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Good Practice Examples of Danish Museum Education Aimed at Primary, Lower Secondary and Upper Secondary Schools

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Good Practice Examples of Danish Museum Education Aimed at Primary, Lower Secondary and Upper Secondary Schools Good Practice Examples of Danish museum education aimed at primary, lower secondary and upper secondary schools 2 H e r i ta g e a gency of Denmark 5 Introduction 7 Preface 8 Naturama 10 The Danish Museum of Media 12 The Old Town 14 Thorvaldsens Museum 16 ARKEN Museum of Modern Art 18 The Museum of Copenhagen 20 Ringkøbing-Skjern Museum 22 Museum of Electricity 24 The Museum of South West Zealand / Trelleborg Viking Fortress 26 The Museum of Art Køge Sketch Collection 28 The Danish Museum of Art & Design 31 www.museumsundervisning.dk 33 www. e-museum.dk The teaching activities at Danish museums are cross-disciplinary and problem-orientated and encompass a great variety of learning styles, characterised by a high academic level and social involvement. Introduction This publication shows examples of Danish museums' educational offers for primary through In the course of the to upper secondary schools and of how the museums collaborate with educational institutions. teaching, pupils are By means of 11 examples from museums of cultural history, art and natural history across the activated as they collect country, the Heritage Agency of Denmark wishes to focus attention on the museums’ learning their own information potential. for further work. Naturama, 2008 The museums’ areas of responsibility and research within cultural and natural heritage corre- spond to the primary, lower secondary and upper secondary schools’ core areas. The teaching activities at the museums are cross-disciplinary and problem-orientated and encompass a great variety of learning styles, characterised by a high academic level and social involvement. There- fore, the museums constitute knowledge centres and alternative learning spaces, which can sup- plement teaching in the primary, lower secondary and upper secondary schools. The publication is published along with a report on the results of the Heritage Agency’s mapping of teaching activities at national and government-approved museums. The mapping is part of the implementation of the Danish Ministry of Culture’s Dissemination Plan for the period 2007-2011. On the basis of the mapping, the Heritage Agency is launching a series of initiatives, including the establishment of a national network for museum education. The initiatives are to contribute to the quality and development of teaching activities at the museums and ensure collaboration with the education sector. It is the Heritage Agency’s objective that museum education at national and government- approved museums should constitute a significant contribution to all children and young people’s primary through upper secondary education. introduction 5 The report emphasises the significance of increased collaboration between the schools and the ‘informal learning environments’. per b. christensen Preface Over the last couple of years, we have worked with children and young people as a special area The past becomes of focus in every aspect of the work of the municipalities. Not least within the school and culture tangible to the pupils area. In this context, it is important that children and young people encounter culture through when they are allowed cultural experiences in day-care, at school and in schools of culture. to step into the role of people who are I am therefore very satisfied with the central initiative concerning museum dissemination: The characteristic of a Danish Ministry of Culture’s report on museum dissemination from 2006. There is no doubt specific period of time. that this presents new challenges to the museums. The important issue is that the museums The Historical Museum in this complex knowledge and information society develop dissemination of the originality and of Morsland, 2007 authenticity of our cultural heritage with updated and research-based knowledge on the specific museum-based dissemination forms. The report emphasises the significance of increased col- laboration between the schools and the ’informal learning environments’. In this connection, I would like to encourage the museums, schools and educational institutions to make local agree- ments to collaborate on the dissemination of our cultural heritage. This development will not happen automatically; it will require a great effort from those who are responsible for dissemination at the museums. The Heritage Agency’s initiative, therefore, comes at the right time and in the right place and is a significant contribution to the support and promotion of the museums’ essential role as learning institutions. Per B. Christensen Director for Children and Culture in Naestved Municipality Chairman of the Association of Children and Culture Executives preface 7 naturama is obligated via the museum act to work for the preservation of Danish natural heritage. Naturama naturama, Teaching Users Dronningemaen 30, The educational offer ‘Evolution’ is an introduction 240 primary/lower secondary school classes, 5700 Svendborg, to the theory of evolution. The course includes 1-5 upper secondary classes and 1-5 vocational Region Southern presentations by the instructor, group work at training classes annually receive teaching. Denmark. the exhibition using PDAs as an educational 60,000 visitors tool, presentations by the pupils and debate. The Partners and development annually. museum’s architecture, exhibition scenography The museum is currently conducting a scien- www.naturama.dk and lighting are all utilised as learning tools in tific development project for the lower secondary the teaching in combination with specimens. The school with the support of the Heritage Agency objective of the teaching is to combine specialist and the Ministry of Education. The purpose of the scientific knowledge with aesthetic experience. project is to generate interest in the scientific edu- cation programmes. The project is a part of the Teaching resources efforts to strengthen the museum’s position as a Teaching is directed at the subjects of social knowledge centre and to further systematic knowl- science, biology and nature/technology. The edge sharing with other natural history museums. museum has elaborated printed teaching mate- Pupils work with PDAs rial. Teaching is handled by the person respon- at the exhibition. sible for teaching, who holds an MSc, and a staff The teaching is a good supplement. The pupils relate Naturama, 2008 of 10 qualified teachers along with four univer- to the subject academically when they visit the sity students with relevant academic backgrounds museum. I sense that the course that runs continu- (biology students and student teachers). The ally over a number of years has an impact on their teaching is evaluated systematically and focuses interest in biology. The pupils who are otherwise a bit on the pupils’ learning and the teachers’ satisfac- withdrawn and quiet blossom and speak when they tion. are here. hanne stenstrup, teacher of biology 8 naturama When we see what the animals actually look like, it is easier to understand what the teacher is saying. sabine, 8th year, and ida, 9th year 9 the Danish museum of media is obligated via the museum act to shed light on conditions and changes in the graphic industry, the printed media and the electronic media. The Danish Museum of Media the Danish museum Teaching Users of media, The course ‘TV news’ takes place in the muse- 21-50 primary/lower secondary school classes, Brandts Torv 1, um’s TV studio, which forms part of the exhibi- 11-20 upper secondary classes and 1-5 vocational 5000 Odense C, tion area. The pupils choose roles as journalists, training classes annually receive teaching, as do Region Southern newsreaders, camera crew etc. They then work groups of children and young people with special Denmark. with the production of a topical news broadcast needs etc 34,000 visitors by gathering news and pictorial material via the annually. Internet. Teaching focuses on importance, news Partners and development www.mediemuseum.dk. value, identification, conflict and copyright as well The museum collaborates with the Art Hall at as ethical and aesthetic issues related to the com- Brandt’s and the Museum of Photo Art in a joint position of a news broadcast. The programme is teaching and dissemination centre at Brandt’s recorded and published on the museum’s web- Textile Mill with a focus on the relationship site. The teaching is aimed at giving the pupils between children, young people and teaching. tools for relating critically to printed and elec- The museum participates in the DREAM tronic media. project, which is supported by the Danish Council for Strategic Research. In connection with the sub- The day’s news broad- Teaching resources project Learning 2.0: Digital Literacies and Innova- cast is recorded and The teaching supplements the subjects of Danish, tion, the museum employs a PhD in digital com- produced in the history and media studies. The museum has elab- petences and creative learning processes. museum’s TV studio. orated printed teaching material. Teaching is han- The Danish Museum dled by the person responsible for teaching along of Media, 2008 with four teachers (TV producer, MA, teacher, BA, I think it is worth recommending, because it is easier leadership training). Furthermore, a number of to learn when you complete a practical assignment. volunteers (retired professionals) are attached laura, 8th year to the museum’s live workshops. The teaching is evaluated systematically and focuses on the pupils’ learning and the teachers’ satisfaction. 10 the danish museum of media It is better to work with the project here at the museum than at school, because the museum has the tools that we need. johanne, 8th year it is the museum’s objective to document and shed light on the history of Danish market towns, and trade, ways of life and architecture in particular. The Old Town the old town, Teaching Users Viborgvej 2, The cross-disciplinary educational offer ‘A day as 250 primary/lower secondary school classes, 8000 Aarhus C, a child in a market town in 1864’ is an introduc- 21-50 upper secondary classes and 6-10 vocational Central Denmark tion to life in the 19th century through role-play.
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