1 What amazed me most at the museum today... THE IMPACT OF MUSEUM VISITS ON PUPILS AT KS2
2 t amazed mostat museum ISBN number MLA 2006 Published by RCMG May 2006 Museums, Libraries and Archives Council Victoria House Southampton Row London WC1B 4EA today... F MUSEUM VISITS ON PUPILS AT KS2 Research Centre for Museums and Galleries (RCMG) Department of Museum Studies University of Leicester 105 Princess Road East Leicester LE1 7LG tel (0) Copies of this publication can be provided in alternative formats. Please contact RCMG on
3 What amazed me most at the museum today... THE IMPACT OF MUSEUM VISITS ON PUPILS AT KS2
4 Introduction This publication is based on the work of pupils aged 7-11 who were asked, at the end of a visit to a museum or gallery, to complete a short questionnaire about what they felt they had learnt. At the bottom of the sheet was a thought bubble and the question: What amazed me most on my visit.. In responding to this question, pupils wrote or drew their spontaneous thoughts and reactions. trod
5 The range and depth of responses, some of which are reproduced here, reveals how learning in a rich and tangible environment provides an enjoyable, effective and stimulating pathway to learning for pupils. Museums provide high quality creative and cultural learning opportunities. The tangibility of the experience and the opportunity to access information and feelings through the senses, combined with the possibility of individual emotional engagement, makes the museum a powerful learning tool for pupils of all ages and abilities. uction
6 Key In 2005, 1,643 teachers and 26,791 pupils completed a Key findings from the renaissance museum education programme questionnaire findings 69 museums, 21,845 (82%) of which were pupils of KS2 and below. This repeats a study which took place in % increase since 2003 in the number of museum contacts with school-aged children 38% of schools on visits have high numbers of pupils eligible for free school meals 27% of teachers in 2005 have increased their use of museums for cross-curricular work from 4% in 2003
7 93% of KS2 and below pupils enjoyed their visit 90% of KS2 and below pupils felt that they learnt some interesting new things 86% of KS2 and below pupils thought that the visit was useful for schoolwork Most teachers use museums flexibly and imaginatively, taking advantage of government encouragement to promote creativity Pupils remain extremely enthusiastic and confident about their learning even when their teachers do not think learning has occurred Many pupils progressed considerably in their understanding after museum visits because of concrete experiences that make facts real
8 The Generic Learning Outcomes MLA commissioned RCMG to devise an approach to measuring the learning outcomes of users of museums, archives and libraries. Five Generic Learning Outcomes were identified. These can be used to organise and analyse the things that people do, say and make in museums, libraries and archives. They offer a way to discuss and describe the frequently intangible learning that occurs in cultural organisations. The Generic Learning Outcomes: enjoyment, inspiration, creativity knowledge and understanding action, behaviour, progression attitudes and values skills
9 Writing drawing respons Writing and drawing their responses School-aged KS2 children were asked to write or draw the most amazing thing that they had seen at the museum immediately after their visit. The quality and thought that has gone into these spontaneous drawings or comments is often astounding and conveys the significance of the visit for many pupils. A small sample of the responses has been included here. The children s work was analysed using the Generic Learning Outcomes and has been accompanied by a short discussion highlighting the learning that has taken place. The most appropriate Generic Learning Outcome for each pupil s visit is given next to the drawing.
10 knowledge and understanding Elliot aged 10 Elliot aged 10 evidently had a great time when he visited Preston Manor in Brighton. His class were looking at the Victorians and he was, not surprisingly, entertained by the fact that children of his age at that time would have been allowed to drink beer. He has expressed his amazement through this humorous drawing showing a large tankard of beer confidently ordered by a young person at the table. He is able to see the difference between life then compared to now. Perhaps, because it is so different to his own experience, it will be something he remembers from his visit for a long time. Perhaps he also learnt why children drank weak or diluted beer, because the water wasn t so clean in those days.
11 knowledge and understanding
12 knowledge and understanding Michael aged 8 Michael was at the Hancock Museum in Newcastleupon-Tyne when he came face to face with a python. It appealed to him because of how it looks, and on his drawing he has carefully picked out the markings on its back. It also fascinated him because it is dangerous and he describes how it wraps itself around its victim and squeezes them to death. Writing in the first person, he is able to imagine what it would be like to be the victim of a snake and is perhaps glad he has not met one in the wild!
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14 knowledge and understanding Megan aged 9 Megan visited Bristol City Museum, studying the topic of habitats and conservation. She is keen to talk about the things she has learnt at the museum, for example about how bitterns can camouflage themselves in the grass, but mostly about how they worked in groups to decide what they can do to help the birds of the Somerset Levels. Megan had fun but underlying her enjoyment is a more serious purpose. She demonstrates a growing awareness of how some of our actions as people can cause damage to the environment but also that we can play a part in stopping that damage.
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16 knowledge and understanding Neelam aged 10 Neelam has drawn a rather harrowing series of images to illustrate some of the things she learnt about the Second World War at the Herbert Art Gallery and Museum in Coventry. Her impressions of her visit are very focused on specific objects - gas masks, gas sirens, air raid sirens - coupled with things that she has remembered such as children hiding under the stairs, where the chemicals are filtered through on the gas mask and the devastating image of the mushroom cloud over Hiroshima as the atomic bomb exploded. Within the confines of this diagram, she has made huge connections between the local, how people in Coventry were affected by the war, and the wider, international impact.
17 knowledge and understanding
18 enjoyment, inspiration, creativity Ollie aged 10 Ollie has reacted to his visit to Beamish Open Air Museum with great exuberance, conveying his experience in a breathless rush of detail During his visit he experienced life in the past as a miner and learnt how they got paid for piece-work in terms of how many coal trucks they could fill. It seems he enjoyed his visit and has seen as much as he can, particularly the sweet shop which he felt was really Victorian and different from a sweet shop today. As well as the practical experience of being a miner he got to try some Victorian sweets and how he loved them! Such enjoyment and enthusiasm often stems from being able to make an individual emotional investment in a museum experience and Ollie certainly found lots to interest and engage him.
19 enjoyment, inspiration, creativity
20 Alex aged 11 skills Not many KS2 and below pupils chose to talk about the skills they had learned during their visit to a museum but Alex was one of the exceptions. The highlight of her visit to Temple Newsam House near Leeds was meeting a real, professional artist, evidently a special and unusual experience. Helped by the artist, she, and her classmates, learnt to draw properly using shadows and Alex has highlighted the difference the visit has made to her drawing with a helpful example. The exposure to different kinds of vocations has also had a significant impact on Alex in terms of her aspirations and potential progression as she thinks that she might want to be an artist when she grows up.
22 enjoyment, inspiration, creativity Kirrika aged 11 Kirrika has expressed her enjoyment from hearing the story of Boudicca in a very confident fashion, her drawing possibly showing Boudicca standing proudly in her chariot along with her two daughters. She heard the story at Colchester Castle Museum where she saw Boudicca s chariot, a replica of which is on display in the museum. There is a great sense of movement in the picture and of energy and power; in the detail of the clothes and of the hair flowing in the wind. Perhaps the energy and power of Boudicca, Queen of the Iceni tribe which destroyed the towns of Colchester, St Albans and London in their fight against the Romans, inspired the drawing and resonated with Kirrika.
23 enjoyment, inspiration, creativity
24 enjoyment, inspiration, creativity Yasin aged 8 At the Herbert Museum and Art Gallery in Coventry, Yasin had a brilliant time taking part in a still life and observational drawing workshop. It makes you wonder if the self-portrait by Nahem is one of his classmates but it definitely made an impact upon him. He takes great care in listing the materials that they used, art pencils (not ordinary pencils), charcoal, special art paper (not ordinary paper) and rubbers, things that he might not ordinarily be able to access at school. His sense of enthusiasm is evident, not least by his desire to visit the museum again. Visiting a museum can often be an overwhelming experience, especially for the first time, but for Yasin it was a very special visit and he felt welcome because the museum had invited him and his classmates to go there.
25 enjoyment, inspiration, creativity
26 enjoyment, inspiration, creativity Patrick aged 9 Of all the objects that Patrick must have seen when he visited Brighton Museum to study the Victorians, the one that caught his eye was a coal iron. He has drawn a remarkably detailed and confident picture, showing the funnel for carbon dioxide fumes from the burning charcoal placed inside the iron. He has made good use of the available space to portray the size of the iron and convey its considerable weight. It makes you wonder if he had a chance to feel for himself how heavy it was? It might have been that he was interested in the radically different technology of Victorian times compared with ours; instead of a modern, plastic electric iron they had metal irons, heated with coals inside, with a wooden handle that would not conduct heat and burn the person s hand.
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28 enjoyment, inspiration, creativity Megan aged 7 For a relatively young pupil, Megan aged 7 has produced a fantastically detailed drawing of a painting that she saw whilst visiting Manchester Art Gallery. Her drawing shows The Shadow of Death by Holman Hunt and she has replicated in her own way the moment captured in the painting when Jesus is in the carpenter s workshop and his shadow is cast onto the wall in the shape of a cross, prefiguring his crucifixion. Not only has she carefully drawn a frame around the picture, she has included the tools hung up on the wall and the wood shavings on the wall around Jesus feet. This careful attention to detail is also evident in the fact that Megan has crossed out on the questionnaire title My Museum Visit and replaced it with My Art Gallery Visit.
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30 enjoyment, inspiration, creativity Sean aged 7 This delightful drawing was Sean s response to his visit to Beamish. He and his class were visiting as part of the Family Man Project, children working creatively with dads and granddads, but it seems that they also had some time to have a go on the working tram that runs around the museum site. His imagination was captured by the tram. He is only 7 so it must have appeared very tall and high (hay), and it was perhaps something he had not seen before. Sean has made everyone on the tram look as if they re having a good time, it is full to bursting with people, with a face at every window are these Sean and his classmates? He has even included the driver at the front, resplendent in a peaked cap, and the stairs to climb to the top level. He has made some sense of how the tram runs on electricity, although he has curiously omitted the rails on the road, but the drawing shows how his ideas are still developing.
31 enjoyment, inspiration, creativity
32 enjoyment, inspiration, creativity Hassan aged 9 At the end of his visit to Aston Hall in Birmingham, Hassan has drawn a picture of the high and evidently exhausting stairs that he used during his visit. From the perspective of the picture it looks as if we are standing at the top of the stairs and looking down. He has cleverly given a sense of the way in which the stairs curl upwards, how they are intersected in places with landings and half-landings and where the posts that support the banister are placed. These may have been the grandest stairs that Hassan has ever used. Going into a new and very different public space can be as much a part of the excitement of the museum visit and we should not underestimate the impact that the building can have on pupils as well as the content of the museum.
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34 enjoyment, inspiration, creativity Adam aged 9 This picture by Adam is a real joy, showing his visit with his class to Preston Manor in Brighton where they experienced the below-stairs life of Victorian working children. He was impressed by the long row of bells that would have been used to call servants to various parts of the house and has reproduced them here, complete with clappers and showing their place above the door. Below them he has drawn a picture of himself and his classmates (plus their teacher) as if lined up waiting we can almost imagine one of those bells is about to ring!
35 enjoyment, inspiration, creativity
36 activity, behaviour, progression Achese aged 9 For Achese, a trip to Leeds Art Gallery enabled her to be creative and generate new ideas and questions. She very neatly details the three most amazing things about her visit suggesting she took great care over deciding what to write. She appears open to new experiences; the Henry Moore statue caught her attention because she is curious about the process by which it was made. She responds both emotionally and physically to the artworks that she sees. The realism of the paintings not only convinces her that the stories behind them were real but she went on to produce her own paintings, of which she is very proud. Achese displays the ability to make judgements about the things she sees, processing the experience in her mind so that she can articulate what was important to her.
37 activity, behaviour, progression
38 Alex aged 9 attitudes and values The Roman skulls at the Museum of London exerted an eerie fascination for Alex when he visited with his school. He finds it an odd experience to see human remains, but is he wierded out because they are on display in the museum or because they have been in the museum so long? Whatever the reason they made him feel uncomfortable, he has drawn two very engaging pictures of quite cheery looking skulls complete with eye sockets and separate jaw bones. This reminds us that the museum brings children in contact with a vast range of objects, not all of them familiar and not all of them pleasant! But it is increasingly recognised that it is the emotional response to such objects, or situations, which makes them memorable.
39 attitudes and values
40 Ruth aged 8 attitudes and values Ruth has given us a charming representation of how her thoughts and feelings were very different before and after her visit to Bolton Museum. She has divided the bubble clearly into two; on the left she enters the museum under a question mark, representing her confusion (perhaps about the science topic she was studying, Moving and Growing ). But upon coming out of the museum she has had a eureka moment and is now full of ideas! Ruth is not sure if she understood everything from the museum visit but she is much clearer about what she is doing, even if she does not communicate to us what those ideas are.
41 attitudes and values
42 Renuka aged 10 attitudes and values Visiting Leeds City Art Museum has led to a complete turnaround in how Renuka approaches art. As she readily admits, before the visit she thought that art was uninteresting but seeing the breadth of art from around the world and the skill of the artists has had a profound impact upon her. She understands how her feelings have changed and how the museum has played the pivotal role in encouraging her to think differently!
43 attitudes and values
44 Shauntay aged 10 attitudes and values After her visit to Manchester Art Gallery, which was linked with themes of art, literacy and citizenship [PSHE], Shauntay has made the decision that it is wrong to treat people differently because of how they look or how they sound. It seems that some photographs that she has seen in the gallery have helped her to make this strong value judgement, perhaps reaching her through their underlying meaning and imagery.
45 attitudes and values
46 Arham aged 11 attitudes and values Arham has found something of personal relevance in the public domain of the art gallery, specifically one of the portraits he has seen there. He demonstrates empathy with the artist, understanding both his feelings and, importantly, the ideas behind his artwork which is quite unusual in pupils of this age. That the artist is sympathetic to Islam resonates with this young man. Arham is able to articulate his response to the drawing in a carefully presented way, introspective yet thoughtful and emotional, a mature response in many ways.
47 attitudes and values
48 Iqra aged 8 attitudes and values Iqra is clearly astounded at the age of the artefacts she has seen during her trip to the Museum of London, but also that the museum has managed to preserve them for people like her to see. This sense of wonder suggests that Iqra has developed a very positive attitude towards the role of the museum, which possibly may encourage her to make future visits. She has helpfully drawn two careful depictions of some of the Roman coins she has seen so that she might share what she found so special about her visit. She has managed to capture, in tiny details, the quite intricate hairstyles of the two figures and also the irregular shape of the coins.
49 attitudes and values
50 Harry aged 9 attitudes and values Harry certainly learnt what life was like for children in Victorian Britain during his trip to the museum! Through a practical, physical demonstration he is able to make clear comparisons, not without a sense of humour about how he only manages 10 minutes of potato picking minutes before giving up!! It is this real experience that enables this sense of empathy for Harry he realises that although it is fun and different for him and his classmates, for children in the past it was a job and it would have been much harder for them. He puts himself in the place of those children and imagines that they must have dreaded picking up heavy potatoes. Museums are often valued by teachers for engendering experiences such as Harry s, enabling pupils to immerse themselves in an environment that in a direct way encourages empathy and understanding. Such an experience would certainly be difficult to replicate in the classroom or from a textbook.
51 attitudes and values
52 Josh aged 10 attitudes and values Visiting the Museum of Hartlepool, Josh has been exposed to something that has challenged his perceptions of what it is to be a disabled person. Museums are not only about providing ramps and access but can also play a role in representing disabled people in different ways. Josh is impressed by the talents of the disabled people he has seen or met. Maybe he likes sport and has been able to make a connection with someone different from him through that shared experience.
53 attitudes and values
54 Niyi aged 10 attitudes and values Niyi was making African masks with his school as part of Black History month in October at the Horniman Museum. He was not so confident about his personal abilities but making the mask and the inspiration from the beautiful patterns motivated him. He was delighted and happy that his work was praised by the teachers, possibly also boosting his confidence in his abilities, but unfortunately some of his peers were less admiring. However, it demonstrates how museums enable pupils to shine in different ways, here motivating and inspiring Niyi, and exposing him to new and exciting things.
55 attitudes and values
56 ackgr nd con Background and context RENAISSANCE IN THE REGIONS The Museums, Libraries and Archives Council (MLA) is the lead strategic agency for museums, libraries and archives. We are part of the wider MLA Partnership, working with the nine regional agencies to improve people s lives by building knowledge, supporting learning, inspiring creativity and celebrating identity. Renaissance in the Regions is MLA s programme to transform England s regional museums. For the first time ever, investment from central government is enabling regional museums across the country to raise their standards and deliver real results in the support of education, community development and economic regeneration. THE MUSEUM EDUCATION PROGRAMME Between 2003 and 2006, the Department for Culture, Media and Sport and the Department for Education and Skills have provided nearly 12 million to Renaissance in the Regions for schools
57 ound text education programmes, enabling participating museums across England to develop services and closer links with schools. EVALUATING THE RENAISSANCE MUSEUM EDUCATION PROGRAMME In 2003, MLA commissioned the Research Centre for Museums and Galleries (RCMG) in the Department of Museum Studies at the University of Leicester to evaluate the impact of the government s investment in education in 36 museums in the three Phase 1 museums Hubs - North East, West Midlands and South West. Both DCMS and the Treasury said that the evidence from this first study was the most compelling evidence supplied by MLA to the last Spending Review, and that this played a significant part in securing the 15 million additional Renaissance funding. A second study was commissioned in 2005 which built upon and extended the survey to 47 museums in the Phase 1 Hubs and 22 museums in the Phase 2 Hubs - Yorkshire, London, North West, South East, East Midlands and East of England. Information about schools use of museums and pupils learning outcomes was collected during September and October 2005.
58 mazed What amazed me most at the museum today... THE IMPACT OF MUSEUM VISITS ON PUPILS AT KS2
The most interesting thing at the museum today was... THE IMPACT OF MUSEUM VISITS ON PUPILS AGED 11-18 YEARS ISBN number 1 898489 40 8 MLA 2006 Published by RCMG May 2006 Museums, Libraries and Archives
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podcast Hello, and welcome to this JISC podcast interview. In this series we re speaking to people working on projects being funded by JISC s research data spring project to find out more about what they
Thinking, Doing, Talking Science Can we use our skills to train teachers in a way that has measurable impact? firstname.lastname@example.org Oxford Brookes University research with 16 primary schools
I've got a quick question for you If you've been trying to learn to read Tarot, does any of the following sound familiar? "I can't seem to commit the Tarot card meanings to memory. I try, but memorising
Horizon Career Centre Here at the AASW Horizon Career Centre we want to encourage you to develop clarity around your purpose in social work. Plan Your Career was developed to help you articulate your values
T h e G i f t o f t h e M a g i p T h e G i f t o f t h e M a g i ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all. She had put it aside, one cent and then another and then another, in her careful buying
St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human
S c h o o l r e p o r t St Laurence CofE VA Primary School Collingwood Road, Long Eaton, NG10 1DR Inspection dates 5 6 November 2013 Overall effectiveness Previous inspection: Inadequate 4 This inspection:
Christmas activity file Here are the top ten Christmas activities 2009 1 Christmas trees A game to be played in pairs or threes. Time: approx 10-15 minutes. This game is for students from the A1:2 to B1
The Flying Start Degree Programme Henley Business School at the University of Reading Start your degree Start your career Realise your potential BA Accounting and Business (NN41) The Flying Start Degree