Evaluating the effectiveness of the Science Museum of Minnesota’s traveling theater program.

Abstract

The following case study discusses the development and evaluation of a traveling science theater program produced by the Science Museum of Minnesota. This evaluation was designed to study the effects of the traveling science theater programs on students and teachers, but the study also assessed the effects on participating actors. The programs were put on by the Science Museum of Minnesota actors at schools throughout greater St. Paul and Minneapolis; program topics were nanoscale science, race, and animals at risk. This case study examined the nanoscale science program and answered the following questions: 1. How effectively does the program convey new information and generate discussion on each topic? 2. How effectively do teachers incorporate the program topics into their classroom and curriculum? 3. What do students and teachers gain from the programs? 4. What effects do the programs have on classroom conversations for the following 2 weeks? and 5. How does the process of creating a program and an evaluation affect the actors involved? The outcomes of the first year of The Science Museum of Minnesota’s Traveling Theater program were informative for future outreach efforts. The data show that the initial traveling theater program has the capacity to educate students but requires further support and clarity to have a greater effect on participating students. This study also supports efforts to understand educational theater in its various formats. While much work has been done to understand theater as being educational through student production and participation on stage, it has not been thoroughly studied in the United States as a way to educate about other topics. This case study shows that theater can educate by engaging audiences, both physically and emotionally.