How to make the most of promoting your Senior Day

In addition to offering seniors access to collections through traveling programs and online materials, museums have made use of the “Senior Day” as a means to bring the audience of age 65 and up to the actual institution. “Senior Day” can be very effective in providing seniors with an opportunity to remain social and active while pursuing an educational experience. Museums have to market these events to the seniors to increase attendance just like any other event, and in this age of technology most websites are museums' corner stone of spreading the word on their programming. As such, a review of a sample of museums offering information for “Senior Days” online reveals what information should be provided to best meet the goal of bringing seniors to the museum.

The four museum sites this blog will examine are: The High Desert Museum in Oregon, The Morris Museum in New Jersey, The Galt Museum and Archives in Alberta, Canada, and the Rubin Museum of Art in New York. All of these museums offer “Senior Days” with the High Desert and the Rubin programs being completely free while the Galt and the Morris programs being free with admission to the museums. Here is a summary of the information provided on each museum's page:

• High Desert: A picture of two seniors studying an artifact heads the page with the logistic information of the date, time, and brief description of the event directly below it. The page also includes the sponsor for the event (Pacific Source Medicare) and a schedule of events- for example, “12:30 Cat Talk by the Lynx enclosure.”¹
• Morris: Large print text indicates that “Senior Days” occurs every third Friday of the month followed by the start time and brief description of the event. The page also provides an overview of the exhibits a particular day will focus on.²
• Galt: Text indicates that “Wednesdays at the Galt” occurs every first and third Wednesday of the month and that the program is for ages 55 and up. Below is a series of calendars with a description of what will occur on each day and/or who the guest speaker will be- for example, “Photographic Archaeology Tour Jim McMurchy will take you on a photographic tour of archaeological sites in southwestern Alberta, ranging from excavations, pictograph and petroglyphs, to medicine wheels, buffalo jumps and more.”³
• Rubin: A picture of three seniors studying an artifact is placed next to the information explains that “Senior Day” occurs every first Monday and that there will be guided tours, tickets for the museum's film that day, and a discount in the store. Below this information is a schedule of events- for example, “11:30 a.m.–12:30 p.m. Mahasiddhas in Himalayan Art - A one-hour program, a combined theater and gallery experience, that provides visitors with an in-depth look at the lives of yogis as expressed in Himalayan art.” The page also includes information on alternative programming for seniors, namely the Lunch Matters program, and accessibility features the museum offers.⁴

All four of these museums have pages that are uncluttered and fairly easy to follow in that a senior looking for information would not have to jump from page to page to learn about each “Senior Day.” The Galt's page has a more complicated design and might be more difficult for seniors to navigate if they are not used to viewing web pages

Another feature that should be present is the schedule of events for the day. These schedules allow the seniors to get a sense of what is available to them so that they can tailor their visits to fit their needs. The Morris page only highlights the exhibitions to be discussed and does not provide any schedule or event description. Any senior who has never visited the Morris has very little information to figure out if they would find a visit worthwhile. On the other hand, the other three institutions have more information on the types of activities the event will include thus allowing the senior to see what parts of the day will spark his/her interest the most and plan accordingly.

Museums should also take note of the feature that only the Rubin includes- information on accessibility. Seniors as an audience to a museum have a high likelihood of needing some form of assistance Providing information on what types of assistance the museum can offer and telling the senior where to look for the means to acquire the assistance at the museum will enhance the senior's visit.

Overall, the keys to promoting a “Senior Day” are a clear presentation of the who/what/where/when/why of the event, a schedule describing the activities of the day, and an explanation of available accessibility. All of these features will allow the seniors to choose how they spend their day and help ensure they are comfortable at the museum.

1“Senior Day.” High Desert Museum web page- http://www.highdesertmuseum.org/Whats_Happening/Senior_Day/

2“Senior Days.” Morris Museum web page- http://morrismuseum.org/senior-days/

3“Wednesdays at the Galt.” Galt Museum and Archives web page- http://www.galtmuseum.com/programs-seniors-wedsatthegalt.htm

4“Senior Visits.” Rubin Museum of Art web page- http://www.rma2.org/pages/load/75

Art as a bridge to the world

Art as a bridge to the world

In accessibility programs for people with dementia, there is another targeted audience that we should consider. The Rubin Museum of Art in New York describes their accessibility program Mindful Connections for people with dementia and their 'caregivers'. In their registration form for the program, the museum asks not only name of person with dementia but also name of caregiver. There are some obvious reasons like people who have mental disease always need carers' help since they are hard to live by themselves. However, we could also think about caregivers' benefits from the accessibility program.

In the article new role for art galleries: Art-viewing as a community intervention for family carers of people with mental problems, the writer said there are three benefits from the art viewing for carers: Educational dimension, aesthetic dimension, and psychological dimension. By looking at the art works, they can find some beauties in art works, so they can get some aesthetic experience. As educational dimension, they were encouraged to 'seek out further learning' through viewing art works. With viewing art works, the family carers 'connect themselves to other sources of beauty' emotionally. Sometimes they connected their emotions with art works.

Even though caregivers are not main target of most accessible programs, museums could think about caregivers' benefits from the accessibility programs since it is possible that 'caregiving role could influence their own mental health'. Art could be a bridge, which connects socially isolated situation since their caregiver's role to a normal human being, for the carers. Furthermore, by sharing their opinions and thoughts, art could be another connection between people with mental health problems and their caregivers as same participant position. You can find other museums programs for people with dementia and their caregivers:

• Metropolitan Museum: http://www.metmuseum.org/events/programs/programs-for-visitors-with-disabilities/visitors-with-dementia-and-their-care-partners
• National Center for Creative Aging: http://www.creativeaging.org/creative-aging-program/7578
• The American Folk Art Museum: http://www.folkartmuseum.org/disabilities
•  Brooklyn Museum: http://www.brooklynmuseum.org/calendar/event/5815

1) Rubin museum dementia program "Mindful connection"

2) New York time article: http://newoldage.blogs.nytimes.com/2012/04/13/reconnecting-through-art/#more-11843

3) Article: Samantha Roberts, Paul M. Camic & Neil Springham (2011): New roles for art galleries: Art-viewing as a community intervention for family carers of people with mental health problems, Arts & Health: An International Journal for Research, Policy and Practice, 3:2, 146-159

The Benefits of Intergenerational Programming (They're Not Just for Seniors!)

According to Erik Erikson, the primary developmental/psychological event for adults in their senior years is a reflection upon their lives and the imprint that their life has made upon the world. If they look back upon their life and accomplishments as feel a sense of productivity and fulfillment, they will achieve “ego integrity” and attain a sense of wisdom. If they look back upon their life and do not find that sense of fulfillment or purpose, they may fall into despair and be plagued by feelings of regret, sadness, or fear of death.[1]

Intergenerational programs that encourage an interaction between senior adults and schoolchildren can help to foster an increased sense of ego integrity for the senior participants, as sharing their experiences and abilities with the younger generation can reinforce their feelings of accomplishment in their lives. Having these conversations and building these relationships can increase the seniors’ perception of self-worth and can provide a constructive, novel outlet for them.  It can help them challenge and redefine their pre-conceptions about the younger generation and their relationship to them. But perhaps most interesting, it can help them create new relationships that provide a real sense of value and purpose in their later years.[2]

An older woman participating in New York’s Community Agency for Senior Citizens (CASC) Senior Pen Pal program received a letter from a little girl who expressed sadness about her recently separated parents and having to alternate between them each weekend. The woman felt a special connection to this girl and felt that she could be a unique support to her, as her own granddaughter did not have a relationship with her father after her parents’ divorce. The woman used her letters to the little girl to build up the girl’s feelings of self-worth by writing “you are very lucky that your father and mother both want to be with you.”[3] Programs such as this one that encourage intergenerational conversations and relationships offer strong outlets for ego integrity development, as the seniors are creating new relationships that have impacts on both themselves and their partners. The CASC Senior Pen Pal program is now operated by the New York Department for the Aging as Platinum Pen Pals, a partnership between high school students and seniors.

What might not be as immediately apparent is that the benefits for the younger participants are just as far-reaching as those for the elder participants. As modern lifestyles and families change, family members are more likely to live at long distances from each other and children are less likely to be regularly exposed to the older generations of their families or other seniors. When children participate in intergenerational programming that encourages conversations and partnerships with senior citizens, the children create relationships that, at minimum, help them break down stereotypes they may have about elderly people, and at best, provide them with unique, role models that have rich life experience different from their own.[4]

Since 1997, the NewCourtland Elder Services network in Philadelphia has been taking intergenerational programming a step further with “Comfort and Joy: Celebrating Intergenerational Artistic Achievement.” This multi-generational program pairs senior citizens from six area nursing homes, school children, and professional artists to explore and create a variety of different art forms. In 2004, the products of this program, which included handmade dolls, mosaic murals, quilts, documentary films, and even a small scale village that captured the seniors memories of the past.[5] 

To facilitate a positive experience and enhance the opportunities for relationship building, all participants (Seniors, children, and artists alike) attend sensitivity training before beginning the program. These training sessions are designed to help the participants learn positive ways to engage with others and learn from their perspectives and experiences. And indeed, the relationships that result have been strong and have provided great benefit to all participants. According to Pam Mammarella, creator of the Comfort and Joy program at New Courtland, “[b]lending elders with students gives both groups unprecedented opportunities to learn, teach, interact, and react not only to each other, but also with the professionals guiding the various projects.”[6]

The various projects are designed to promote this cross-generational learning, but using students as interviewers who tap into the seniors’ memories and experiences, which are then used to develop the art. In this sense, the students gain unique insight into not only the histories of the seniors, but their personal perspectives as productive, insightful individuals. At the same time, the seniors are learning new artistic and narrative talents through the program. “For many, their lives are now richer and more diverse,” says Mammarella.[7]

Locally, the Kreeger Museum hosts a monthly intergenerational version of its Conversations program for seniors with dementia and their caretakers.   Modeled on the successful “Meet Me at the MoMA” program, Conversations pairs observation and discussion of the museums’ art with poetry and music. The Kreeger hosts four Conversations sessions per month, one of which is an intergenerational collaboration with Sweet Readers, a New York based non-profit that pairs middle school student readers with seniors with dementia. Sweet Readers provides the training for the student facilitators in how to speak about the pieces and relate to the senior audience.[8]

During the 90-minute program itself, each student is paired with a senior couple and the students take an active role in engaging their partners in the discussion. During the session I attended, the senior participants were split into three different rooms, according to their artist preference (Monet, Pissaro, Sisley). Each room was assigned a pair of students. During the program, I observed one pair of students actually leading their groups’ observation and discussion of the paintings, and two other pairs facilitating the seniors’ participation by asking leading questions and providing their own answers to help spark connections for the seniors. 

Derya Samadi, the director of Conversations, encourages the students to take an active role, for example, asking the intergenerational groups to compose a poem collaboratively. During the session I observed, one group composed a haiku in response to depictions of trees in their painting. The students then read the haiku to the full group when they all gathered back together at the end of the program to discuss their observations. Samadi suggests that the Sweet Readers’ 6^th-8^th grade age bracket makes them particularly effective facilitators for the seniors, as they have an appropriate level of maturity and empathy, but are not yet distracted by the concerns that come with high school.[9]

Currently, the intergenerational component of the Conversations program is limited to seniors with early stage dementia, though Samadi notes that she is eager to extend the intergenerational participation to the versions of the program for seniors with late stage dementia as well. The intergenerational version of Conversations has been extremely successful thus far, as can be seen by the high proportion of senior “regulars,” and the low proportion of student regulars. The program is such a popular volunteer option at local schools Holton Arms and Langdon that there is a line to participate all year long.[10]

The Conversations program is held at the Kreeger Museum on the 2^nd and 3^rd Mondays of each month (except for August) at 10:30 a.m. and 2:00 p.m.  The program is free, but reservations are required. Call 202-337-3050, ext. 10. For more information on the Conversations program, click here.

---

[1] Erikson, Erik. (1963). Childhood and Society, 2^nd ed. New York: W.W. Norton & Co. 247-274.

[2] Hopkins, George. “How Important are Intergenerational Programs in Today’s Schools?” Phi Delta Kappan 82. 4 (Dec. 2000): 317-319.

[3] Ibid.

[4] Ibid.

[5] Hoban, Sandra. “An Intergenerational Debut at the Art Gallery.” Nursing Homes. 53, 12. (Dec 2004): 34-36.

[6] Ibid.

[7] Ibid.

[8] Samadi, D. (Nov. 5 2012). Personal interview.

[9] Ibid.

[10] Ibid.

Redefining Senior Programming with the Baby Boomers

"I do believe it’s a mindset shift of viewing and treating older adults as people with potential and possibility, rather than people with limitations and problems.” 

~Peter Thompson, Exec. Director, Senior Center, Inc.

As the Baby Boomer generation moves towards retirement, they are redefining for many in society, but specifically for those in the senior care industry, what it means to be a “senior citizen” and what the needs of this community are. This cultural shift can be seen perhaps most dramatically in the senior center itself.  “We are social being and as we age we lose a lot of our social connections,” says Peter Thompson, of the growing trend towards senior centers that are defined by spaces that present opportunities for social interaction and “intellectual wellness,” places like cafes, fitness centers, community gardens, and technology-enabled classrooms. [1]

Museums and other cultural entities interested in taking advantage of this growing demographic should also take note of the change in self-perception among the senior community. The 55+ community traditionally known as ”senior” frequently are no longer the oldest generation still living in their families. With their own mothers and fathers still living and being cared for by “senior care,” the modern senior increasingly does not identify with the term “senior.” Additionally, this new generation of seniors is not the same as the generation before them that lived through the Great Depression and at least one world war. This generation is willing to spend money on cultural pursuits, but they look for high quality content from recognizable brands.[2] Such a change in perspective is valuable to note for museums interested in pursuing the modern senior audience. The inclination for participation, even monetary participation is there, but the quality of programming should be high and targeted towards the “modern senior,” not traditional stereotypes.

One very successful example of a program that engages modern seniors is Elderhostel, a company with over 2000 locations across the country and abroad, which offers week-long educational and social vacations to the modern senior community. Over 300,000 seniors participated in Elderhostel programming in 1996 and many of the Elderhostel programs feature museums and other cultural institutions as the basis for the educational fieldtrips they offer.[3] Of the thirteen Elderhostel programs advertised in the Washington D.C. region, all 13 attend at least one museum, national park, or cultural institution for an educational purpose.

While studies have found that around the age of 70, people begin to participate less in recreational activities, it is important to realize that seniors have a lifetime of established interests that they have been unable to freely pursue owing to work and family commitment. While working adults have approximately 45 hours of free-time a week, retired adults have on average 86.25 hours of leisure time per week.[4] It is in the age of retirement that they are able to follow those intrinsic interests that make education so powerful. Indeed, multiple studies have shown that modern seniors are increasingly turning to educational opportunities during their leisure time, as it provides intellectual stimulation, engages them in a life outside the home, helps them meet new people, and allows them to contribute to the community[5].

Museums stand to benefit from this growing audience as the senior age group considers educational enrichment as a critical element of their recreational choices. But there are certain factors that make programs particularly enticing for this audience, specifically:  

• Explanatory text: seniors are interested in learning the reasons and circumstances behind museum exhibits. 
•  Environment: the facility should be accessible, safe, and comfortable.  
• Programming: programs should allow seniors to complete the activities at their own rate and should promote social contact, particularly with multi-generational interaction.  
• Approach: as modern seniors do not necessarily identify with the label of "seniors," they do not want to be stereotyped as “elderly.”[6]

Conversely, there are identified factors that tend to limit the participation of seniors in educational programming, including:

• lack of an accessible educational facility, 
• time limitations, 
• the lack of a “buddy” to with whom to participate, 
• financial limitations, 
• low confidence, 
• lack of awareness of available programming, and 
• irrelevant programming offered. [7]

Several of these barriers can perhaps be eliminated and participation increased by offering programming through the new community-driven senior center. Additionally, some scholars suggest that educational providers consider programming that parallels some of the self-directed learning popular among seniors, including genealogy and collecting[8].

Programs that are providing rich programming for seniors within the senior center environment include: 

• University Without Walls (Dorot; NYC): this program offers classes in music, performing and visual arts, book discussions, play readings, and museum exhibit discussions over the phone to homebound seniors. Participants receive binders of materials to study at home and support discussion.[9]  
• Elders Share the Arts (NYC): In this program, a senior center will recruit a multi-generational group of learners through a senior center to learn a new art form that helps them explore local history and culture, while bridging generational, gender, cultural, financial, and educational gaps. Generally, senior centers are paired with a specific school from which the learners are selected.  
• Arts for the Aging (Maryland): This program brings 85 monthly artistic outreach programs to over 50 senior citizen communities in the D.C. area. Programs include art lectures and cultural field trips, as well as drawing, sculpture, painting, and music classes.  
• Levine School of Music (Washington, D.C.): This community music school supports the Senior Singers’ Chorale, which has drawn 130 seniors from a variety of senior centers across the region since 2004 and performs at major venues in the D.C. area.  
• Liz Lerman Dance Exchange (Maryland): The professional dance company hosts community workshops in community settings, including senior centers and healthcare facilities. Learners engage in performances that combine dance, spoken word, and personal experience to explore topics like aging and community history.[10]

---

[1] Beard, Elizabeth. “Rejuvenating the Senior Center.” Parks and Recreation 47.5 (May 2012): 41-45.

[2] Beard

[3] Finnegan, Lisa. “Never Too Late: Elderhostels offer an opportunity for seniors to get together for learning and fun.” Baltimore Jewish Times 233.3 (Jan 17, 1997): 73.

[4] Calver, Stephen, Wolf Vierich, Julie Phillips. “Leisure in Later Life.” International Journal of Contemporary Hospitality Management 5.1 (1993):4.

[5] Ostiguy

[6] Calver

[7] Ostiguy

[8] Ostiguy

[9] Sherman, Andrea. “Programs Bring Art of the Aging Brain to Homes and Communities.” Aging Today. 28, 2. (March/April 2007): 6.

[10] “Creativity and Aging: Best Practices.” Jessica Thomas and Katie Lyles eds. National Endowment for the Arts. January 2007.

Seniors and technology

As we continue into the 21^st century, one of the major considerations any museum must face is how to incorporate rapidly improving technology into the organization’s facilities and programs.  This consideration is complicated by the aging of the American population and the belief that our older citizens are not interested in embracing iPads or other gadgets. However, the Pew Research Institute’s Internet and American Life Project reports that the number of seniors using the Internet and other technology is on the rise.  The institute released the findings that now 53% of seniors 65 and older use the Internet and email, 69% own a cell phone (up from 57% in 2010), and 33% use a social media site such as Facebook[1].  While other age groups may have a higher daily usage of technology, these figures indicate that there is a growing sense of comfort in using technology amongst seniors.

While only a small number of 65 and older have purchased smartphones traditional cell phones, Kindles, ebooks, and other tablets are gaining in popularity due to their easy use. The increase in use of social media is credited to the seniors’ desires to stay in touch with family members, and the seniors’ overall Internet usage revolves around searching for information and news [2] . The simplicity of using these gadgets and the reasons why seniors seek out technology is crucial for museums to consider when developing programming for technology so that the museum’s investment will be put to good use by multiple age ranges in their audiences.

To help develop effective technology programming for seniors, museums can adapt the tips Dr. Ronald Baecker, the founder of University Of Toronto's Technologies for Aging Gracefully Lab (TAGlab), provides for seniors who are looking to incorporate new technology into their lives.

1.       Make it meaningful- technology should reinforce social interaction

2.       Talk it out- new users should speak with someone about a particular piece of technology to gain familiarity with it

3.       Don’t base decisions on price- the ease of use should better dictate satisfaction with a product than a low price tag

4.       Find balance- new users should make sure their usage does not over power their physical social lives.[3]

These tips can guide museums to make smart gadget acquisitions and smart implementation decisions so that technology enhances rather than overpowers an exhibition.

 An example of a program following these tips is the project For Love and Art whose mission is to “[bring] the Art Experience to those with limited mobility.” For Love and Art partners with The Amon Carter Museum of American Art, The Art Institute of Chicago, Crystal Bridges Museum of American Art, The Dallas Museum of Art, The J. Paul Getty Museum, The Kimbell Art Museum, The Meadows Museum, The Metropolitan Art Museum, The National Gallery of Art, and The Phillips Collection to compile artworks and their descriptions on a digital tablet to form an ArtBook.  These ArtBooks are then distributed to senior centers, hospitals, and other locations with individuals of limited mobility[4].  The ArtBooks are a meaningful use of the tablet as the artwork stimulates conversation amongst the seniors. The tablets are delivered by a group that can talk the seniors through how to use the technology and were chosen for their durability, ease of use, and ease of maintaining. Finally, the ArtBooks help the seniors find balance as they are unable to physically access these museums for a social interaction but can use the tablets to access the artworks themselves and create an interaction.

To learn more about the For Love and Art project, visit: http://www.forloveandart.org/. The website also provides links to the contributing museum so that you can learn more about the programs each museum offers in house.

Another museum made use of technology for seniors in 2011. The Jewish Museum partnered with Selfhelp’s Virtual Senior Center to provide webcam classes related to the exhibitions on display at the time. The partnership between the museum and Selfhelp allowed the museum to provide access to their collection to a segment of their audience who could no longer physically travel to the museum, homebound seniors. The use of the Internet and webcams was meaningful for each senior and maintained balance in their lives as they could remain social and have stimulating discussions with their peers while remaining at home[5]. 

 As technology continues to advance, museums will continue to feel the pressure to incorporate new gadgets into their institutions. The tips and examples discussed will not only help museums create accessible technology practices for seniors but also audiences at large. See the footnotes for the links to learn more about the research and museums mentioned.

---

[1] Summary of Pew Research Institute’s Internet and American Life Project- http://www.pewinternet.org/Reports/2012/Older-adults-and-internet-use/Summary-of-findings.aspx

[2] Article from Fox Business- http://www.foxbusiness.com/personal-finance/2012/08/02/how-boomers-seniors-are-using-internet/

[3] Article from Huffington Post- Canada- http://www.huffingtonpost.ca/2012/06/22/seniors-and-technology_n_1618903.html#slide=more234491

[4] For Love and Art website- http://www.forloveandart.org/

[5] Press release from The Jewish Museum- http://www.thejewishmuseum.org/SelfhelpRelease