I took 30 eighth and ninth graders to the museum to view a temporary exhibition "Searching for Ancient Egypt." I told them that they were to tentatively select three objects from the exhibit in which they had a special interest. They weren't required to write anything down, or work with the selections at the museum so they were able to view the works in a little more relaxed manner. We were on a time schedule which was tight and I wanted them to enjoy their visit as short as it was. When they came to school the next day, I asked them to think about their objects and do some research on them and then report what they had learned. Their final charge was to speculate about what the archaeologists and researchers had to use to figure out what the function or value of the objects was and what information or circumstance might have lead the conclusions they reached. Of course I phrased the question in pretty simple terms. The results were mixed, but I felt like the students accepted the task pretty well and it was a good way to return to the experience in the museum. They needed only to think logically about their selected objects and the evidence the researchers might have used. I really have enjoyed reading about the projects suggested in the Walks, but am concerned about students "buying in". I am new to this district and the art program at the secondary level is not very well developed. I would like to hear how others do with longer term aesthetics approaches.