CC students worked with FAC docents to plan and teach three different sets of tours. As a class, we read about backwards design and various rationales for why the arts need to be a part of K-12 education. From these articles, each tour group determined the goals for the tour they would plan.  Most groups decided that showing students how artwork connects to them would result in students feeling comfortable and empowered in a museum.  Docents added their expertise, balancing theory with reality and sharing experiences from years of giving tours.

Course readings also addressed pedagogies for active engagement and visual literacy, so students could think through which methods to use in their tours.  The class collectively prioritized criteria to focus on while planning and delivering a tour in order to best meet their desired goals.  When the elementary students came for their field trips, docents used the criteria as a basis for evaluating the CC students who led the tours.  Docents then shared their feedback after each tour, and CC students were able to revise their touring plan before the next day when another group of elementary students came for their field trip.

See below for two examples of touring plans.

Connections Tour Connections tour lesson plan
	Connection Through Movement and Emotion Connections through movement: emotion lesson plan