough!

We use electricity to power all kinds of things every day. Electricity is what we call it when charged particles are pushed around, and we can make, or “generate”, electricity in many different ways. The power plants that generate electricity for entire cities use huge magnets to push electricity through the big wires that we see along the side of the road, solar panels use light energy from the sun to push electricity around, and batteries use chemical reactions.

The materials needed for this experiment are 4 AA batteries, a light emitting diode (LED), and some play dough that’s made with salt. There are many recipes online for play dough; I made some by combining 2 cups of flour and ½ cup of salt with roughly 1 cup of water added slowly. Food coloring can make for a fun color addition. You can also add a couple of teaspoons of oil and a teaspoon of cream of tartar to help with the texture, or just use some of the store bought variety!

Finding a light emitting diode (LED) might be a little tricky. I took apart a small finger-mounted flashlight to get mine. These parts are also available at many electronics stores or online for less than a dollar apiece.

The first thing we need for our circuit is something to generate the electricity. The chemical reactions inside the batteries will do this for us by pushing charged particles from one side of the battery to the other. We want all the push to go in the same direction, so we need to line up our batteries end-to-end and pointing in the same way. A little ball of dough acts as a conductor between our batteries. We need these batteries to push the electricity hard enough to make our LED light up. We measure the push of electricity in units called “volts”. Each battery gives 1.5 volts worth of push to the electricity, so four in a row give 6 volts of push total. This should be strong enough to move electricity through both the dough and the LED.

The play dough is our conductor. Instead of electrons moving through metal, our electricity will take the form of tiny pieces of the salt (called “ions”) moving through the water in the dough. It takes more energy to move ions through dough than to move electrons through metal, so dough wouldn’t make a very good extension cord. It is safe to use with the batteries, however, because it won’t heat up as a metal wire would. Plus, it’s fun to squish!

Electricity can only move through LEDs in one direction, so you might need to switch yours around a little bit before it works. Once you’ve got a circuit together, you can try out different things! What happens if your dough rolls are fat and short? Skinny and long? Does it change the brightness of your bulb?

There are many people who have created many great lessons to go along with this kind of circuitry. Check out the wonderful work of the University of St. Thomas and their “Squishy Circuit” homepage!

I hope you enjoy making your play dough circuit and learning about electricity! There are many wonderful things that we can use science to build and understand, and Makers the world over have created many fantastic resources for Young Makers!

Take care!

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The Many Tales of Anansi

Children always surprise me when they play, and when they’re in our Once Upon a Time exhibit, they are always finding new things to do that I didn’t see coming. This past Saturday, my son, who is four, spent the better part of ten minutes hiding behind the big pretend “melon,” hollering “Hey, I’m a melon! Don’t you want to eat me?!” at anybody who passed. Other kids would grab the melon and make a thundering “Gobble, gobble!” or such before my son would jump out to say “I’m really a spider! I tricked you!” and the eater would run away in playful shrieks. Repeat, frequently. Not at all bad for a kid who first heard this story about thirty seconds before he ducked behind/inside that melon.

Anansi, the spider hiding inside that melon, features in dozens of folk tales. He’s typically traced back to western Africa, in the region that is now the nation of Ghana, and made his way to the Caribbean and the colonies that would later become the United States in the 1600s, during the days of the slave trade. Anansi lived in oral telling for hundreds of years before his exploits were printed. He is most often literally a spider, but in some variants from Jamaica, he’s a human with four arms and four legs.

The Anansi story that is spotlighted in the Once Upon a Time exhibit is one of his most popular outings and emphasizes how clever Anansi is to think his way out of a bad situation. Writer Eric Kimmel and artist Janet Stevens have recreated many of Anansi’s adventures in storybooks that are published by Scholastic. In this story, Anansi lets his greed get the better of him, and eats so much of a melon, tunneling his way into it as he munches, that he grows too fat to escape it! The only way out is to have someone shatter the melon, so, pretending to be a talking fruit, he starts mocking all the other animals of the jungle, hoping that one of them will take the mysterious melon to the hot-tempered Monkey King.

Learning about Anansi, I was most interested to learn that, between the Caribbean and many of the communities of the southeastern US, he transformed from a spider into a rabbit. Arguably the most famous of the “Uncle Remus” tales of Br’er Rabbit involve the bunny losing his temper with an inanimate statue, striking it, and getting stuck. Remarkably similar stories are also told about Anansi getting his head, arms, and legs stuck in tar traps.

There’s no consensus among folklorists about precisely why the spider of the 1600s was replaced by a rabbit in the 1800s, but both characters, and many other derivatives, are classic examples of a trickster. The character is sometimes portrayed as good, with a mischievous side, and sometimes amoral, and sometimes downright rotten and needing to learn a lesson, but in all the trickster’s forms, he is smart and clever and can think his way out of any situation, even the ones that resulted from his own poor choices.

Summer Fun and Safety

School’s out, Atlanta! The water parks and swimming pools are open, and, given the chance, many of your children will happily spend dawn to dusk on slides, swings, and inner tubes. But before you let the kids soak up all of those rays, we would like to remind you of a few simple summer safety tips.

“Unintentional injuries are the leading cause of death in children age 14 and under,” said James Fortenberry, M.D., Pediatrician-in-Chief at Children’s Healthcare of Atlanta, who have launched their 2015 Summer Safety Series. “Summer is an exciting time for kids. With that excitement comes an added responsibility for parents and children to educate themselves on what they can do to ensure a safe and healthy summer.”

One thing to remember is “The Shadow Rule, which states that if your shadow is shorter than you are, than the sun’s UV rays are particularly intense and you need to be extra careful. That’s a good reminder to lather up with sunscreen, lather generously, and lather frequently. Wear sunglasses, give children wide-brimmed hats to wear, and stay in the shade as much as possible.

Remember that water, sand, and surfaces can reflect the sun and UV rays. Even if you’re under a shaded area at a water park, UV rays are still bouncing off practically everything around you and your family, even the magazine that the sunbather next to you is reading, so buy that sunscreen and use it.

It’s incredibly important to drink plenty of fluids during any outdoor activities, even if you’re not being especially active. Avoid caffeinated drinks like tea, coffee and cola, as these can lead to dehydration. Yes, even a nice, tall glass of sweet iced tea. Drink plenty of water if you’re going to be out and active for around an hour, and sports drinks like Powerade if you plan to be active for longer than that. Take frequent breaks to drink, and if you’re at a playground with a misting station, take advantage of it. Try to plan for playground trips before noon or in the early evening, and take breaks in shady spots. In the hotter afternoon hours, try to schedule indoor activities.

At the pool, before your children even get in to swim, remind them to take it slow and not run. We know, that’s an awful lot like asking the earth to stop turning, but remind them constantly. Make certain that at least one responsible adult is constantly supervising the activities. Try assembling a group of chaperones; we know that grown-ups want to relax and play and talk and have fun, too, but some of your party always needs to be completely focused on the kids, because drowning can occur in a matter of seconds. Tag team so that focus is always fresh.

Be especially alert for children inhaling pool water. Even a small amount of water in the lungs can be extremely dangerous, with drowning happening many hours later, often after the victim has gone to sleep. If you notice anyone coughing after being underwater, ask about it. If anyone mentions losing consciousness or memory after being underwater, they may have inhaled water without realizing it, and should be taken to an ER.

Finally, we wanted to remind everyone about car safety. Do not leave children unattended in a car for any amount of time, even with the windows rolled down. The temperature inside can rise to dangerous, life-threatening levels within minutes. Just as you would never leave a small child alone in a bathtub, never leave a child alone in a car.

We want everybody to have lots of fun this summer, but take a couple of minutes before you go outside to get water and other supplies together. Plan ahead and schedule your activities and remember to stay focused on the children in your care while you’re having a great summer!

Additional reading:
http://www.choa.org/About-Childrens/Newsroom/News-and-Announcements/2015-Summer-Safety-Series
http://www.choa.org/Child-Health-Glossary/Summer-Safety
http://safety.lovetoknow.com/Safety_Topics_for_Summer
http://www.pbs.org/parents/summer/summer-safety-tips-for-kids/
http://childrensmd.org/browse-by-age-group/toddler-pre-school/dry-drowning-every-parent-needs-know/

Giving children time to explore

Earlier this week, in The New York Times, David Kohn wrote about children and learning, and although he didn’t use the exact phrase that we do here, “The power of play,” it still resonates throughout his story. Children learn through hands-on exploration. They need to set their own pace, and they need to be given constant opportunities to use their imagination, create rules and boundaries, and interact with other children.

From Kohn’s story, “Play is often perceived as immature behavior that doesn’t achieve anything,” says David Whitebread, a psychologist at Cambridge University who has studied the topic for decades. “But it’s essential to their development. They need to learn to persevere, to control attention, to control emotions. Kids learn these things through playing.” You can’t teach these things, and you certainly can’t test them. Children will observe and respond and learn at different levels, but even the silliest-looking play has so much more going on than can be quantified, objectified, and compartmentalized.

Kristin Tillotson, writing in The Minneapolis Star-Tribune, uses an analogy familiar to anybody who’s read the Sunday funnies: when kids explore, it looks like one of the characters in Bil Keane’s The Family Circus, taking off on their meandering, “serpentine” paths, connecting points A and B by way of every other possible letter. We see this a lot with our regular guests. Sometimes, they arrive and the child has a very specific idea about which area of our Museum they’d like to explore and go straight there, but just as often, we’ll see a child absolutely determined to climb in our treehouse, but only after winding around through every other place they can find and writing their name on our paint wall first.

It’s pretty amusing watching children do this, but it’s also perfectly natural behavior. Tillotson calls this “informal meandering” an organic way to learn, and Marjorie Bequette, director of evaluation and research at the Science Museum of Minnesota, agrees, pointing out that children respond to being in charge of the adventure.

Even looking around and observing things in a space, whether it’s one you are familiar with or one that’s brand new, has so much value. In her story, Tillotson mentions that some New York police officers receive training in observation at the Museum of Modern Art. I read some more about that in a 2009 story at Smithsonian, and learned that there is a program where veteran officers get an early morning class in observation. It’s evidence for Tillotson’s theory that museums really are mind-expanding, and that, whether you’re an adult or a child, the experience at any museum is one where the observer is continually learning.

When you next visit us, once you catch up with your child after their “serpentine” tour of the place, try spending a few minutes asking questions about what they have explored and observed. What does the Moon Sand feel like? How many lights do they see? What do they notice about colors and shapes? Perhaps they’ll have some questions about what you have seen and explored as well, so keep your eyes and ears open as you play with your children… you may just learn a thing or two yourself!

http://www.startribune.com/museums-are-literally-mind-expanding-researchers-say/301738001/?stfeature=S
http://www.smithsonianmag.com/arts-culture/teaching-cops-to-see-138500635/?no-ist

Fairy Tales Thrive in the Telling

Ask a dozen academics why fairy tales have such staying power and resonance and you’re sure to get a dozen different answers. Folk tales go back centuries, and the details shift and change in the telling. As books became available, and later, films were made to adapt the stories, they took on new details, additional characters, and often songs to pad out the running time. But even before the possibilities of print or animation, the tales that we know and love from our childhood had evolved and changed as the stories moved around different cultural groups.

We’re thinking about legends and folk tales a lot this week because we’re so happy to be welcoming back a really popular exhibit, last seen on the Museum floor in 2011, Once Upon a Time…Exploring the World of Fairy Tales. If you missed it the last time around, you’re in for a treat. From an African jungle to a giant’s castle, this unique and educational exhibit focuses on the power and significance of fairy tales throughout history and from around the world. Children will enter an enchanted storybook kingdom where they’ll learn the meaning and history of tales they’ve known all their lives, and others that may be new to them.

The featured tales are “Anansi and the Talking Melon,” “Beauty and the Beast,” “Cinderella,” “Jack and the Beanstalk,” “Lon Po Po,” “The Shoemaker and the Elves,” and “Thumbelina.” Over the next few weeks, we will be exploring the origins of all of these fairy tales, starting with “Jack and the Beanstalk.”

“Jack and the Beanstalk” is correctly called an English folk tale, dating to the early 1800s, but the metaphorical “beans” came from all over Europe before the version of the tale that you might find most familiar took “root.” The concept of climbing some kind of plant life to reach an otherwise impossible-to-access realm in the sky is centuries old. Norse mythology considered a gigantic tree called Yggdrasil whose branches were in heaven, as does Buddhist tradition, where it is described as a Bodhi tree. The Book of Genesis offered the tale of Jacob’s Ladder, which also reached heaven. The “Jack and the Beanstalk” section of the exhibit features a small “beanstalk” for children to climb, which is really quite fun. Don’t worry, parents, the beanstalk doesn’t stretch quite so high that your children will vanish into the clouds!

Germanic folklore is positively packed with giants and ogres, most of whom selfishly guard treasure and need to be outwitted or defeated. That makes them the perfect antagonist for a traditional, clever, and sharp-thinking hero. England in the 15th and 16th Century brought us just such a hero in a bright young commoner, typically called Jack, who appeared in dozens of folk tales. (There’s a “house that Jack built,” for example.) Mix in a little Shakespeare – the giant’s traditional warning cry of “Fee, fi, fo, fum, I smell the blood of an Englishman” comes almost directly from King Lear – and the basic form of the story is pretty typical of 18th Century folklore from the British Isles.

One of the great things about fairy tales is that despite the usual conclusions like “The end” or “And they all lived happily ever after,” they’re still evolving and adapting, with no end in sight. Jack himself has been replaced in dozens and dozens of adaptations over the last seventy years by everybody from Mickey Mouse to Ernie to Nintendo’s Mario to the casts of The Goodies and The Magic School Bus, and they all bring their own spins to the story, making anybody who remembers the version that they heard or saw then retell it differently to their own children. How many trips did Jack make up to the giant’s castle, anyway? Was it just the one, or did he pilfer all the giant’s treasure over the course of a week? Was the giant a lone miser, or did he have a wife who helped Jack bedevil her cruel husband?

And is it really fair to root for Jack, stealing the giant’s gold and ensuring his grisly end? Some adaptations, including a 1952 Abbott & Costello comedy, include some rather important details about Jack and his community’s poverty, blaming the giant for stealing all the area’s gold. On the other end of the spectrum, a 2001 TV miniseries directed by Brian Henson, shown in America on CBS, painted Jack as the villain of the piece, and sent his descendant back to the kingdom of the giants to return the stolen property and atone for the crime.

How will your child interpret the story of “Jack and the Beanstalk”? How will you retell it to him or her at bedtime? We’re sure you will add a detail or two, and your child will tell a slightly different version to his or her own kids down the line as the stories continue to evolve with each new generation.

Once Upon a Time… Exploring the World of Fairy Tales opens this Saturday, May 16, and runs through July 26. We hope that you’ll come and play with us!

For more information about Jack and the Beanstalk and its cultural origins, see:
http://www.surlalunefairytales.com/jackbeanstalk/history.html
https://suite.io/john-k-davis/1wj72tj
http://en.wikipedia.org/wiki/Jack_and_the_Beanstalk

Gearing Up for Changes

Last week, we announced that The Children’s Museum of Atlanta will temporarily close our doors on August 1 in order to begin an extensive and transformative renovation project (check out the story in the AJC).

I sat down with Karen Kelly, Director of Exhibits and Education, and Rachel Towns, Manager of Exhibits, to get a little more information about what Atlanta will be able to expect when the Museum reopens in late 2015.

How do you start a project like this, and turn it from a daydream into something concrete? What is the procedure like?

Karen Kelly: What you really do is, you look back and you think about what’s working and what’s not working, and what works for people and what doesn’t work for people, because it isn’t really about what our wishlist is, it’s about what the guests and their kids, the families and teachers would like to see. We started out by researching and watching people on the Museum floor, and having teachers and educators come in and do evaluations. We did surveys of over 3,000 people. And then we took all that data, and added our wishlist in, which included “Can we reach a broader age range than we do now?” because we’re really supposed to go to age eight, but our floor doesn’t.

So help me understand the timeline. When did this procedure really start?

KK: We started in 2007. We were having conversations and the Museum had been open for about four years, and we were thinking that it was time for the next step.  So we took all of that and then we also visited other children’s museums, to find out what was working for them, what they had done right, what they had done wrong. Sometimes it’s more about what they did wrong, and what didn’t work. We wanted to know what worked for them, and their communities. We went to the Minnesota Children’s Museum, we went to Indianapolis, EdVenture in Columbia, and Creative Discovery Museum in Chattanooga… we went to a lot of different places. We pulled all that in to see what worked, looking at the immersive environments. Then we looked at how other folks had done their campaigns and changed their museums over, and again people were very generous, and gave us their secret, behind-the-scenes ideas on how they put together their grand exhibit master plans. Actually, using a lot of those templates, that’s how I created an exhibit master plan based on all the information we had collected.

Rachel, what were some of the children’s museums that you enjoyed looking at?

Rachel Towns: Oh, I really enjoyed the Children’s Museum of Indianapolis. I think that especially they have the whole “0-99” age range down, they have something for everyone and I feel like we took a lot from that. I also enjoyed EdVenture in South Carolina, those are two of the main ones!

As we shifted from looking at what our needs were into a funding situation. did it later come down to what we could afford and what we can envision…

KK: Actually, we kind of did it the other way around. The first step came to take all those ideas and put them into an exhibit master plan, and at that point, we invited different exhibit design firms to bid on helping us make this a reality. We went through what I called “Speed Dating,” so we saw seven exhibit firms in two days. This was with senior staff and our advisory committees. They pitched ideas to us based on what we had sent them.

So I know that one of things we’re going to have is a climbing structure. When you put the call out to the design companies, do you say something like “Bring us your ideas for a climbing structure?”

KK: No, we said we wanted an exhibit that made people stop and say “Wow!,” in the center of the Museum, and it should reflect Atlanta and its position as a gateway to the region and the world.  We said it would be nice to have a climbing structure, but we didn’t limit them, and one of the firms did not come up with a climbing structure. This one we’re using – Jack Rouse and Associates – did, but they each came back with different ideas and it was very fun to see. But Jack Rouse got the job, and Rachel can guess why…

Why’d they get it?

RT: They are awesome! They’re very inventive, and they listened to our ideas, and somehow they bring it all to life. They’re taking our concepts and making it all real, in the best way possible. They’re not leaving anything out.

KK: They’re really not, and the thing that I liked about them is first off was their enthusiasm for the job, but also the fact that although they’re a huge, huge company, they work with very small museums, with budgets much less than ours, all the way up to very large ones, enormous ones, so they have a wide range of experience. You can take some of the cool things you can do for lots of money for somebody else, and adapt them for much less money for smaller museum.

With that in mind, one of the things that I’ve heard about is that one of the new continent tables is going to have shifting topography…

RT: Yes, we’ll have a shake table on South America to demonstrate earthquakes!

So when you want a shake table to show earthquakes, does a firm like Rouse say “We know exactly how to do that,” or do they go figure it out…

RT: They came up with it.

KK: It’s a mix, and if they know what to do, they’ll tell you, and if not, they’ll come up with a concept like with the glacier interactive on the Europe table, where they’re going to try and drag stuff through ball bearings or other materials to see what happens to the land when a glacier pushes through, then they ask the fabricator as a partner to see if they can figure out how to make it work.

I’m excited about the rockets. Tell me about those!

RT: Well, on the back side of the climber, there are going to be two rocket stations where children can use an air compression pump to power a rocket up and hit different planets. These will be stretch fabric over a frame, so it will make a tight little drum sound when the rockets hit the planet. They can learn all about trajectory and angles and thrust. We’re hoping to make them out of a Nerf-like material.

Rather than an actual exhibit that you’re looking forward to, is there something about the process that’s coming up, the construction, that excites you?

RT: Absolutely. Having an architectural background, I’m really eager to see the general contractors come in and demolish everything and then build everything, from the mezzanine, and then the exhibits coming in, and seeing everything erected is just a dream to me, just seeing the whole process come to life. It’s something I really look forward to, and even then after that, further in the future, seeing the kids come in and get that “Wow,” it just makes me glow. I want to see the diner, and it’s all so exciting.

KK: Yes, I’m looking forward to seeing stuff that we’ve been talking about since 2007, 2008, and finally having it out there. One of my favorite moments has been last week when we were on the phone to the fabricators and they were describing the continent tables and we were all like, “This is so cool! We’re really going to have this!” And THEY were so excited! We’ve got these great fabricators, Heartland, out in Omaha, Nebraska, and they have done work for other children’s museums. They’re great  folks and very calm, but our fabricator was so excited talking about the continent tables, and how they’re going to put the layers together, and make the rivers look like they’re flowing, and it was just real after all the years of planning. And if he’s that excited, just think of how a kid is going to feel, when he pushed the button and the Nile lights up, following the path down to the Mediterranean. It’s going to be so amazing!

Want to keep up with our progress? Visit our website or follow us on social media for up-to-date information and more renderings.

 

Farmers Markets Around Atlanta

Have we had enough of these April showers yet? If you can see the billboards through all the rain, you may have noticed that some of the region’s large farms have begun strawberry picking. Mercier Orchards in Blue Ridge and Washington Farms near Watkinsville are getting their crops ready, which is a good sign that the various farmers markets around Atlanta are up and running, with fresh fruits and vegetables, salsas, juices, meats, honey, and all sorts of other local vendors selling directly to customers.

My family loves shopping at the Marietta Square Farmers Market. It is open Saturday and Sunday mornings and brings out vendors selling the most wonderful milk, cheeses, jams, and veggies along with the omnipresent King of Pops cart and a local girl who pays for her horse’s boarding fees by selling the best limeade you’ve ever had. Marietta Square Farmer’s Market is a favorite with my family, but there are several other established farmers markets in the city. I asked some of our Children’s Museum of Atlanta staff which ones they like to visit.

The venerable Your Dekalb Farmers Market was many people’s favorite. Hajar Lateef, from our Visitor’s Service staff, told me that she loves going to get all the vegetables and fruits from different parts of the country, and that the selection is unbeatable. “It’s like a candy store!” she exclaimed. Development assistant Alicia Robertson is also a big fan, and particularly enjoys visiting one particular vendor among the ones who sell prepared foods at the market. She loves buying fried garlic plantains from one of the sellers.

Toy Expert Lucreacia Henderson only just started going to Your Dekalb Farmers Market at the beginning of the year. She says “It’s the one place I can find all the natural and organic stuff that I’m looking for in one place,” singling out a particular coconut oil as a favorite. But it’s not all herbs and oils for her, because one vendor makes a particularly amazing peanut butter cookie. “You can see the peanuts in it! I’ve brought home his whole stock!”

While Your Dekalb Farmers Market is the largest in the city many  of our employees visit the smaller ones in their own neighborhoods. Courtney Strickland, also from our Visitor’s Service team, enjoys the “quaint” Sandy Springs Farmer’s Market along with what appears to be all of her neighbors. “If you’re in Sandy Springs, you go,” she told me. Apart from the vegetable sellers, she’s particularly fond of buying fresh, homemade bread and honey.

On the east side of town, Michelle Cherubim enjoys the Stone Mountain Farmer’s Market, and is glad that she lives nearby, because she believes that it has the most variety of any in the city, with foods from many different countries. Daniel Lomax, our newest Imaginator, is particularly fond of the venerable Sweet Auburn Curb Market, which first opened almost a hundred years ago. As writer Christiane Lauterbach explained in a story for Atlanta Magazine last year, manager Pam Joiner reinvigorated Sweet Auburn in 2005 by bringing in small and eclectic restaurants to draw crowds to the produce and the meats. Daniel tells me that he can’t find fresher fish in Atlanta than what’s available at Sweet Auburn.

One thing’s definitely certain: farmer’s markets are hugely popular. So, make sure you get to your local market early enough to beat the crowds and grab some great deals!

More information about Atlanta-area farmer’s markets: AJC