S: Reconsidering Groundcovers
BC: The End | All photographs by Gretchen Groebel, except otherwise noted.
FC: Morris Arboretum of The University of Pennsylvania Reconsidering Groundcovers | March 21, 2012
1: Gretchen Groebel Museum Visit Photo Essay Educational Programming for Museum Audiences AS.460.640.81.SP12 Instructor: Kris Wetterlund April 2, 2012
2: The Program Reconsidering Groundcovers Lecturer: Harriet Cramer, Garden Designer Program Goals: This slide lecture will offer its participants excellent alternatives, many native, to the same ground covers that have been overused for years, such as ivy, vinca and pachysandra. We look at and discuss groundcovers for any landscape situation; shade, sun, wet, slopes and varying soil conditions.
4: Program Marketing The Morris Arboretum markets to all of their active members through e-mail correspondence and sends occasional printed brochures through the mail. | This is the front cover of the Morris Arboretum's Spring Classes 2012. This is fully accessible on-line, shown here, and available in printed form at the Morris. Colbert reveals, "With the advent of e-mail and the Internet, companies have found a way to communicate with clients without having to go through the media." (Carpenter and Blandy, 2008, p. 124) | Photo courtesy The Morris Arboretum
6: The Setting The Morris Arboretum's George D. Widener Visitor Center This building first served as the gardener’s cottage, carriage house and stables. The open gallery space accommodates 25-50 people for lectures. The shop and seasonal cafe also share the same location. | Photo courtesy The Morris Arboretum
8: The Audience: Adults 8 Men, 15 Women Age Range: approx 35 - 75 A handful of the visitors appeared to be involved in the landscape or horticulture business from their dress or conversation. This audience was made up of Professional /Hobbyist's; they have clear goals for their visit and they are likely to experience a change in affect as a result of their museum visit. (Falk's Audience Categories, Lesson) The other half seemed to be retired and engaged for their own personal interests. "Satisfaction was directly tied to both ... image of the setting and ... expectations for the visit." (Falk, 2009, p. 88) When Ms. Cramer praised specific plant species, the audience responded with many questions. "Instructors have to know their content and be enthusiastic about it. A good teacher loves the subject matter and makes it exciting for adults." (Sachatello-Sawyer, 2002, p. 75)
10: Program Material: The slide lecture was organized by addressing the following; overused groundcovers, a site analysis (sunlight, soil, topography, scale, and challenges), plant recommendations for particular sunlight/soil combinations, plants to avoid, and sources for purchasing plants. The delivery of information was simple and clear. Ms. Cramer showed slides of many plant types; all documented in the printed handout. The featured plants were organized by particular conditions; for example, shade and streamside or full sun and well drained with foot traffic.
12: Class Materials: All participants were given a five-page Xeroxed handout with an extensive plantlist, organized by sunlight and soil conditions. For example: Full Sun Slope, Light or Partial Shade, and Shade, Streamside. The handout was perfect for taking notes. Ms. Cramer provided us with the scientific and common plant names.
14: Question and Answer Session The audience was very engaged and had many question for Ms. Cramer. The lecture ran over by a half an hour. Participants took the opportunity to speak with her directly and she offered her e-mail information in case someone had further inquiries. "Find out what the adults in the community care about and want to know more about." (Sachatello-Sawyer, 2002, p. 74) This slide lecture was very relevant and that played a part in its healthy attendance and active participation.
16: Evaluation Component The Morris Arboretum sent an e-mail survey two days after the lecture. It was short and easy to complete. It was sent in a timely manner with the class fresh in participant's minds. "During the planning process it is important to define what success is in order to know if you attained it. In other words, did you meet your original goals and target audience?" (Huber and Johnson, 2009, p. 106)
17: References Colbert, F. (2008). Program Marketing. In Arts and Cultural Programming: A Leisure Perspective, edited by Gaylene Carpenter and Doug Blandy, 111-125. Champaign, Illinois: Human Kinetics. Falk, J. (2009). The Visitor. In Identity and the Museum Visitor Experience, 67-89. Walnut Creek: Left Coast Press. Falk's Audience categories. (2012). Week 5 Lesson Plan. Educational Programming for Museum Audiences. Huber, K. and Johnson, A. (2009). Planning and Managing Museum Programs and Special Events. In The Museum Educator’s Manual, 95-108. Lanham: Alta Mira Press. Sachatello-Sawyer, B. (2002). Program Planners. In Adult Museum Programs: Designing Meaningful Experiences, 71-90. Walnut Creek, California: AltaMira Press.