Making a Mark in the Tees Express yourself Sing 500 Valley Dionne Matthews Spence Kim Klug Anna Husband and Sarah Allen GEM Lifetime Achievement Hastings Pier Digital Balancing business Award: Katrina Siliprandi Memory with pleasure Faye Kalloniatis with Colly GEM champions Beatrice Rapley Anna Smalley Mudie and Richard Wood excellence in heritage learning Our Stories: Culloden, Becoming Makaton and Jacobites and flash fiction autism friendly ISSN 1759-6378 Catriona McIntosh Elena Trimarchi Re-collection Assessing our impact Christina Parker Jackie Dodworth and Richard Tyson

Case Studies Vol.18 2016 xxxx Making a Mark in the Tees Valley xxxxxx Anna Husband Heritage Learning Consultant Online Learning

xxxxxWhat is Editorial Making a GEM?xxxxxx Mark in the

GEM champions excellence in I hope you are eagerly looking Summary The big news since the last edition is heritage learning to improve the forward to reading volume 18 of that thanks to a £168,000 resilience Tees Valley education,xxxxxx health and wellbeing GEM Case Studies with articles grant from Arts Council England ofBackground the general public. focusing on a variety of topics and (ACE), GEM is setting up a new Online resources for schools xxxxxxxx audiences. Authors may look to see permanent Learning and Sharing GEM believes that involvement how their case study looks in print, Centre for all those in the cultural with our rich and diverse heritage and others may skim through to see sector that are involved in education. is an enriching and transformational what has been happening in heritage experience that provides distinctive organisations across the UK. Sadly, With our partners we will build upon opportunities for learning. We aim some of us may put this edition to existing best practice to provide to make that learning accessible, one side, quietly promising to read it training and CPD at all levels, and relevant and enjoyable for all. when we have a moment – a moment we will encourage the workforce to GEM works with its members and that may never come. network, and share experiences, Summary exploring personal and local identity be organised. We worked with collaboratively with other learning skills and knowledge. There will be The National Portrait Gallery through people’s stories – as a focus. Inspire2Learn – a teaching and learning centre funded by local organisations across the UK and Those readers who are professional new online resources and an online (NPG) and museums across the During its first three years, the schools – to recruit teachers for the internationally to: heritage educators, or aspire to be “signpost” so you can find relevant partnership created a cohesive Tees Valley have developed consultation from their existing • champion excellence in heritage one, will most likely devour these training opportunities. learning programme for schools Making a Mark in the Tees networks and to help launch and learning and participation enabling pages in order to improve their best I am certain that GEM’s Learning and with sessions in each of the regional Valley, an online learning publicise the resource. people to be inspired by, value and professional practice. The ability to Sharing Centre will meet the needs of museums. Nationally significant enjoy their and other’s heritage; reflect on one’s own practice, and to today’s workforce and help to ensure resource for schools exploring portraits with local resonance were • advocate the power of heritage improve it, is a mark of a true that GEM has a sustainable future. personal and local identity loaned by the NPG to the Tees Valley learning in transforming people’s professional. through museum collections. museums for a series of locally lives to sector organisations, The GEM trustees are pleased to If you are keeping a reflective journal focused exhibitions. national agencies, funders and congratulate Katrina Siliprandi on Background and have an action plan for your own government; becoming the first recipient of GEM’s For the past four years, the NPG has Challenge continuous professional development • influence sector organisations to new Lifetime Achievement Award to been working with eight museums We recognised that high quality (CPD) you will know what I’m talking deliver excellent learning and retired members of GEM for services in the Tees Valley, as part of the museum learning for schools about. You will know how important it participation for their visitors; to museum education and/or GEM Arts Council England (ACE) funded begins and ends in the is to read and reflect, and that a note • promote and explain the benefits of itself. Details of her achievements Museum and Schools programme. classroom, and that teachers of your reflections can be made in learning through heritage which is are listed in this edition. The key aim of this partnership is to need support to maximise your journal and any resulting actions inclusive, sustainable and respectful connect local children and students learning opportunities and put in your CPD plan. Everyone who Enjoy reading Case Studies, but also of communities; with their heritage, helping them to take visits beyond an participates in one of our foundation reflect on its contents. Perhaps it will • develop creative partnerships develop a sense of place and identity, isolated “day out”. courses learns how to keep a reflective inspire you to write an article for the with other organisations to share and in so doing raise their aspirations. journal, and a CPD action plan and log. next edition? Approach effective practice in heritage The history of the Tees Valley With the Museums and Schools Those GEM members wishing to John Stevenson learning and participation; encompasses industry and innovation, initiative in its final year and the become professional members of • research and pioneer innovation in creativity and design, and exploration. funding reaching an end, the GEM may already be keeping a heritage learning and participation; Collectively, the partner museums approach needed to be sustainable, reflective journal as we have announced Group for Education in Museums • inspire and support the work of offer fascinating insights into the low maintenance and easily that one element of becoming a GEM 54 Balmoral Road, Gillingham heritage learning practitioners; people and stories that shaped this accessible for teachers. We decided professional member is to keep a Kent ME7 4PG • provide opportunities for remarkable region and its impact to create an online resource and to reflective journal. Guidance on how Tel/Fax: 01634 853424 practitioners to develop their on Britain and the wider world. We consult local teachers about which to become a professional member [email protected] practice through networking, created the idea of Making a Mark – content to include and how it should mentoring and learning together. will be available in the new year. www.gem.org.uk

2 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 3 Making a Mark in the Tees Valley Anna Husband Heritage Learning Consultant Online Learning

What they really need is: time and co-ordination needed for a • A quick route to your best stuff – collaborative project such as this. Further information a “greatest hits” of good quality Working with a local partner with The Tees Valley museums comprise images (and video clips if you have existing teacher networks proved Kirkleatham Museum, Cleveland them) from your collection that they very effective in gaining support Ironstone Mining Museum, Dorman can print, project onto a whiteboard and interest from schools. Feedback Museum, Captain Cook Birthplace or repurpose in a presentation or from our successful launch event at Museum, Middlesbrough Institute of tablet app. Inspire2Learn showed teachers not Modern Art, Preston Park Museum, • Access to your knowledge through only welcoming the resource to help Head of Steam – Darlington Railway concise, audience-focused text prepare for and follow up museum Museum, and the Hartlepool (or video if you have the budget) visits in their classrooms, and really Museum and Art Gallery. The NPG – the teachers we consulted make the most of museum collections, are the national partner. particularly liked the inclusion of but asking whether the resource could “Did you know?” facts as a way View the resources: be extended to include even more of “hooking” their students into www.npg.org.uk/MaMTeesValley objects and images. deeper content. Tell us what you think: • Simple classroom activities – Next steps #MaMTeesValley teachers wanted flexible, workable, The partners will continue to evaluate ideas, pointers and starters (as use of the resource via Google Analytics Useful links opposed to detailed lesson plans) and anecdotal evidence from visiting Evaluation of Extending Digital organised by key stage. teachers. The Tees Valley museums Practice programme – Flow UK and will work with Inspire2Learn to deliver Working across a local/regional Artswork teacher continuing professional partnership of nine museums and development for using the resource www.artswork.org.uk/wp-content/ galleries is an effective way of and to explore possibilities to work uploads/artswork-extending- producing a resource of a quality and together to extend the resource further. innovative-practice-background- range that will genuinely engage digital-report-new-....pdf Intended outcomes coupled with ensuring all partner portraits and manuscripts. These were teachers. However, consideration must Anna Husband be given to the significant amount of Heritage learning consultant Stronger Together, digital strand • Teachers more likely and better able collections were equally represented, organised into themes steered by the evaluation by Flow: to use examples from local heritage while delivering curriculum-relevant teacher consultation and presented as to bring their curriculum topics to content, were key challenges. a set of “image galleries”. www.langleyacademy.org/ life. strongertogether/wp-content/ Actual outcomes Themes are locally-focused, • Wider reach of partner collections. uploads/2015/06/stronger-together- With some creative thinking, we were curriculum-relevant and range from • A “joined up” offer for schools digital-research-flow-associates- able to meet our aims of providing early settlers and exploration, to the supporting local heritage learning mar-20151.pdf unique content representative of each seaside and first world war. Here an through museum visits and in the partner, telling a holistic story of the astronaut sits comfortably next to a Culture 24 Let’s Get Real: connecting classroom. Tees Valley while ensuring genuine designer, Captain Cook and a Saxon collections to young audiences Intended outputs relevance for local teachers. Whilst princess, while ordinary men, women www.weareculture24.org.uk/ A set of online resources for teachers: too early for feedback from teachers and children mine millions of tons of projects/action-research/ • Where partner collections combine Andrew Stogdale from Inspire2Learn ironstone, build the Sydney Harbour to reveal a rich and holistic story of says, “Feedback has been really Bridge and journey on the world’s Contact the Tees Valley. enthusiastic with teachers appreciating first public railway. Anna Husband, annasalaman195@ • Which places local collections a sneaky peek into what they might Concise, audience-relevant btinternet.com and stories in a national context, see for real when they visit their local information about each theme and extending reach for all partners. museum. There is just enough Liz Smith, director of learning image, coupled with ideas for • Which supports curriculum-linked additional information to spark the & participation, NPG, lsmith@npg. classroom activities, a series of learning about personal and local questions that are at the heart of org.uk fascinating “Did you know?” facts identity. effective history teaching and bring and links to further online material Liz Vine, education development our local history to life in the Obstacles and issues bring the themes to life. officer, Kirkleatham Museum, classroom.” The NPG, as a national institution, elizabeth.vine@redcar-cleveland. Lessons learned holds a comprehensive and extensively Actual outputs gov.uk Teachers’ requirements from museum- digitised collection. However, many Collectively, partners provided an based online resources are relatively of the partner museums do not have array of digitised images including modest – and needn’t cost the earth. access to this kind of resource. This objects, paintings, photographs,

4 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 5 Hastings Pier Digital Memory Beatrice Rapley Hastings Pier Charity InterpretationHeritage (digital)

Hastings Pier Digital Memory

Intended outcomes themselves or their friends at gigs. The • Kissing Frogs … or working with Summary Challenge To create an online archive that was free mismatch between stories of interest the experts. Further information In 2010 Hastings Pier suffered We encountered three main for public use both on-site and online, and archival material to back it up, gave • Always be prepared … to be flexible! challenges in delivering this project; Simon Opie – HPC CEO during the a devastating fire. Thanks to thus encouraging the public to engage us the dilemma of how to tell the stories • Positive partnerships. Thanks to project one was a short delivery time, related with the heritage of Hastings Pier and to of the pier’s past with an inconsistent Hastings Museum, Hastings Library, public campaigning and to this was limited staff capacity and [email protected] significant funding from the feel encouraged to add to the archive archive – we did not want to highlight Judges postcards and The Keep the other was an inconsistent archive with historical or contemporary materials. the gaps. for letting us use their materials free Beatrice Rapley, Hastings Pier Heritage Lottery Fund and (we would be presenting the archive of charge. Charity other funding bodies, Hastings that had been amassed from public Intended outputs Actual outcomes [email protected] Pier underwent a £14.2 million contributions over the past two years). • Multi touch tables (three). Since May 2016, 308,000 people have I am also grateful to Designmap, • Research kiosks (two). visited the pier: 8,500 people remotely Kiss the Frog, Community Sites, and Daniel Sutton, Designmap restoration project and was Approach • Volunteer station. engaged with the archive online in the Marcon for helping us achieve our aims. [email protected] re-opened in May 2016. Working with Kiss the Frog, based • An online archive. first six weeks: http://digital-memory. Next steps Ronald Theunissen, Kiss the Frog in the Netherlands, we came up • A topsy turvy periscope. hpcharity.co.uk Background We are undergoing a period of [email protected] with the concept of presenting the • Trails (two). A learning and education department We have a backlog of over 1,000 items review now, and within the ongoing archive material in a randomised way • Pier Head cut outs. Jack Latimer, Community Sites was set up in 2013 to deliver an activity still to add to the archive, and over restrictions of time and money, we are – through a digital roulette wheel • Fixed binoculars (two). [email protected] plan and a £400,000 interpretation 100 new items have been donated by using observations and feedback to on multi-touch tables (software • Dance steps installation. scheme. The interpretation scheme the public. make refinements. We have just Fuzzy Duck (animation) – cost totalled £40,000). • An animation film for children was rejected, rewritten, resubmitted delivered archive events for Heritage Matt Geeling (plus new projection system). Actual outputs and approved in October 2015 – Open Days, we are about to undergo www.fuzzyduck.eu/what-we-do/ • A re-configurable changeable We did manage to achieve all of the giving just over six months for delivery further training with Community Sites display system and display. outputs that we signed up to deliver, Marcon (fit out) – Alan Stewart before the pier’s re-opening date of to create packages of featured content, but there are areas that need www.marconfitout.com/projects/ May 2016. Obstacles and issues and we are planning to make the link improvement. For example, we have One of the issues with the archive was between our schools’ programmes and DJ Willrich (AV) – Nicola Jagger Photography by Jim Stephenson found that older visitors tend to be that as it was created as a response to the Digital Memory next year. www.djwillrich.com www.clickclickjim.com more hesitant with the multi-touch what people donated, we were reliant tables so we have ordered simple Beatrice Rapley Periscope – Simon Pugh on whatever material was given to us. signage with instructions and trained Learning & education manager, [email protected] This meant that we ended up with lots a team of heritage interpretation Hastings Pier Charity of postcards of large waves crashing on Interpretation Consultant – volunteers who help visitors engage the seafront, but hardly any pictures of Natasha Waterson with the interpretation. the ballroom in the 1960s, 1970s and [email protected] 1980s. The dearth of photographs Lessons learned Text advice – Rebecca Mileham from gigs was frustrating as most of the • Decent coffee … and the value of [email protected] oral histories we recorded were about volunteers. This project would not seeing bands such as The Kinks, The have been delivered if it were not for HLF Monitoring Officers, Who, and Jimi Hendrix. At that time, the dedication of four committed Jo Graham and Martin Bazley photography was not ubiquitous and as archive volunteers – Kevin, Rowena, [email protected] such few people took or kept photos of Roy and Olivia. [email protected]

6 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 7 Our Stories: Culloden, Jacobites and flash fiction Catriona McIntosh Culloden Battlefield and Visitor Centre Adult Learning

Our Stories: Culloden, Jacobites and flash fiction

Intended outcomes Actual outputs hindsight we should have had a small Summary and Visitor Centre’s learning team; • Developing partnership work with • The plan was to produce a pop up break, and then a meeting where the Our Stories was a collaborative tutors from Adult Learning Services, Highlife Highland. banner which could tour libraries learners came back and re read their project between Culloden Highlife Highland; and Grace Banks • Breaking down perceived barriers and community centres throughout work. a Scottish author. between Culloden Battlefield and the Highlands. This has gone Battlefield and Visitor Centre and Next steps Visitor Centre and residents from exceedingly well with a five-month Adult Learning at Highlife The project was funded through The project has now concluded. areas of multiple deprivations. tour planned around sites in the Scottish Book Trust’s Live Literature There are a few changes to the final Highland. A small group of adult • Building the participants skills in Highlands. funding. publication and we are looking forward learners through the medium of enquiry and expressing thoughts • The flash fiction, poems and an to working with the adult learning team flash fiction, poetry and song Challenge and opinions. unexpected song were compiled in the future. This was hopefully the first This is a pilot project which sought to and made into a book for the engaged with the stories of the Intended outputs of many projects yet to come! develop partnerships with the Adult participants. This book was Battle of Culloden. Learning Team at Highlife Highland. Publication of the work in a pop up Actual outcomes • Developing partnership work with published and a copy given to each Catriona McIntosh Background banner which will tour the libraries This also provided the team at Highlife Highland – the partnership of the participants, the author and Head education guide The project was aimed at adult and other local authority centres in Culloden with an opportunity to with the adult learning team worked a copy is held at Culloden and the literacies learners who live in and the Highland region. It was intended engage an area of the local community really well and we are looking at Adult Learning library. around the area of Inverness and that there was a soft launch of the which did not come to the centre further project work. were aged 16+. Our Stories focused work so we could display it to the Lessons learned or engage with any of our other • Breaking down perceived barriers on inspiring learners to engage wider community. • The level of support for the learners community and learning projects. between Culloden and residents was higher than anticipated, more critically with Culloden, the aftermath Obstacles and issues from areas of multiple deprivations. akin to support for young people. of conflict and current politics, and Approach • We had one member of the project The participants have now been to There was a large amount of working the relevance of past and current The learners took part in six sessions drop out (20% of the total group the centre several times with the with different and sometimes events to their lives and the at Culloden Battlefield. The first size), which was to a certain extent project to show their family and opposing personalities. communities around them. session was led by Culloden’s learning expected by the adult learning team friends the site and talk about the • There was also lessons learned at a team with the remaining five sessions at Highlife Highland. This was not so During the project the learners history. They have also gone to practical level, the task of copywriting led by Grace Banks and aided by much a worry but rather something worked with National Trust for local heritage centres and libraries and editing the book took longer Culloden’s learning team and tutors we had to bear in mind throughout Scotland Culloden Battlefield where their work has been on tour. than expected. The pieces of work from Adult Learning. the project. • Building the participants skills in were directly copied to preserve the • The learners had very little enquiry and expressing thoughts learners’ work. This threw up a few The learners started with an knowledge of the history and the and opinions. The participants really issues when what a learner thought Further information introduction to the history of the exhibition can be overwhelming. engaged with the site and developed they wrote wasn’t what was on the battle and the collections, in We have a very academic gallery, For more information on the project a strong interest in the Jacobite page. Simple things like writing “I following weeks they built upon which at the beginning put some of please contact [email protected] Uprising of 1745. The work they am” when the learner meant “I was”. their understanding and developed the learner’s off. We dealt with this Project coordinator, learning team, produced was insightful and thought This in part was the difference in their poems, flash fiction and composed by putting an emphasis on talking Culloden Battlefield and Visitor provoking and visitors to the site have spoken and written skills. There was a song about the battle. through the history rather than Centre and Roisin Irvine, adult engaged with the work. a stage which was missed. With reading the history. learning coordinator, Highlife Highland

8 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 9 Re-collection Christina Parker Holburne Museum Community

Re-collection An art group for people affected by dementia

Intended outcomes Summary Both museums had worked together • To provide a relaxed, non-clinical In summer 2016, the Holburne in 2014 on community engagement setting where people were not defined Museum, No.1 Royal Crescent projects funded by Arts Council by their dementia or role as carers. England. and Avon & Wiltshire Mental • Participants would enjoy visiting Challenge beautiful, inspiring museums. Health Partnership National Next steps The isolation felt by people with early • Participants would enjoy learning, Health Service Trust (AWP) There is still enough funding for onset dementia – and their carers. or re-learning, new skills. ran a creative art group for another 12 week project block in people experiencing memory Approach Intended outputs autumn 2016 but the challenge is to • Working with the health service to To develop a model for sustainable secure future funding, without problems and their carers. identify appropriate participants. partnership working. creating a totally new project, so that Each week, they visited part of • Working across two museums to Obstacles and issues the group is sustainable. the collections (six sessions at enhance the experience. • Participants joining at different Christina Parker • Aiming to equally benefit people the Holburne then six at No.1 stages impacted on group dynamics. Head of learning, Holburne Museum Royal Crescent), created art with dementia and their carers. It was essential to be flexible and work in response and enjoyed • Creativity as a way of relieving stress change plans. and facilitating communication. refreshments together. The • Some participants’ health deteriorated sessions were developed and throughout the course of the project. led by artist Paula Tew and arts • Staff, freelancers and volunteers Actual outcomes museums in their own time. needed to respect patient privacy • The non-clinical settings led to • One museum volunteer became an psychotherapist Rose Pickett and confidentiality. (AWP), supported by museum decreased stress-levels, focusing advocate for the value of this work to • Volunteers or staff members needed on what people can still do and other interested volunteers. staff and volunteers. to be aware of the varied levels of providing opportunities to create • Through Polly Andrews (No.1 Royal cognitive ability within the group Background positive memories. Crescent), the Alzheimer’s Society when doing gallery tours. The project originated with artists • The non-clinical settings and session became involved and referred • Some art activities were difficult for Further information Paula Tew and Gillian McFarland, format facilitated conversations with people to the group. some participants and needed to be and Rose Pickett (AWP) – and their the health professional. [email protected] reviewed. Actual outputs mutual interest in exploring creative, • Respite for carers. Polly Andrews, education officer, • As the weeks progressed, more If adapted in response to the lessons therapeutic activities in non-clinical • Some participants used skills they Bath Preservation Trust people wanted to join than we could learned, the project will have provided settings. An initial project at the had learnt to make things at home or [email protected] accommodate. the desired model for future projects. Holburne (2014) was followed by a to teach others. • No parking was available at one Paula Tew, freelance artist three-venue trial (2015); the 2016 • Reduced risk of social isolation; some “Through partnership working we venue; this could be stressful or lead [email protected] work built on previous experience participants established friendships are able to creatively combine our to non-participation. Rose Pickett, arts psychotherapist, and was funded by a private donation that have been maintained outside specialist skills and tailor what we • A better means of gathering Avon & Wiltshire Mental Health to the Holburne. the group. offer to people living with a dementia”. Partnership NHS Trust accurate and useful participants’ • Some participants returned to the Rose Pickett, AWP. feedback is required. [email protected]

10 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 11 Express yourself Dionne Matthews Spence and Sarah Allen Leeds Museums and Galleries Special Needs

Intended outcomes • To understand whether pupils could express themselves with greater Express yourself confidence and fluency (verbally and non-verbally) through the arts. The power of object learning in pupils with SEND • To discover whether the arts could raise standards in the curriculum, either meeting or exceeding expected levels of progress. Intended outputs • Gain an Explore or Bronze Arts Award for each pupil. • Submit a final report to CapeUK for ACE. Obstacles and issues The group contained a high proportion of pupils with autism spectrum Actual outputs Summary consists of nine sites which represent thoughts, opinions and understanding Aside from the intended outputs, the history of Leeds. within their learning. condition which meant that they Specialist Leaders in Cultural preferred to work in isolation. LMG have delivered workshops on Education (SLiCE) was funded WOS educates 250 pupils across An enquiry question was set to focus the learning involved at conferences by CapeUK through Arts three sites in Leeds; all pupils have an the action research: “How can The observational evidence witnessed for the British Museum and Brighton by LMG staff would have been more Council England (ACE). Leeds education health and care plan or collaborative work between West University. There have been wider robust had we reflected jointly with impacts on our service and future Museums and Galleries (LMG) statement of special educational need. Oaks School and Leeds Museums and Galleries impact on expressive the teacher. We chose to invest time developments in terms of SEND staff Two classes from ages 11 to 14 and were paired with West Oaks communication in pupils with special we did have to be fully focused on the training and delivery. 14 to 16 were selected to “buddy up” Specialist School (WOS) for an educational needs and disabilities pupils, because of this we were also and take part in art sessions with Lessons learned action research programme (SEND)?”. unable to develop consistently as LMG. Data was captured through a partnership. Building in the time to get to know to evidence whether an arts the school’s standardised BSquared Approach SEND pupils is not always possible but intervention could improve assessment tool and structured Action research: Plan – Act – Observe Actual outcomes it was crucial to our successes. Having literacy standards in pupils. observations made by LMG staff. – Reflect The pupils’ BSquared results in been forewarned that the pupils’ It was delivered over the expressive communication showed a attentions spans could be short we Challenge The programme was a mixture of trend in exceeding expected levels of academic year 2015/16. initially over-planned our sessions. We WOS wanted to find an alternative visits to Leeds Museums and outreach progress. On average the focus pupils soon realised the benefits of slowing Background way that would enable pupils with into school. We enhanced this with achieved 69% above their expected down, allowing time to linger, discuss, LMG is the largest local authority-run complex needs and limited language artist-led workshops and visits to attainment. photograph and interact with each skills the ability to express their other arts organisations. One day a museum service in England and This shows a significant impact on other through our objects. This lead to week was dedicated to this and the some amazing stories, interpretations, sessions followed the same format for improving learning and progress in this area and LMG’s observations provided personal anecdotes and inspiring consistency and familiarity within the creative artworks. school day. holistic supporting evidence. As the programme developed the Next steps We used object handling to inspire West Oaks will become a partner pupils’ creativity, encouraging them pupils’ enthusiasm and anticipation grew. Their improved confidence and school to Leeds Museums and Galleries to ask questions, lead their own which will keep conversations and learning and spark connections to expression verbally and through their art was noted by all teaching staff. projects taking place in the future. The our collections. This was followed teacher lead has also been reappointed with linked practical art activities, There was an increase in the pupils’ willingness to collaborate both socially in a new role in school as their arts and Further information exploring a range of art forms and culture coordinator. differentiated for their needs. We and artistically that had not been Contact us to request a copy of the accompanied sessions with stories witnessed before. Some instances were Dionne Matthews Spence full report. or music and this multi-sensory incredibly moving and powerful and we and Sarah Allen [email protected] approach was particularly valuable. were only able to evidence this through Learning and access officers, [email protected] the shared experience. Leeds Museums and Galleries www.leeds.gov.uk/ museumsandgalleries

12 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 13 Balancing business with pleasure Anna Smalley Tullie House Families & Schools

Balancing business with pleasure

Intended outcomes ticket priced events, and a bespoke Families: Lessons learned Summary activities for families throughout A schools and family learning exhibition offer for families. 1) Donations – we invested in an • Don’t be too cheap! Some of our Both the formal learning the year. programme that combined high family events this summer were Actual outputs interactive donations box and put participation with income generation priced too low, and feedback programme and the family Challenge Schools: to achieve this increase in up clear signage giving families for the museum. showed we need to have more engagement programme at We needed to find ways to increase income generation we – guidelines for suggested donations. confidence in the quality of our offer. Tullie House have enjoyment income generated from the schools Intended outputs We also asked our delivery staff and 1) Speculated to accumulate – we pay • Ensure that you communicate the and family programme without An increase in income from facilitated volunteers to highlight this, without and inspiration at their heart, the casual staff who deliver our offer clearly to front of house, compromising quality, reducing schools workshops, family learning making families feel like it was a but are now taking on an schools sessions a good hourly rate. explaining the content of events in numbers or, most importantly, donations and ticketed events. mandatory charge. This resulted in increasingly important income creating barriers to access for our This means we retain staff and over a 1,000% increase in donations detail so they can sell tickets more generation role at the museum. local residents. Obstacles and issues ensure our investment in their from 2014/15! confidently. Balancing financial targets with the training is repaid, and we also attract • Be honest with teachers about your Background Approach needs of our audiences was a delicate high quality applicants – all of our 2) Higher priced events – alongside need to generate income – profit is We aimed to come up with creative The Tullie House primary schools tightrope to walk! As an Arts Council casual staff are ex-teachers and their our free summer holiday drop ins, not a dirty word! ways to increase income without programme is one of the biggest England funded Major Partner Museum, skill, enthusiasm and knowledge is we put on ticketed events including causing a subsequent decline in Next steps in the county, and welcomes over we have a responsibility to provide a key reason behind the success of our first ever family sleepover. participation numbers through Due to the success of our family 12,000 pupils every year, mainly access to great art and culture for all, our programme. Inspired by our temporary exhibition analysing our audiences, linking activities over the summer we will be through facilitated on-site workshops. without economic barriers. We had to exploring the world of Cressida the programmes with temporary 2) User group – we offer schools the investigating funding streams for a In 2015 the museum won the national look carefully at our offer in its entirety Cowell’s How to Train Your Dragon exhibitions and investing in staff opportunity to pay an annual permanent interactive children’s Telegraph & Kids in Museums Family to ensure we mixed free activity with books, 40 participants took part in and resources. subscription in exchange for a gallery in the museum. We will also Friendly Award, and runs regular paid activity. activities, behind the scenes tours, discount on sessions. In 2015/16 object handling and a film screening. be programming ticketed events For the schools programme, we felt we stepped up our marketing of We charged £30 per child and £15 alongside free activity in every school pressure to keep our prices low in the scheme through printed and per adult and the feedback was holiday going forward. Due to capacity response to rising travel costs but were electronic communication and excellent – many parents told us they issues, we will be offering charged also conscious about not undervaluing saw an increase in members. would have paid more! We will be outreach sessions to schools in order to our product. increase income without being limited 3) Packages – in 2015/16 we piloted a running family sleepovers linked to by space. Actual outcomes Mini Museums project where we exhibitions again due to the high Schools: 2015/16 was our best year ever created a package of activity for profit margin of this type of event. Anna Smalley for income generation and numbers, schools to take part in over a half- 3) Soft play – in the spring we trialled Learning & engagement manager, with income generated from lessons term, with each pupil achieving a a children’s interactive play gallery Tullie House and our user group scheme increasing. Discover Arts Award and classes inspired by our collections, which creating museums in their settings. Families: 2015/16 saw our highest included soft play equipment like The pilot was very successful and, participation rates in family activity and giant building blocks, a slide and a working with teachers, we’ve our highest level of donations to the ball pool. This was incredibly popular packaged this up and will be programme. The summer of 2016 was a and using soft play encouraged new Further information charging for it this year. good platform for us to trial higher families who wouldn’t necessarily have felt a museum was “for them” to visit. [email protected]

14 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 15 Becoming Makaton and autism friendly Elena Trimarchi Culzean Castle and Country Park audiencesNew /

autism

Becoming Makaton and autism friendly

Intended outcomes are keen to provide support to Makaton signs, taught through song Access for visitors with communication Summary Makaton is part of a strategy to • To provide Makaton training for staff. organisations as well as families. and mime. difficulties and/or with autism is at Culzean Castle and Country reduce barriers for audiences with • To improve communication between the centre of this on-going work. Actual outcomes Our early opening event for Autism communication difficulties and on the staff and visitors. Communication about why Makaton Park has been developing Our first training session took place in Awareness Day in April 2016 saw autism spectrum, whether visiting us • To offer new opportunities and attract training and autism awareness/training its Makaton provision since July 2015 with a Makaton regional tutor. session leaders use Makaton with as part of school groups or as a family new audiences (or attract existing is relevant to all teams is essential, summer 2015. We have also Following this, two members of staff participants. or individual. audiences to something more relevant meaning that staff are supported to (learning officer and countryside ranger) been developing our provision to them). Organising additional autism-friendly partake in CPD sessions. Challenge took part in a two-day training session. for people with autism. sessions such as Bake Your Own. Although we provide for ASN Intended outputs Next steps The two members of staff involved Background (additional support needs) groups • Include Makaton in formal Lessons learned Staff training will continue, with created a staff training session which Culzean welcomes a large number in our formal learning programme, workshops. On researching ways to improve evaluation providing a focus for future happened in August and October 2016. of school groups through its ranger much more can be done within our • Use Makaton with visitors. Culzean’s accessibility, Makaton sessions. Feedback from the August session: and castle activities. It attracts a wide informal provision. By seeking and • Use Makaton when creating and British Sign Language were developing training opportunities Steps are being taken to form a focus variety of audiences including a high resources (such as explorer packs “One of the first tasks we were both considered. Makaton proved for staff and by raising awareness the group to develop further sessions and number of families. One main barrier for those under five years old). asked to do was describe a picture to be the most accessible and easily aim is to build confidence and skills to inform the Trust Trail app trail. is its location: situated four miles • Create a social story for Culzean. wto someone without either of us applicable to a number of outputs. to work with this specific audience. from the nearest train station and • Create a National Trust trail app speaking. I struggled to describe a Front-end and formative evaluation The Autism Awareness Day early a 20-minute walk from the closest for people with autism. living room scene including a dog, will be sought in the development of Approach opening participants were already bus stop. We aim to reduce barriers fire and furniture, which my partner Culzean’s social story. Having seen cultural institutions Obstacles and issues members. More research and time (physical, social and cultural). had to then draw. In a space of two deliver events such as early openings There are operational difficulties of needs to be placed on getting in touch Relevant funding will be researched minutes I felt isolated, frustrated and offer resources like social stories, offering site-wide training. Training with the hard-to-reach members of the and applied for. and slightly ridiculous. To feel those we were interested in developing opportunities have been provided at community to attract people who have emotions every day must be so Elena Trimarchi similar opportunities at Culzean. different times and on different days never visited Culzean. disheartening, and that is why Learning officer, Culzean Castle Our interest in Makaton came from but it is difficult to offer something that learning Makaton is so important. Assigning a budget is essential, as and Country Park wanting to be more inclusive in an suits the timetables of all staff members. approachable and manageable way. Makaton is a wonderful aid to speech early/late openings require staff time Embedding Makaton in everyday for all ages and abilities.” and extra resources to ensure a good communication has proven to be Kirstie Bingham, Culzean Castle guide. experience for participants. Further information a challenge as it takes practice and Relationships formed with families Evaluation was undertaken for the encouragement. For further information on the work who are return visitors to our autism- Autism Awareness Day early opening carried out at Culzean Castle and Contacting and forming relationships friendly events. but this was done by emailing Country Park please contact Elena with individuals was difficult, participants after the event. In future New opportunities offered. Trimarchi [email protected] looking for organisations was more we would make sure that evaluation straightforward: there are carer Actual outputs was encouraged on-site and at the For further information on becoming support groups, such as the Ayrshire Our Wee Castle Explorers workshop, event, to enable us to collect a larger Makaton Friendly please contact One Stop Shop, and residential which focuses on searching for animals number of evaluations (only one Sarah Drew at Sarah.Drew@ schools, such as Daldorch, who in the castle, now includes twelve participant replied to the email). makaton.org

16 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 17 Assessing our impact Jackie Dodworth and Richard Tyson Luton Culture Schools

Assessing our impact Using museums to support teaching and learning

Intended outcomes and suggestions. The SoL was finalised Lessons learned Summary 2. To develop new resources to • Understanding of the impact just before school started back in • We can, and do, have a positive How do we know we are making support teaching geography skills. museums can have on learning. September and resources given to the impact on both teaching and a difference? As educators we Approach • Strengthen relationship between school. Timing was tight but all parties learning, adding value to classes instinctively know that we add The learning team worked alongside a local school and the museum. were fully committed to the project. that interact with the museum. • Produce resources to support • Time is always an issue no matter value to school visits to the teachers from Someries Junior School Actual outcomes teaching, encourage enquiry how much you plan. Teachers are to develop a scheme of learning (SoL) • Stronger working relationship museum, through our sessions learning and using the museum. busy and although they are, in the and associated resources for use in between the museum and Someries or resources but proving this most part, keen to work with the the classroom. The SoL stretched over Intended outputs Junior School. can be tricky. This project aimed museum it takes a lot of time to a half-term with some lessons being • Creation of a SoL and accompanying • A good assessment of the impact firstly engage with the school, to demonstrate the impact the taught by the class teachers while resources to be published on the the museum had on children’s getting teachers on board then Next steps museum can have on teaching others were taught by staff from the Luton Culture website. learning. 90% of the children showed collaboratively develop a beneficial We are promoting the online and learning. learning team in school. The classes an improvement in their geography Obstacles and issues project and implement it. Be clear resources to local schools through also came to Wardown Park Museum knowledge and skills taught by the Background At our initial meeting with the teachers about expectations from the start network meetings, marketing and to complete a field trip and gather museum. Luton Culture provides various from Someries Junior School in the and what is realistic in the time scale. teacher CPD as well as monitoring data; a day led by learning team staff. • 83% of the children felt the cultural services including two summer term they provided us with a • What works with one class doesn’t how many times the resources are museum’s input had a positive museums (Wardown Park Museum list of key geography skills they wished always work with another. We found downloaded from our website. We impact on the topic. and Stockwood Discovery Centre). to cover but they did not have a fully the children in the class that made have also completed two more • Both teachers felt more confident The museum sites are very different developed scheme of learning of the most progress were less positive assessment projects and would like to teaching geography as non- and hold a diverse collection, allowing their own. This gave us freedom in the about being involved with the utilise this impact assessment approach specialists and said they would the learning team to provide a varied development of the topic but also museum. in the future when developing new utilise again and recommend the offer to schools. meant a lot more work was required sessions and resources. SoL and resource to others. to create a full and cohesive scheme The impact assessment project was “Great resource, made it fun and Jackie Dodworth of learning. part of the Heritage Lottery funded more meaningful for the children, Learning co-ordinator, Wardown Park Museum redevelop- Time was short as the school planned increased my confidence in Luton Culture ment. Two classes of 8-9 year olds to teach this topic during the autumn teaching geography.” Richard Tyson from Someries Junior School term therefore planning and Nyla Sadaq, teacher Learning officer, volunteered to take part. During developing time was limited to the • The teachers also felt more confident Luton Culture consultation with the teachers it summer holidays. We would have in using debating in class. became clear they wanted support preferred to co-produce the SoL more Actual outputs Further information teaching geography skills as they closely with the teachers however due SoL and resources created are freely weren’t specialists in this area. to the holidays we were not able to jacqueline.dodworth@lutonculture. available online. The final SoL have any face to face meetings. It was com Challenge published was an improved version, decided that the learning team would 1. To assess the impact museums can adapted from the original with changes www.lutonculture.com/learning/ develop the SoL and communicate with have on children’s learning. made due to feedback from both schools/online-resources/the- the teachers via email for comments learning team and teachers. estate-debate

18 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 19 Sing 500 Kim Klug Historic Royal Palaces Community Engagement

Actual outcomes • Produced two sold-out performances short-term or long-term) for adult Sing 500 brought a significant of the opera in Hampton Court audiences. This enabled adults with community dimension to Hampton Palace’s Great Hall to an audience varying work/life commitments Sing 500 Court Palace’s celebration year, gaining of 284 people (November 2015). opportunities to participate which recognition within the local area • Hosted a celebration event/film helped diversify demographics. Community celebrating 500 years of Hampton Court Palace through press and advocacy, helping screening of the opera for • We had several key staff changes audiences view the palace as part of participants and partners (December between the project planning and the surrounding community and a 2015). delivery phases. This led to some place where they belong. • Worked with 20 choirs, consisting confusion between partners later on. of 650 individuals, to deliver four In the future, we will have a bigger We established links with 13 community performances of the “Celebration team involved in the planning groups and 20 community choirs with Song” in Hampton Court Palace’s process, dedicate more time to a strong interest in working with us in Base Court to audiences of roughly project handover and record more the future (100% choir leaders strongly 3,000 people (July –November 2015). formalised notes in all partner agreed they would do so, 93% of opera • Delivered eight introductory talks discussions. participants would recommend to 106 individual, first-time palace Next steps participating in a similar project to visitors (August 2015). A key output of Sing 500 was the Intended outcomes family and friends). • Engaged audiences online through Summary people in a lighter way. It tested how scalable framework for community • Engage our local community in the project updates and videos. Sing 500 was part of the we could stretch resources whilst palace’s celebrations. Sing 500 helped us generate a new and engagement. The varied strands, spectacular year of celebrations still meaningfully engaging local • Broaden and diversify the adult diverse audience, engaging a total of Lessons learned taking place on-site and online using communities with our stories and happening at Hampton Court learning audience. 5,381 contacts, on and off site, and a • We must continue to challenge in-depth and light-touch engagement, spaces in a mass way. • Build sustainable relationships that further 143,780 online. ourselves and our audiences to enabled us to establish a blueprint Palace for the palace’s 500 year explore and share the palace’s stories for community engagement work at Approach encourage individuals to visit the Sing 500 gave us the opportunity anniversary in 2015. Historic using various creative media. Historic Royal Palaces. This has already Sing 500 consisted of four distinct palaces beyond the scope of the to pilot a scalable framework for Royal Palace’s learning and • We need to trust our partners and been implemented in our project work strands that used similar source project. community engagement. This model communities to respond to the Gnomes Unearthed (a community engagement team led this material and provided flexibility • Pilot a new way of engaging adults has been refined and since implemented palaces appropriately. We need to project engaging locals with the stories project with the specific aim of for adults to be a part of the project through at scale working. on subsequent projects. inspiring local adult audiences with varying levels of commitment be equally, if not more creative, when our gardens in 2016). Intended outputs Actual outputs working within conservation limits in regards to time and skills Kim Klug to creatively engage and • An opera created and performed by • Delivered 40 workshops to 60 people so that we do not dampen their development. Learning producer, respond to the palace’s historic local communities and English to create the opera, “Under the enthusiasm or restrict their responses. Historic Royal Palaces spaces and stories using Touring Opera based on the palace’s Hammerbeam Roof” (August – • It is valuable providing multiple levels imagination, performance history. November 2015). of engagement (for example, one off, • Twenty local choirs performing a and song. “celebration song” for day visitors. Background • Ten introductory talks delivered to Historic Royal Palaces is an groups new to the palace. independent charity that looks after • Online engagement with Sing 500 the Tower of London, Hampton through social media and video. Court Palace, the Banqueting House, Obstacles and issues Kensington Palace, Kew Palace It was a challenge producing a and Hillsborough Castle. Our aim contemporary opera to a live audience is to help everyone explore the story in a historic space. Conservation of how monarchs and people have restrictions meant we had to be shaped society, in some of the resourceful and creative in regards greatest palaces ever built. to sound, movement, props and Challenge costumes. Sing 500 was a pilot of our new There were significant staff changes approach to community engagement in the project management team using at scale working. We aimed which caused confusion and misunder- to simultaneously work with small standing between partners during the numbers of people through deep project’s delivery phase. engagement and larger numbers of

20 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 21 GEM Lifetime Achievement Award: Katrina Siliprandi Faye Kalloniatis with Colly Mudie Lifetime and Richard Wood Achievement Award

rather than for their historical effective, marked by unwavering significance, although of course both encouragement and a great gift for were of importance. This in itself was friendship. She inspired her colleagues GEM Lifetime a novel concept, but the way in which through her tireless hard work and the exhibitions and their supporting commitment, her personal example events programmes were devised and respect for what each could reflected an approach which was very contribute. Under less effective close to Katrina’s heart. She believed leadership, the learning team, which Achievement Award: in collaboration and it was through was scattered across the county, might her partnership with visually-impaired have fractured. But Katrina instilled a groups that the content of the strong sense of cohesion in the group exhibitions was shaped. These groups and enabled many diverse projects to Katrina Siliprandi worked with her from the outset – to flourish. Her stewardship remains a determine the exhibitions’ aims, select beacon of museum learning practice objects, devise labelling and suggest for everyone to aim for. related events. Exhibition visitors, A lifetime of achievement whether fully sighted or not, were Katrina would never have boasted of encouraged to explore the objects any of her manifold achievements. So, through touch – and the labels and it has fallen to us, her colleagues and catalogue, produced by the Young friends, to laud her. Over her long Offenders unit, were in Braille. Both career, she fought many battles in shows attracted and delighted visitors support of museums as institutions of and were hugely popular. The Please GEM has given Katrina Siliprandi in museum education as a force for opportunities for them to experience at the final session, one participant learning; and she now faces an entirely Touch! exhibition was awarded a good never wavered. She always the joys of museums in ways which highlighted how important it had been different battle as she struggles with its Lifetime Achievement Award Gulbenkian Imaginative Museum fought education’s corner – whether related to their lives and concerns. It that his till-then estranged father had cancer. In the face of this, her fortitude for her enormous contribution Education Award in 1998 and now, battling against cuts and charges, was a great step forward in inclusivity. come to hear him and view his work; and strength are humbling. Katrina has to museum education and GEM. more than 25 years on, it is still quoted seeking new sources of funding or But it was the transforming effect on the obvious pride which his father had earned the respect and recognition for as an example of best practice. For over three decades she has supporting educational initiatives the youngsters themselves that was showed in his son’s achievements had a professional life selflessly dedicated generously shared her skills, aimed at benefiting visitors. of most importance to Katrina. One had a huge impact. Another participant, Regional and national impact of to transforming the lives of others 16-year old in the Looked After Children who had not attended school for over a knowledge and experience Katrina left Norfolk museums better Katrina’s work through the inspiration, stimulation programme demonstrated a new- year, came in of his own accord wanting with others, and influenced equipped to survive: they had become Katrina’s active involvement with GEM and pleasure which museums can give. found confidence when he presented to know whether any additional interactive, stimulating and inclusive allowed her initiatives and ideas to We who have worked with her have the development of museum his views to an audience of museum museum courses were being offered, learning, thinking and practice. places to visit. influence developments well beyond found it a joy and a privilege. professionals at Norwich Castle as he very much wanted to participate. the bounds of Norfolk. She played a There is only room to mention a few Museum. He described the difference Faye Kalloniatis with Colly Mudie Katrina recently retired as head of That programmes such as these, leading role in the East of England of her many accomplishments. made to him through working with and Richard Wood museum learning at Norfolk Museums partnering with a range of different Renaissance Learning Programme, people such as Katrina, who gave Service, where she had served for over Working with younger, vulnerable providers, are still running, is of course instigating and supporting learning recognition and value to his views and 30 years. Her leadership was key to people testimony to Katrina’s vision and insight initiatives across the region, thereby efforts. The opportunity to take some implementing the numerous major and Katrina championed the potential – as well as to her sheer hard work. ensuring that they became firmly control over what he was doing was of fundamental changes within museum of museums to enrich everyone’s embedded within museum practice. special importance, in contrast to the The importance of displays and education as it moved out of the lives. Her belief that doors should She became an examiner for the insecurity which he felt from having to exhibitions shadows to become central to the be open for all was demonstrated in Museums Diploma and an AMA move from one foster home to another. Katrina nurtured a vision of the ethos and aims of museums. her innovative work with younger mentor. These activities took her educational potential and around the country and enabled In Norfolk, Katrina initially led a small audiences, for whom museums had n Similarly, Katrina’s work with Youth opportunities provided by museum her to share good and best practice If you would like to put forward a department, focused on addressing ot been the most welcoming of places. Offenders opened up museums to displays and temporary exhibitions. with others, especially with young retired member of GEM for a an audience dominated by school An example of this was her work with another socially-excluded group. All She made significant contributions professionals at the start of their Lifetime Achievement Award for groups. The department expanded vulnerable young people, especially agreed that this was a particularly in this area. In the 1990s, she led the museum career. She believed strongly services to museum education and/ considerably, and she extended its Looked After Children and Youth challenging group, but it was precisely curation of two landmark shows at in training and provided an inspiring or GEM itself, then please write reach to a much wider audience. The Offenders. The difficult and sometimes this which motivated Katrina to offer Norwich Castle – Please Touch! and role model for those newly entering the about 750 words in a format similar philosophical approach to learning troubled lives of these youngsters did an opportunity to these young people Sensations. As the titles suggest, profession. As head of learning for the to the one above and send it with was changing dramatically – from not naturally bring them into museums, to get involved, to begin to express visitors to both of these shows were Norfolk Museums Service, Katrina led a the endorsement of two other GEM teacher-centred to learner-centred which could seem like alienating themselves and to develop a sense of offered a tactile experience. Objects county-wide team of learning officers. members to [email protected] for – and Katrina played a pivotal role in institutions from which they felt self-worth, so often lacking due to their were chosen primarily for their feel Her managerial style was relaxed but consideration by the trustees. implementing this in Norfolk. Her belief excluded. So Katrina set up past experiences. Presenting his work

22 GEM CASE STUDIES Vol.18 2016 GEM CASE STUDIES Vol.18 2016 23 Editor GEM Case Studies is Designed by John Stevenson Case Studies 19 published twice a Steers McGillan Eves GEM Copy date: year by GEM but all 01225 465546 54 Balmoral Road 15 March 2017 opinions expressed Gillingham, Kent Publication: remain those of the Cover: Hastings Pier ME7 4PG 31 May 2017 named authors. casestudies@ © GEM 2016 gem.org.uk

A large print version is available on request. Please contact the GEM office. Index Vol.18 2016

3 Making a Mark in the Tees Valley 16 Becoming Makaton and Anna Husband autism friendly Elena Trimarchi 6 Hastings Pier Digital Memory Beatrice Rapley 18 Assessing our impact Jackie Dodworth and 8 Our Stories: Culloden, Richard Tyson Jacobites and flash fiction Catriona McIntosh 20 Sing 500 Kim Klug 10 Re-collection Christina Parker 22 GEM Lifetime Achievement Award: Katrina Siliprandi 12 Express yourself Faye Kalloniatis with Colly Dionne Matthews Spence Mudie and Richard Wood and Sarah Allen 14 Balancing business with pleasure Anna Smalley