Posted on October 30th, 2014 by Rachel
We’ve collected the questions our visitors have submitted to the question box at the end of The A-Mazing Mendes Cohen exhibit. We hope these answers satisfy your curiosity!
1) Mendes’ father was born in Germany, yet his family founded a Sephardic congregation in Baltimore. Was Mendes’ mother Sephardic? Is that the explanation, or is there another reason?
This is a question that stumped the exhibit team for quite a bit of time. We had always been under the assumption that both of Mendes’ parents were Ashkenazi. However, when it was brought to our attention that his mother was from Bristol, England, we conducted some research and learned that there was a substantial Sephardi community there. While we aren’t 100% sure, it is likely that his mother was Sephardi which would have provided motivation for the family’s involvement in the congregation.
2) What was his Hebrew name?
The seal of Mendes Cohen, 1980.3.1
We learned that Mendes’ Hebrew name was Menachem bar Asher Avraham ha Cohain by translating the Hebrew inscription on his seal.
3) Did Mendes Cohen know Uriah P. Levy?
Not as far as we know. But you can learn more about this Civil War figure by checking out his wikipedia page!
Uriah Phillips Levy
4) Did he like Europe or Asia better?
You can take a hands-on approach to mapping Mendes’ journeys in the exhibit!
I’m not sure he ever answers this directly, but Mendes definitely took pride in the fact that he was one of the few American tourists to travel in parts of Asia (as opposed to Europe which was a more common tourist destination) and relished the adventures that he had in Egypt and Palestine.
5) Why does Mendes wear a turban in his portrait?
The original painting, located at the Maryland Historical Society.
One of the most exciting things about this portrait is that the JMM actually owns the jacket he is wearing, and it is displayed in the exhibit in the section that explores his journeys to Egypt and Palestine. We believe that Mendes most likely purchased the jacket while traveling in Turkey. It is certainly not something that someone would wear every day but instead would have been worn for special ceremonial purposes. Turbans, such as the one Mendes is also wearing in the portrait, were customarily worn by men in the Middle East. We can learn a lot by a portrait sitter by the clothing that he or she chooses to wear. By wearing the jacket and turban in this portrait, Mendes wants to be seen as an adventurer and a world traveler.
What questions were still burning in your mind when you got to the end of the maze?
Let us know!
Posted on September 22nd, 2014 by Rachel
A few days ago we had our first opportunity to test out the educational programs we’d created for school groups visiting The A-Mazing Mendes Cohen exhibit. The 8th graders at Beth Tfiloh Dahan Community School were brave enough to sign up to be our guinea pigs!
Checking out the exhibit
Going into it, our education staff was unsure if we could manage more than ten students at a time inside the maze. Nightmareish images of children hiding in unseen corners and running roughshod over the interactives flooded our minds. Limiting the number of students allowed in the maze at one time would of course make planning field trips for large groups very awkward. We had to be creative about our use of time and space. The plan we came up with was based on the average group size of 40 students. We would split them in half—20 and 20—between Voices of Lombard Street and The A-Mazing Mendes Cohen. The 20 in Mendes Cohen would then be split again—10 and 10. The first group of ten would be led through the exhibit, while the second group did an archival activity in the Orientation Space. They would switch at 15 minutes, and then, at the half hour mark, switch with their classmates in Voices, and repeat.
Hard at work
We learned a lot by observing a school group go through the exhibit. The first thing we learned—much to our relief—is that it’s not as terrifying to take students through the maze as we’d imagined. We decided that it would not be impossible to even take up to 20 students at a time. The next thing we learned was that we really needed to give the students more time to go through the exhibit. It has so much to offer—from the fun of going through a maze, to the neat objects on display, and the hands-on interactives dispersed throughout the corridors and “rooms”—and no one was benefitting from having to rush through it.
The teacher also expressed her disappointment that we had put as much emphasis on the archival activity as on the exhibit itself. She felt that the archival activity could as easily be done in the classroom as at a museum, and she’d hoped for a more hands-on experience for her students. While I don’t think we should completely discount the appropriateness of utilizing our primary resources during a museum visit (many schools have limited access to these kinds of resources), we did take her critique to heart.
Afterwards, we went back to brainstorming: how could we supply just enough structure to make the school’s visit intellectually stimulating without making it seem like just another day in the classroom? How could we best get a group of students to not just walk through the maze, but to actually engage with its content? We had previously assumed that these two activities had to be separated—hence the archival activities. Now we needed to come up with a way of bringing the two together.
A major theme of the exhibit is the puzzle of Mendes Cohen’s complex identity. The exhibit seeks to demonstrate the different aspects of his character with his objects, letters, and actions. There are puzzle pieces scattered throughout the exhibit that list his attributes—e.g. “Family Man” and “Proud Jew.” Each of these puzzle pieces lifts up to reveal a question about how we know that Mendes was all of these things. At the end of the exhibit, we turn the question to the visitor: what are the attributes that make up you?
A “make your own” puzzle piece
It was this central theme that led our Education Director, Ilene Dackman-Alon, to a breakthrough idea. For the next school group that visits us, we will ask the students to work in pairs to find each of the puzzle pieces in the exhibit, and to write down the answer to each one’s question. At the end of the exhibit, we will ask them to think of attributes that describe their own class. Each pair will contribute their attribute to a piece of the class puzzle that they will then get to take back to school with them!
We are very excited about this new plan! It can be daunting to have to go back to the drawing board after working so hard to come up with the first lesson plans, but actually knowing what it looks like to take a school group through the exhibit helped us shape what we hope will be an even better one.
A blog by Visitor Services Coordinator Abby Krolik. To read more posts from Abby, click here.
Posted on September 17th, 2014 by Rachel
After many months of hard work developing The A-mazing Mendes Cohen exhibition, JMM staff members were eagerly awaiting its arrival by truck on September 3 from Seattle. What many people might not realize is that exhibits do not arrive fully constructed and that the task of assembling and installing the exhibition structure, text panels and artifacts is complex necessitating the work of a team of individuals. Here is a behind-the-scenes look at the Making of The A-mazing Mendes Cohen.
The first moving truck arrived at 9am. Luckily our forklift and driver arrived just in time to help take the crates off the truck.
Exhibition designer and maze builder extraordinaire, Kelly Fernandi of Minotaur Mazes enjoys his ride on the forklift making sure that the crate stays in place.
Our orientation space which serves so many purposes became our temporary storage space for the crates.
Because we are recycling a maze structure from another exhibition (Chimp Adventure that was recently on display at the Kansas City Zoo) not all the parts in the crate are being used for The A-mazing Mendes Cohen. Here, Susan Press, Joanna Church and Darrell Monteagudo unpack and sort crate contents.
Once the parts are unpacked, we begin installation. First task, arrange metal pipes in appropriate spot on the floor around the gallery using this floor plan as our guide.
Where the heck do they all go? (Fortunately, Kelly was checking all my work and rearranging as necessary!)
Once all the floor pipes are arranged, we then got to work attaching them to one another. Everyone got very good at using a hex wrench to tighten connections, a very important step!
The outline of the maze becomes apparent as the floor pipes are connected.
After all the floor pipes were in place we then began attaching vertical poles. You can see Susan Press in the corner making sure all our connections are very tight. This was a great job for Susan!
After a few unsuccessful attempts at getting the ceiling pipes in place, we decided to call it a day.
Despite feeling sore in body parts we didn’t even know existed, installing the roof pipes went much smoother the second day. Do you see the maze starting to come together?
Once we have the metal frame structure in place, it’s time to begin work on the maze panels. Here they are laid out on the lobby floor.
Kelly provides a tutorial in hanging panels. Sadly, he will have to repeat this lesson several times before it really sinks in.
Ilene Dackman-Alon and I start to get the hang of it (pun intended!)
Panel successfully hung!
Program manager, Trillion Attwood, became an expert wielding cable ties. Who knew they made such wonderful hair accessories!
Once the panels are hung, we go back through to make sure that all the screws are tight.
Another long day but the end is almost in site!
The third day was largely devoted to installing artifacts in cases.
Textile conservator Michele Pagan arrived with the flag that Mendes made to hoist up the sail as he traveled on the Nile. Michele has been working for several weeks to fill in the color of the red stripes that have faded and to repair the paper stars that have disintegrated. Here she is gently cleaning the flag before its installation in a special case designed and fabricated by Mark Ward.
Sanchita Balachandran, registrar at Johns Hopkins Archaeological Museum, arrives with a sampling of the Egyptian artifacts that Mendes collected while in Egypt. She and Joanna worked to unpack and install the objects in their case.
Next up, the fabulous red jacket that Mendes purchased during his travels. Michele Pagan did some conservation work on the jacket as well. To the best of my knowledge, this exhibit will be the first time that the JMM has displayed many of the wonderful treasures in our collection belonging to Mendes.
We left most of the heavy duty installation jobs to Kelly. Here he is installing one of the exhibit’s many interactive, a map where visitors can take a stab at tracing Mendes’ journey.
Feeling much more rested after taking a day off, we spent Sunday working on final details.
Our fantastic lighting designer, Rich Pullman, did a heroic job navigating the maze frame to install our new LED lights. Once the lights were in place the exhibition finally came to life.
Kelly spent much of the day working on exhibit interactive and straightening maze walls and panels.
One final touch, vacuuming!
Now that you know about all the fun we had putting it up, we hope you will join us to see how it all turned out. The A-mazing Mendes Cohen opened on Sunday, September 14 amidst Baltimore’s Star Spangled Spectacular. And while the fireworks may be over, The A-Mazing Mendes Cohen and all his adventures are ready for you – look forward to seeing you here!
A blog post by Assistant Director Deborah Cardin. To read more posts by Deborah, click HERE.