Category Archives: Planetarium

Star Tales

What DO They Do?

Orion constellation

I want to put my planetarium hat on here and talk about star talks. You may, if you go to the planetarium regularly (or even if you went to one in the past) have heard a star talk. In the trade, we call them the “green arrow shows” because the presenters used to (and some still do) chase stars around the sky with a green-arrow flashlight while pointing out the stars and constellations. Nowadays, we also use red pointers, or sometimes a mouse arrow if we’re using a digital system. Star talks can be done live (with a living, breathing person doing the talking “in the moment”) or as a pre-recorded presentation. Either way is effective.

These shows are a staple of star theater repertory. If you’re a good story teller and can bring the stars alive with some flair and elegance, chances are your audiences will come away having learned a little bit about the night sky and some memorable legends.

So Easy Even a Cave Person Can Do It

Now, people have been telling stories about the night sky ever since the first cave person stepped outside, looked up, and saw those little twinkling lights in the sky and tried to explain them to the rest of the clan. Over the millennia, all kinds of star tales and legends and lore have sprung up. And, many of those stories get told around the planetarium campfire each day, ranging from the ancient Greek myths, which may be based (in part or at least in spirit) on older Mesopotamian myths and legends. There are also Egyptian legends, Native American legends, many flavors of Asian star lore, as well as African tales, and stories of the Australian, South American, Inuit, and Pacific Islands peoples.

Instant Diversity

There’s a lot of interest in these tales for a number of reasons. First, they have many similarities while at the same time have different flavors that come from the different cultures where they were hatched. Second, they often tell stories with morals or important teaching and social goals (sort of like the way fairy tales teach important lessons cloaked in fantasy). Third, they allow a sort of “instant diversity” in the dome, allowing an astute storyteller to bring a lot of cultural material to help teach important science lessons about observation, patterns in the sky, and seasonal change in the skies.

The Good, the Bad, the Ugly

So, is there a down side to these talks? Not in talking about the stars. I encourage star talks, whether live or recorded. Knowing the night sky used to be a survival skill; now it’s part of what makes a human well-educated, whether he or she uses them to survive or simply know more about the universe.

I do think there is a danger of trying to do too much in a given star talk. Why do I say that? Because the night sky, a resource that is NOT available to all people equally, given the vicissitudes of light pollution, lousy weather, or lack of access, can be a bit overwhelming the first time someone looks at it. The first thing you think is “Wow, so many stars!” And your mind tries to make sense of what you’re seeing.

The key is simplification: simply tell people about what they’re actually seeing in the sky. Help them learn THAT before inundating them with half a dozen or a dozen cultural myths that aren’t well illustrated by what you’re actually seeing in the sky.

Look, the starry night is beautiful all on its own. There’s nothing like stepping outside and just confronting the stars, letting them shed their light onto your retinas. And, if you watch long enough, you start to see patterns in the stars. THOSE are the first things that a star talk should address. HOW to find one’s way among the stars and recognize Betelgeuse or Orion or the Big Dipper or Vega or the Andromeda Galaxy or any of the hundreds of other celestial delights that are up there.

After you get through the basics, and people are clear about how to find their way around, then yeah… let’s bring on the cultural street theater of the stars. Those are fun stories and I love reading them all. But they’re not the first thing I would choose to tell people in a star talk. I want them to know the stars first, without the cultural trappings, before moving on to the legendary aspects of humanity’s perceptions of the night sky.

No Planetarium Left Behind?

One of the listserv mailing lists I read frequently is populated by planetarium folk. As you can imagine, with planetariums being spread across the world and a variety of projector and institution types, the conversations could be pretty widespread in their outreach.

Well, maybe. Lately the discussion has turned to several topics that keep getting revisited:

  • Pluto is/is not a planet (and why that’s good, bad, ugly, or otherwise)
  • Global warming (why it exists/what to do about it)
  • How No Child Left Behind affects planetarium facilities

This last one is downright scary, although the other two topics are good for generating lots of sound and fury. No Child Left Behind is a confusing maze of legislation that is supposed to generate (as far as I can tell) a better education in U.S. schools. I don’t know how much good it has done because all we seem to read (and talk) about is how it has left many schools with unfunded mandates and generally fuzzy expectations about what it means to test students for what they’ve learned. In many cases, the law seems to get cited when schools want to reduce unnecessary funding and focus on “the basics.”

Okay, you say, that sounds fair, right? Well, maybe. Some listserv participants say that schools are reducing school field trips to the planetarium. This is likely a cost-cutting move to save on fuel prices and cost of bus trips, etc. It is unfortunate, but easily understandable if the district is really strapped for cash. And fuel prices are high all over. But, I suspect that the “focus on basics” argument is thrown in to satisfy some political or otherwise non-educational need.

A planetarium visit is actually quite an educational activity. The students get to learn about astronomy in an environment conducive to it. Since the early 1960s, students have been going to planetariums to learn about astronomy and it seems to have worked. And, astronomy is a science that is a gateway to other sciences; it encompasses people in such varied disciplines as physics, math, computing, biology, chemistry, geology/geophysics, and life sciences. In addition, it has spurred many people to go into careers in science writing, policy, and education.

So, if there’s some educational reason why suddenly the planetarium is NOT working as an educational venue, I’d like to see it (and the documented evidence). Because otherwise, what we’re really doing by cutting back on trips to the planetarium, zoo, etc. is cutting back on kids’ educations in the name of something other than education.

Yes, saving fuel is important. But, there are alternative fuels and methods of transportation. And alternative planetariums that actually travel TO the schools (or reside therein). Several companies make and sell them (you can see lists of planetarium system suppliers here and here) for more details).

Why so adamant about planetariums? After more than 20 years working with and in them, creating more than two dozen shows for such facilities, I’ve seen first-hand evidence that they work quite well as a learning experience. And, anecdotally, when I talk to scientists at meetings, if I ask them how they got interested in astronomy, a visit to the planetarium is often mentioned as something that spurred them on to study the subject.

I suspect that if planetariums continue to get cut out of the curriculum (whether or not “No Child Left Behind” is cited as a reason, we’ll be cutting off our educational noses to spite our faces. And at least in the U.S., we can’t really afford to continue dumbing down our kids for political reasons. Particularly in science, where we need more expertise than ever before, not less.