Foundations of Cardboard castles New audiences for museum learning James Brunt Bath museums Dr John Stevenson Zoe Dennington Volunteering alongside Gaining real insight friends and families A gravestone as a into audiences Oomar Dhuru starting point GEM champions Colin Mulberg Gorely excellence in Managing a school trip heritage learning A Midsummer Night’s across eight museums ISSN 1759-6378 Dream at Blackwell Kate Noble Esther Rutter, Lisa Keys An adventure in China and Rachael Lennon Lucy Wright Digital sketchbooks Increasing access to Helen Ward and law-related heritage sites Adrian Brooks Rebecca Buck Case Studies Vol.14 2015 xxxx Foundations of museum learning xxxxxx Dr John Stevenson GEM Professional Development x

Intended outputs Participants were expected to: What is Editorial Foundations of • keep a reflective journal; xxxxx • develop a CPD action plan; • complete a work-based assignment; GEM?xxxxxx museum learning • receive mentoring. Obstacles and issues To reduce costs we harnessed the willingness of GEM members to share their skills and experiences with others. We were very fortunate to acquire John GEM champions excellence in Case Studies 14 opens with details of Arts Award continues to be a valuable Summary Summary • Providing CPD at foundation, Reeve as the course director to work heritage learning to improve the GEM’s successful piloting of a method of engaging and rewarding on this basis, along with session leaders education,xxxxxx health and well-being foundation course in museum learning children and young people. A GEM’s Foundation Course: intermediate and advanced levels. • Developing a peer-reviewed and mentors. ofBackground the general public. as part of its vision for the continuing Midsummer Night’s Dream at Museum Learning, piloted last professional development of all those Blackwell describes how three heritage professional membership scheme Actual outcomes xxxxxxxx year, is part of GEM’s new that recognises the professional GEM believes that involvement involved in heritage learning. organisations used Arts Award Explore continuing professional Participant feedback and our own with our rich and diverse heritage as a framework for learning with pupils knowledge, skills and expertise of observations confirmed that the This edition showcases the exciting is an enriching and transformational aged eight to eleven. development (CPD) framework GEM members. outcomes were achieved. ways that our heritage learning experience that provides distinctive consisting of a competency colleagues are working to engage with Two articles look at family learning in Our CPD framework is based on Actual outputs opportunities for learning. We aim framework, CPD at all levels and and develop their audiences. Gaining different contexts. An adventure in considerable feedback from GEM The reflective journal, CPD action plan to make that learning accessible, real insight into audiences reveals how China gives helpful ideas when professional membership. members and stakeholders, and from and work-based assignment gave relevant and enjoyable for all. one museum learnt to use audience developing or refreshing a family surveys and reviews. A clear CPD route participants an opportunity to reflect on GEM works with its members and Background profiles and other useful techniques in backpack for use in galleries. is needed for those wishing to progress their practice. Mentoring in particular collaboratively with other learning GEM has been supporting heritage planning its redevelopment. Volunteering alongside friends and through a career in heritage education. was much appreciated by the organisations across the UK and educators for over 65 years through its families describes activities that It should embrace all those involved participants. internationally to: When museum resilience is on publications, training and networking encourage both intergenerational with museum learning including • champion excellence in heritage everyone’s lips, it’s good to read of events, both nationally and locally. Lessons learned learning among volunteers and new career-changers, volunteers and learning and participation enabling partnership working within the We received much helpful feedback forms of engagement with the public. Many staff, freelance workers, managers. people to be inspired by, value and heritage sector to share expertise, consultants and volunteers are involved such as: Challenge enjoy their and other’s heritage; make valuable economies of scale and Finally, Cardboard castles and A in managing or delivering heritage • increase the amount of practical work; To create a high quality introductory • advocate the power of heritage improve capacity. New audiences for gravestone as a starting point remind learning activities. Some have a • focus more on the WHY and HOW of course that would be a foundation for learning in transforming people’s Bath museums describes how three us how visits to heritage sites can be background in education, many do not. what we do rather than the WHAT. further professional development, and lives to sector organisations, organisations worked together with the catalyst for exciting learning and All are crucial in ensuring that museums meet the expectations of employers. Next steps national agencies, funders and the aim of creating long-term skills development back at school are engaged with their communities Harnessing the “GEM ethos” to the Based on the success of the pilot, we government; community engagement partnerships. whether through creative, imaginative and improving the education, health delivery of the course to reduce costs now plan to deliver the foundation • influence sector organisations to Increasing access to law-related building or detailed, historical and well-being of the general public. course at least annually. deliver excellent learning and heritage sites demonstrates how research. was also a challenge. participation for their visitors; partnership working can help smaller We need a highly skilled and respected In 2015, we will pilot some of the Enjoy reading your copy of Case Approach • promote and explain the benefits of sites develop new learning workforce that is inspired, motivated modules which form the intermediate Studies. If you would like to share a A key element of the framework, our learning through heritage which is programmes. and innovative; has the highest level of GEM’s CPD programme. In project or programme, please do Foundation Course: Museum Learning inclusive, sustainable and respectful standard of best professional practice; addition, we will trial a peer-reviewed Museums have often struggled to submit a case study for the November is aimed at those at the beginning of of communities; and puts CPD at its heart. category of professional membership engage students aged 11 to 21. Three 2015 edition. The deadline for their heritage education career • develop creative partnerships with and develop our competency museums share their experiences, submissions is 16 September 2015. GEM’s plans include: whether paid or unpaid. other organisations to share framework. including using digital technology as a • Identifying the core competencies of effective practice in heritage Jo Roberts tool (Digital sketchbooks), working the heritage learning workforce. Dr John Stevenson learning and participation; with teenage museum ambassadors to Director, GEM • research and pioneer innovation in develop discovery packs (Managing a Intended outcomes The outcomes for GEM included: heritage learning and participation; school trip across eight museums) and Learning outcomes for the participants • a better understanding of the needs of • inspire and support the work of Group for Education in Museums involving student interns in delivering on the pilot course (October 2014 to participants; Further information heritage learning practitioners; 54 Balmoral Road, Gillingham sessions to schools (Increasing access February 2015) included understanding: • a way of providing mentoring to [email protected] • provide opportunities for Kent ME7 4PG to law-related heritage sites). • the variety of heritage learning; participants; [email protected] practitioners to develop their Tel/Fax: 01634 853424 • audiences and their learning needs; • a more effective course. practice through networking, [email protected] • how to engage audiences; www.gem.org.uk mentoring and learning together. www.gem.org.uk • learning theory and practice.

2 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 3 Gaining real insight into audiences Colin Mulberg Colin Mulberg Consulting Understanding Audiences

communicating “soft” data on audiences, to stack against more quantitative information. The visitor Gaining real insight journeys are useful for suggesting future possibilities without the time and expense of commissioning designs or pictorials. into audiences Actual outputs The focus on audiences has placed visitors at the centre of the new museum proposals. This focus has spread into other areas of activity in the museum (for example, planning public education programmes and marketing). The audience profiles have become the central point to record Intended outcomes and store visitor information across the Summary opportunity to plan a new visitor A thorough understanding of our museum and now all visitor research is For the re-development of experience for a wide range of audiences helps the project team, written up and relevant information the Royal Marines Museum audiences, including new galleries, learning team and museum designers added to the profiles. The profiles displays, interpretation, facilities and (RMM), we created a range of to plan something outstanding for a have also introduced a shared educational services. language across different museum approaches to help us wide range of visitors. Challenge functions, allowing staff in different understand potential and Intended outputs areas of work to discuss and plan Developing a great visitor experience Visitor insight is fed into all stages of existing audiences, including requires really deep insight into together. schools, families and Royal the project, helping to develop the audiences: their interests, project rationale, early ideas, activity Lessons learned Marine veterans. We then used motivations, values, visiting patterns plan, and design proposals. Our deep Understanding audiences is a these to inform project decision and what they want out of a visit. This understanding of visitors is also used collaborative process; it is only making and to ensure that each goes far beyond standard visitor to check ideas and proposals as they worthwhile if the audience categories audience was catered for in the research and required new thinking progress. mean something to staff and they and an innovative approach. recognise the visitors they know and new museum. Obstacles and issues see around the museum. Otherwise, Approach Visitor knowledge and information is Background We adapted techniques from human- the information will not be used. The RMM is planning to relocate to new spread right across the museum, so a knowledge audit revealed that the centred design and those used in the wide range of staff contributed to the premises in the Portsmouth Historic commercial sector to understand museum knows a surprising amount Dockyard. This provides a great knowledge audit. As the audit about its visitors, but it is often buried customers. These included: developed, it went far beyond • Knowledge audit: to assess in long-forgotten documents or needs standard sources (for example, reports teasing out of people’s memories. Not everything we already know about and evaluations) to include less our visitors, identify deficiencies and all information is of equal value, so it traditional information sources (for needs to be carefully analysed. It is then target further audience example, shop sales during events, research to plug the gaps. important that staff understand the Twitter/Facebook analysis, and formal different end uses of the visitor • Audience profiles: distil key and informal enquiries). It took information for each audience type information they are gathering, so that considerable time to gather all the they know what to look for. into one chart with less than 500 information for the audit and feed it words. into the audience profiles. Next steps • Interest/motivation mapping: map RMM is continuing to collect key interests for each audience to Actual outcomes information on its audiences to feed help identify common learning The audience profiles and visitor into the audience profiles and these to plug the gaps in audience Colin Mulberg opportunities. journeys are very visual ways of are now considered working knowledge. The audience profiles Colin Mulberg Consulting • Visitor journeys: show learning and conveying information and are not documents. All interactions with now drive all future visitor research experience outcomes for different only useful for planning, but also for visitors are an opportunity to learn and programmes and form a key part of Further information audiences as they journey through reports and presentations. They have staff are using scheduled events to ask background briefings for projects. the museum. become powerful means of particular audiences simple questions www.colinmulberg.com

4 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 5 A Midsummer Night’s Dream at Blackwell Esther Rutter, Lisa Keys and Rachael Lennon Wordsworth Trust, Lakeland Museums and Lakeland Arts Arts Award

performance was made and all children kept a learning log of their experience throughout the week. A Midsummer Night’s Every child in the class took part and all achieved an Arts Award at Explore level, supported by staff from the Wordsworth Trust, Lakeland Arts and Lakeland Museums’ Education Dream at Blackwell Network. Lessons learned • Achieving Arts Awards gave the project greater validity for teachers, pupils and parents. It provided a framework for learning and a way of rewarding participation. • The focus of the project was to Intended outcomes perform the play in a week, rather Summary performance of A Midsummer To improve children’s knowledge of than developing teachers’ and Three heritage arts Night’s Dream at Blackwell. Shakespeare’s plays and language and parents’ skills to continue to support organisations worked with a Challenge to actively involve children and their the children’s cultural involvement. primary class from a culturally Roose Primary is in one of the least families in the cultural life and heritage This meant that the project was costly in terms of spend per child, disengaged area of culturally engaged areas of the of Cumbria. country with just 39% of people and in the future we would aim to to perform Shakespeare’s play To provide an opportunity for the staff develop more adults to support their regularly engaging in arts activities. at the organisations to act as advisers A Midsummer Night’s Dream Although only 20 miles from children within their local in the inspiring setting of on an Arts Award Explore project for community, thereby allowing greater Blackwell, none of the participants the first time. Blackwell’s Arts and Crafts had ever visited the venue. All three benefit. house. heritage organisations had done Intended outputs Next steps limited work with children from this Performance of A Midsummer Night’s This was the first time that any Background area and were keen to engage better Dream at Blackwell and Arts Awards at organisation had taken part in Arts Shakespeare Week is a new national with schools from Barrow. Explore level for all participants. Award Explore or Shakespeare Week. initiative for primary schools across As it was such a positive experience, the UK, run for the first time in 2014. Approach Obstacles and issues all involved would like to work in this Wordsworth Trust supported The organisations wanted to inspire Location: Cumbria is one of the UK’s kind of partnership and be involved in Shakespeare Week in the North West, young people from Barrow to engage most rural counties, with expensive these initiatives again. and together with drama practitioner with not only their national literary public transport and a population Lakeland Arts and Lakeland heritage but also their local cultural economically and culturally divided Esther Rutter Museums’ Education Network, they heritage in a creative and interactive between those living in the affluent Education development manager, devised a week-long programme of way, using the Arts Award Explore and those living outside Wordsworth Trust activities culminating in a framework. the national park. Many people from cultural “cold spots” like Barrow never Lisa Keys visit local places of cultural Co-ordinator, Lakeland Museums importance, perceiving them to be the Education Network preserve of tourists, and being unable take you a lot further than “levels” and school arranged for a coach to take Rachael Lennon to afford the cost of a visit. standard assessment test scores! older siblings, parents and friends to Learning and interpretation officer, see the performance, so the whole Diverse educational needs: the class Actual outcomes Lakeland Arts community was very engaged in the were of hugely mixed ability, and All the children learned and project and many adults got to visit included children with autism and performed lines from A Midsummer Blackwell for the first time. Further information profound deafness. We initially Night’s Dream, along with making www.shakespeareweek.org.uk advertised the project to pupils from props and devising costumes. None of Actual outputs www.wordsworth.org.uk ages nine to eleven, but as the staff at the children had visited either Dove An enjoyable public performance of A www.blackwell.org.uk Roose were so keen for us to work with Cottage or Blackwell before, and all of Midsummer Night’s Dream was held www.cumbriamuseums.org.uk/ their eight to nine-year-old learners, them said that visiting these places at Blackwell on the Friday afternoon of cumbrian-cultural-learning-networks we agreed to do so. Enthusiasm can was a highlight of the project. The Shakespeare Week. A video of the

6 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 7 Digital sketchbooks Helen Ward and Adrian Brooks Ashmolean Museum and Oxford University Museums Secondary Schools

working with an iPad to create high quality designs. Sixteen to seventeen-year-old students were Digital sketchbooks able to conduct more in-depth research, for example: analysing Using tablets to support a museum art visit paintings. • Using tablets seems to break down the barrier of visiting a traditional museum like the Ashmolean. There is an increased awareness of the Oxford University Museums as a Intended outcomes valuable resource for art and design. Summary Challenge • Raise art teachers’ awareness of how • Teachers report an improved Over the last year, the The Ashmolean has a small set of tablets might be used in a museum understanding of working with digital Ashmolean Museum has been teaching iPads but it is not viable setting and to offer practical support technologies. Their experiences have for the museum to provide sets of working with Marlborough about their use. been shared with the OAT network, tablets for large art and design contributing to ongoing wider Church of School to • Provide opportunities for students to groups. Our aim was to create research, record and be creative using discussion about emerging explore how tablets can be materials to inspire and support tablets on a museum visit. technologies in art and design. used on a museum art trip. With teachers, and for students to bring • Museum staff have improved their support from Arts Council their own tablets to the museum. Intended outputs knowledge and understanding of • Development of two iPad workshops working with apps, as well as how England through a major Approach focusing on the use of three apps: partner museum grant, the We consulted with teachers through we can best support teachers in PicCollage, Brushes3 and 123DCatch. this area. museum has created an online the Oxford Art Teach (OAT) network • An online learning package including and recruited a local secondary a series of short films, downloadable Actual outputs learning package that includes school to work with on the design a series of short films. materials and a gallery of students’ An online resource that includes: of two workshops. Material for the work. • Five short films: Introduction, Using Background online package was collected by PicCollage, Using Brushes, Using Each year the Ashmolean welcomes filming the workshops with students Obstacles and issues 123DCatch and Conclusions. 16,000 secondary students, many at the Ashmolean (with the help of • Teachers flagged up a need to know • Downloadable PDFs for teachers and studying art and design. An art the Oxford University media more about android tablets, however pupils: Five activities using tablets, education officer who works with all production unit), plus a follow up this went beyond the scope of this Using PicCollage, Using Brushes and the Oxford University Museums leads visit to the school. project. Using 123DCatch. this programme. • 123DCatch relies on internet access • A gallery of student work. and there were delays when pupils were attempting to upload images Lessons learned simultaneously. • Apps that don’t require internet • Maintaining the museum’s set of access are more reliable to use in a iPads, including storing and sharing workshop scenario. pupil work can be time consuming • Simple apps worked better than – we are still working out a system. sophisticated ones, ensuring the networks, including listing with • We were essentially running two focus on museum collections was Times Educational Supplement Further information projects at the same time. Ideally, we not lost. and iTunes U. would have trialled workshops before • Teachers are overwhelmed by the [email protected] • Seek funding for new projects to filming. number of apps available, and [email protected] welcome recommendations and develop our work with art teachers Actual outcomes who want to use tablets on www.ashmolean.org/education/ examples of how they might be used. dsketchbooks • Working with iPads has really • Eleven to eighteen-year-old students museum visits. captured the imagination of students. www.museums.ox.ac.uk/drupal7/ often have access to smart phones Helen Ward Those with access to iPhones and content/art-education and tablets, but don’t necessarily Deputy head of education, iPads have learnt how they can see them as a learning tool. Ashmolean Museum support school art projects and have downloaded apps to use and share. Next steps Adrian Brooks • Thirteen to fourteen-year-old • Promotion of an online learning Art education officer, students enjoyed the immediacy of package to schools and teaching Oxford University Museums

8 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 9 Cardboard castles James Brunt Responsible Fishing UK Schools

Intended outcomes as a themed activity to support key To reinforce learning within the topics to enhance children’s learning children’s castle topic and to deliver a experience, developing a practical Cardboard day to remember that combined play, understanding of history, unleashing loads of fun and teamwork to create imaginations and bringing well-loved something on an epic scale. stories to life. Intended outputs Actual outputs castles A life-size working castle built using The project aims were met, but with a nothing but cardboard boxes, very different visual outcome than cardboard tubes and very little else. expected. However, the importance of making the space fully interactive Obstacles and issues meant we had to combine individual One thing we learnt very quickly was elements, rather than recreating the that in order to achieve the children’s castle visually. aims of building working castle elements, such as the keep, the bailey Lessons learned and the portcullis we had to forget The key lesson learned for us is that the trying to recreate a scale model of children’s imaginations provided a Conisbrough Castle. Instead we much richer experience than created a working space that included painstaking attention to detail and all the elements, linked together trying to create authentic replications. through an outer wall, imagination and The journey and the play are much role play. As the build progressed we, more conducive to a fun experience Summary visit, children built 3D models of their as the artists, took on the role of and therefore a positive lasting favourite castle elements and Camp potential attackers, looking for weak memory of the project. Responsible Fishing UK’s areas of the construction where we Cardboard was a special opportunity The opportunity for children to build large-scale, cardboard would plan an attack. As we pointed for children to build on their learning and create on such a large scale box-building project (Camp these areas out, the children had to and create an interactive space to unlocks imaginations and reinforces quickly refocus their efforts to make Cardboard) was the perfect play in. childhood. In times when children’s starting point for Aston All that area better protected. Challenge freedom to explore and play is Saints Church of England One of the key aspects the children Actual outcomes restricted, this project harks back to an primary school to develop had to overcome was how to recreate What we really enjoyed was the earlier time and hopefully gives learning from a recent visit to some of their model making on a ownership the children took over the children the opportunity to explore, Conisbrough Castle in south life-size working scale. This involved space and their work. Having had to learn and develop a whole range of creating spaces robust enough for work together and make difficult new skills through play. Yorkshire and give children decisions along the way, the children’s play and interaction, working as a Next steps the opportunity to build their pride in their castle was self-evident, group to discuss and make Camp Cardboard continues to grow, own interactive castle. even though in reality our portcullis was compromises to the overall aesthetic both within schools and the festival higher than our keep and scale was out Background in order to achieve keys aims around scene. What this experience has given of the window. Responsible Fishing UK is a small arts logistics and practicality. us is a new, more focused pathway that organisation that develops big ideas Approach Camp Cardboard began life as a is relevant to schools’ learning and key with minimal environmental impact. Our starting point was a school hall creative arts project to transform subject areas. Over the coming Camp Cardboard was developed for full of flat-packed cardboard boxes space. We now offer Camp Cardboard months, we will be developing new the Sheffield Children’s Festival in and a class of children eager to build. packages that showcase how Camp 2011 and has since toured the UK at The first task was to ask the children to Cardboard can reinforce the curriculum festivals, schools and most recently tell us about their visit to Conisbrough and learning journey of children. around Haven holiday parks. Aston and draw the key castle elements we James Brunt All Saints Church of England primary would need to include in the finished Responsible Fishing UK school booked Camp Cardboard piece. We then began building the specifically with the intention of boxes before working in small groups Further information supporting the children’s learning to bring the key elements to life. following a school visit to nearby [email protected] Conisbrough Castle. Following their www.responsiblefishinguk.co.uk

10 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 11 Volunteering alongside friends and families Oomar Dhuru Natural History Museum Volunteers

Volunteering alongside friends and families

Intended outcomes Summary Challenge • Friends and family members learn Established learning volunteers • Introduce the first intergenerational from each other. deliver hands-on learning learning delivery offer, adults • Friends and family members actively alongside children, in the museum’s engage and facilitate group and activities alongside their friends 133-year existence. and family members to enthuse inter-group dialogue with a variety • Address the demand from visitors, of audiences. and inspire visitors about the current staff and volunteers to have • Visitors develop their observational natural world in various iconic younger people delivering activities skills. Natural History Museum (NHM) to their peers in galleries. • Explore an academic question about Intended outputs galleries. Intergenerational the benefits and challenges of • An activity comparing and Nan and she taught us about most express what they were doing, even • Other institutions were fascinated learning and social outcomes measuring social outcomes involving contrasting mammalian skulls. mammals having seven neck bones, extending this to the museum’s official that we endeavoured this type of are observed and practised. volunteers, children and partners. • An activity observing, comparing and contrasting parts of animals which I showed people!” learning Twitter feeds. volunteer management, hence Background Approach • Familial visitor groups asked further collaboration with other consisting of two types of organic The actual activities suceeded for NHM is a scientific centre of global NHM investigated how plausible it was questions of our volunteers about organisations to share best practice material. active engagement but I would significance and one of the world’s to create a programme addressing the how they participate at the museum. and develop this type of possibly reduce the number of leading visitor attractions for needs of younger and older volunteer Obstacles and issues For example, a learning volunteer engagement. activities in future due to operational engagement with the natural world. educators by extensively consulting Producing a training schedule that who brought her three grandchildren • This type of engagement was capacity. The learning volunteer programme learning volunteers and their friends incorporated levels of learning for aged seven, ten and eleven years to surprisingly well under budget due was set up in 2005 where our and family members with regard to older and younger learners being volunteer alongside her said, “It’s Lessons learned to use of specimens currently part of volunteers engage visitors, such as what they would find most engaging trained during the same session been absolutely marvellous being • There was overwhelming positive the museum’s collections and well school groups, families, academics to deliver, and their specific needs. became challenging. Training was here. Lots of families keep asking feedback from participants about experienced methodologies. and many others, about the natural Bespoke activities, and management revised during the programme on how they can join in and do this as how much they learnt from and Uniforms and other resources were world using actual museum and training plans were constructed, some days to accommodate younger well and how clever the children are. about each other. managed as part of the core learning specimens and learning techniques. trialled and delivered, accommodating learners by shortening the length of Although, I don’t think I could do this • Visitors similarly gave consistently volunteer programme budget volunteers from age seven up to 60. time for reflection and further for more than the summer, it’s fun good feedback about this type of meaning no extra expense was discussion, and giving adult learners but exhausting!” engagement, through official required. more time for observation and • Couples volunteering together evaluation, observed comments Next steps practice. Engaging with non-English engaged some visitors on a and visitor dialogue with volunteers. We will now extend the Learning speaking visitors became a challenge different, social level, discussing • Some young learning volunteers Volunteer Friends and Families offer to hence the production of multi-lingual their likes and dislikes about the became self-conscious when holiday periods and begin to open the resources. natural world. dealing with peers approximately offer to families who wish to volunteer • An unforeseen outcome was how their same age. Actual outcomes but are not already part of the learning much visitors were clearly enjoying • Managing children and adults in The social outcomes we wished to volunteer programme. explore were met, based on their interactions on a social level. gallery spaces presents huge observable evidence, feedback and When running this again I would logistical challenges from an Oomar Dhuru visitor evaluation: include an outcome relating to operational, health and safety and Learning volunteer engagement • Children and adults, learning from confidence to engage with museum facilitative stance. Future iterations manager, Natural History Museum each other, learned new ways to volunteers, specimens and scientific will still require a dedicated interact with people and specimens. concepts. operational/ developmental manager to support each daily Further information For example, a child volunteer said, Actual outputs delivery. “We get to spend far more time with Some children took to social media to [email protected]

12 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 13 Managing a school trip across eight museums Kate Noble Fitzwilliam Museum Secondary Schools

a big project it was easy to be overwhelmed by the details and lose sight of the overall aims. Managing a school trip The project was extremely resource- heavy in terms of staffing and equipment costs. This made it all the more important to plan for the legacy across eight museums beyond Activities Week. The discovery packs will be available for other groups to use. As a group of educators we used the project as a valuable opportunity to discuss key themes across our collections and share good practice. We will now use the new quality principles to inform evaluation of projects. We put an iPad in each discovery pack Summary Challenge It was essential to work closely with to help pupils with their project. The school staff to ensure the success of the Activities Week ran in July 2014 All pupils aged eleven to sixteen devices were provided by the museums visited three or more UCM over the visits. Three museum educators led when 270 students from a local which meant they had to be specially teacher training at the school before course of a day. The majority had no prepared before and after each visit. secondary school visited eight or very little prior experience of the visits and it was clear that some University of Cambridge This was extremely labour intensive and staff had negative impressions of museums. time consuming. Museums (UCM) over three museums. This stimulated useful Approach consecutive days. Actual outcomes conversations at the time and informed Over the previous year teachers Over the course of the week it was clear our planning even further. Background had taken part in training days that pupils were both excited and The week was planned at the end of the and worked with the museums in engaged by their experiences in each first year of a new strategic partnership curriculum-based sessions. A group of the museums. The group projects The use of the iPad created a whole between UCM and North Cambridge of twelve to fourteen year old gave them a clear aim and the element new set of issues. In planning similar Academy. The partnership aimed to museum ambassadors from the of competition inspired them to try and projects in future I would: extend learning opportunities for school produced short films about produce the winning submission. As • factor into our planning the time students beyond the school walls in the three museums for other young part of the evaluation, we also asked taken on IT support, hope of raising aspirations and being people. The pupils visited museums each group to make a mind map about • have a dedicated set of iPads pre- inspired by museums. The project was which were linked according to their museums pre and post- visit. These loaded and set up exclusively for the jointly funded by the University of school house themes and subject maps show a definite change in use of groups, and Cambridge Widening Participation specialisms of the form tutors. attitude of the young people towards • plan carefully for the different levels Fund and UCM, supported using public museums from more negative to of consent required when creating funding by Arts Council England. positive associations. projects with digital devices. Actual outputs Next steps Intended outcomes • The project is being evaluated We produced ten discovery packs. We UCMs’ education team will now • Evidence of excitement, enjoyment using the Arts Council’s new quality also collected a substantial bank of regroup and reflect on the lessons and engagement with the collection. principles as part of their phase photos, films and projects which learned and plan how to make the • Examples of creative thinking, three pilot. present a unique view into the discovery packs available to other problem solving and working young people. We will continue to work Obstacles and issues experiences of the young people together as a team. among our collections. These offer an closely with the school to plan further The first challenge we encountered was visits for their staff and pupils. Intended outputs the logistics involved in moving such a insight into how teenagers view • UCM’s education team worked with large number of pupils across so many museums, and what they valued and Kate Noble the museum ambassadors to create sites. For various reasons the project enjoyed as part of their visit. Education officer, discovery packs which provided lead changed three times over the Lessons learned Fitzwilliam Museum props and prompts to encourage course of the year. Also the event took This partnership project demonstrated exploration and interpretation. place in the middle of a heat wave. By how important it is to state clear shared Further information • Each group produced a project the end of the last day both staff and objectives from the beginning. In such [email protected] recording their discoveries. students were exhausted.

14 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 15 An adventure in China Lucy Wright Victoria & Albert Museum Families

liked most about Chinese Treasures families highlighted doing jigsaws (always popular) and learning about the An adventure in China traditional pillow or headrest – families use a mini wooden replica pillow to try V&A family backpacks resting their head on. When asked what they would improve, one family suggested more challenges to find objects. Of the five original activities the pillow activity was kept for the new backpack. Intended outcomes Summary developed to include new packs such Quality on a budget To keep the essence of Chinese In designing a new resource the In 2013 one of the Victoria & as Discovering Architecture designed Treasures that made it so popular with in partnership with architectural firm temptation for exciting and often Albert Museum’s (V&A) oldest families for so long, and produce a new expensive materials can make for Rogers Stirk Harbour + Partners and and exciting backpack for families to and most popular backpacks Agent Animal a resource for early years. difficult decisions. An early idea for Chinese Treasures was given a enjoy, hopefully for another ten years. the new backpack was to look at a make-over. When updating an Challenge Intended outputs traditional Chinese tea ceremony. Chinese Treasures, which explored To design and produce 20 new We found a children’s tea set available old family favourite how do you the museum’s China gallery, was decide what to take out and backpacks with a mixture of activities online in China, with an almost identical originally introduced in 1999 yet suitable for five to eight year olds, ready teapot to one on display in the gallery. what to keep? remained popular for 12 years. In 2010 for 2013’s October half-term activities Unable to source a similar version the gallery was redisplayed causing to last, hopefully, for a good three to Background inspired by the Masterpieces of closer to home we decided the the removal of some of the objects five years. The V&A’s Family Art Fun programme Chinese Paintings 700-1900 exhibition. postage was worth it, and ordered used for activities and rendering the attracts almost 65,000 families a year, 100 sets hoping we wouldn’t need to Lessons learned backpack unusable. Obstacles and issues re-order anytime soon. However, the with over 16,000 using backpacks. The Where to start? Listen to the experts backpack programme was the first of Approach remaining activities had to be even As a result of the families’ feedback we Evaluating the backpacks and asking more cost effective. its kind in the UK introduced in 1998, We saw an opportunity to refresh the families about their experiences chose to make finding objects for each and was awarded the Gulbenkian Prize old favourite, updating the style and proved incredibly helpful when starting Choosing activities activity more of a focus throughout the for most imaginative education work by variety of activities to complement this project. When asked what they Two current backpacks include audio backpack, creating a treasure hunt the Museums Association in 1999. the more recent additions to the activities using iPods, which although between activities. We also asked our Since then the programme has programme. very popular can be tricky to maintain, learning assistants who support the including re-charging and ensuring delivery of the family programme what time we would have created a more tracks are left at the start for the next they thought of Chinese Treasures. user-friendly map which families use to family. We decided to focus on design Their insights were very helpful; most navigate the gallery. and sensory activities such as suggested more explanation about Next steps designing your own throne and Chinese culture and introducing a An Adventure in China is available daily choosing from three types of real tea drawing activity, both of which we from the learning centre. The Fancy leaves for your tea ceremony. included in the new backpack. Furnishings backpack from 2002 will be Actual outcomes Utilise the resources around you re-launched as Amazing Spaces this Feedback from families since the Rather than using an external company year along with a new sensory resource backpack was introduced has been to produce the replica wooden Curious Ceramics. fantastic, with some amazing throne headrests, our in-house technical Lucy Wright designs produced. services team made them for us at a fraction of the cost, and even Assistant programme manager, “Excellent backpack activity about suggested adding some decoration to families, Victoria & Albert Museum China! All in the room so [we] could match the replica more closely to the really settle and concentrate. Tea original object. Further information leaves and teapot were delightful.” Allow extra time [email protected] Actual outputs The backpack’s accompanying booklet Twenty An Adventure in China was designed in-house, but due to www.vam.ac.uk/families backpacks were delivered on time heavy workloads was completed very www.vam.ac.uk/content/ with enough spare resources ordered close to the print deadline. With more articles/b/backpacks

16 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 17 Increasing access to law-related heritage sites Rebecca Buck National Centre for Citizenship and the Law Schools

Increasing access to law-related heritage sites

• Specific problem at Leicester Castle Summary increase access for education groups due to sudden closure as a result of Funded by the Heritage Lottery to legal heritage sites which were not instability of nearby church spire. Fund (HLF), this innovative currently being used to their full Sessions were moved to Leicester potential, with a focus on historic town hall, not a heritage site but a year-long project by the courtrooms at Leicester Castle, National Centre for Citizenship public building, showing the need for Northamptonshire Sessions House contingency planning. and the Law (NCCL) had the aim and Oakham Castle. • Student interns from a diverse range of increasing participation and Approach of backgrounds had differing skill learning at law-related heritage HLF funding was used to make host levels. sites across the East Midlands. sites part of a Public Legal Education • Sessions had to be delivered when Syndicate. This concept was created schools and students were available, Background to allow close collaboration between reducing time for training and NCCL is the learning arm of the a cluster of legal heritage host sites resource development. Egalitarian Trust, based at and NCCL as an established heritage • Limited availability of dates at host Nottingham’s Galleries of Justice education provider. This collaboration sites making recruiting schools more Museum. Our courts of justice allowed NCCL to create new difficult logistically. programme of citizenship and history education sessions at each site and to themed, courtroom-based workshops Actual outcomes run pilot sessions. We recruited are very successful in Nottingham and • Thirteen student interns were student interns from Stratford-upon- popular with our school audiences engaged and all passed the module • Long-term loans box of objects from partnership potential should be Rebecca Buck Avon College and Nottingham Trent across all ages. which the project formed part of. The the collections of the Galleries of integrated in the project plan. Project co-ordinator, National University to create and deliver the project contributed to the students’ Justice Museum for each host site. • Working with students as interns is Centre for Citizenship and the Law Challenge sessions, providing them with skills higher national diploma in acting at • Database of local teachers who effective; they bring creativity and Based on NCCL’s successful work in and experience. Stratford-upon-Avon College and would like to take part in future new perspectives. Nottingham, the challenge was to sessions, and those willing to be postgraduate certificate in heritage Next steps consulted on further learning management at Nottingham Trent • Continuation of education Further information Intended outcomes University. developments. selected from the HM Prison Service syndicates, possibly branching away Pollie Shorthouse • Provide student interns with heritage collection (one of the collections of • Sixty-two cohorts of school children Lessons learned from legal heritage sites. Further skills through training, and participated in the sessions. Every NCCL executive director the Galleries of Justice Museum) to • Effective collaboration is possible funding is being sought. [email protected] experience in writing and delivering be used for heritage learning by participating teacher said they were between an independent museum, • Resources and handling collections education services. schools. “satisfied” or “very satisfied”. educational institutions and local will form part of the learning offer at www.nccl.org.uk • Increase participation by delivering • Database of schools interested in • New networks and relationships were authority managed heritage sites. each host site, to be managed by www.ntu.ac.uk sessions to 54 cohorts of children in accessing the host sites. made between project partners. This worked well because there was them. www.stratford.ac.uk law-related buildings within the East • Successful “pass” marks for the Actual outputs a dedicated project co-ordinator in • Further partnership work for host www.leicester.gov.uk Midlands. student interns in their respective • A two-hour session inspired by the post and lines of communication sites. In Leicester, the session www.rutland.gov.uk Intended outputs courses. Galleries of Justice Museum’s were kept open at all times. created for this project will be linked www.northamptonshire.gov.uk • Greater understanding of what to an offer from the Richard III Visitor • Session plans which could be Obstacles and issues collections, delivered by the interns, Tim Desmond, Beyond the School: teachers want from their local Centre; in Oakham there will be a link delivered by interns during pilot • Logistics of working with three host with notes for teachers. Museums and Young People, 2009. heritage sites: not self-led sessions between its castle and the Rutland sessions and adapted by host sites. sites and two groups of students, • Resources to facilitate activities, with (IPPR publication, Learning to Live: but engaging, facilitated sessions County Museum; and in • Accompanying resources and located in different places – need for the student interns creating and Museums, Young People and with some focus on local history. Northampton the Sessions House teacher notes. good communication and piloting prototypes, to be made Education, eds. C. Oppenheim, • That one collaboration can lead to session will link to activities provided • A reference and handling collection organisation. professionally later. Kate Bellamy, p. 67) another as networks grow – future by the museums service.

18 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 19 New audiences for Bath museums Zoe Dennington American Museum in Britain Community

north east Somerset with no history of collaboration with the partner museums. New audiences Obstacles and issues Cross-site timetabling and arranging transport was very time consuming. A participant-led approach demanded for Bath museums a great deal of flexibility from the museums and established ways of working were often challenged. Actual outcomes • Strong partnerships and a desire from all the community partners to continue working with the museums. • Closer relationships between staff in different organisations, an increased Intended outcomes Summary awareness of each other’s work and The project aimed to: areas of expertise, and a willingness The Holburne Museum, Bath • explore how the museums could to share resources. Preservation Trust, and the work collaboratively with community American Museum in Britain groups to create projects tailored to Participants commented: “I’m 90 and this has been the most worked in partnership to pilot their needs; • establish long-term, embedded, and exciting experience of my retirement.” four community engagement meaningful relationships with projects with Age UK, Bath Area “I wasn’t sure whether to do this but community groups and make this I’m really glad I did. It’s been the best Play Project, Avon and Wiltshire work core to the museums’ purpose; thing I’ve ever done.” Mental Health National Health and Service Trust, and St Mungo’s • create a joint forward plan for “Can we go in the museum again?” sites, organising transport and Next steps (Bath Area Play Project participant) Creativity Works, charities which community engagement. moving resources was very time A joint forward plan for community work with people with mental Intended outputs Actual outputs consuming. engagement has been put in place. • Participants enjoyed having the Plans are being put in place to health issues. Freelance artists Four evaluated pilot projects with • Thirty eight workshops, reaching 107 participants, across four pilot chance to visit more than one continue work with all community engagement faced by some of Bath’s community groups from Bath and facilitated a series of creative projects. museum, despite initial concerns that groups whilst a case for further communities. The museums also workshops for participants, • An exhibition of work by participants this might be unsettling. In future funding is developed. found it difficult to sustain community was shown at the Building of Bath each organisation will co-ordinate inspired by the museum engagement work, which often relied Zoe Dennington Collection, before being moved to work with one community group, but collections. on short-term project funding. It was Head of learning, permanent display at Hillview Lodge arrange visits to other sites. felt that a joint approach would help American Museum in Britain Background acute psychiatric unit. • High quality art resources, transport, the museums to create long-term This was part of a larger Arts Council • Free membership to all the museums refreshments, and a warm and community engagement partnerships England project, Developing for participants, and organisational supportive environment at the rooted in the needs of participants. Audiences for Bath Museums, which membership to allow staff to bring museums were very highly valued by aimed to develop a new, collaborative Approach clients to museums for one-to-one the participants. Further information approach to marketing, interpretation • It was felt that additional training for The community engagement co- sessions. zoe.dennington@ and engagement. The project was freelance artists at the beginning of ordinator spent six months • A joint forward plan for community americanmuseum.org delivered by existing museum staff, approaching community groups with engagement work. the project would have allowed them plus a community engagement the offer of working with the museums • A symposium to share learning from to facilitate a deeper engagement Polly Andrews co-ordinator. on a cross-site pilot project designed the project. with museum collections. Community engagement to suit their needs. Community • The partner museums also co-ordinator Challenge Lessons learned Individual museums had enjoyed groups selected a freelance artist and recognised the importance of [email protected] • Partnership working increased embedding the values and some success with community an art-form to work in. Visits to all the Christina Parker capacity, allowing small museums understanding gained through the engagement projects, but it was felt sites, including creative workshops, Head of education, access to larger museums’ space and community engagement pilots in that these did not do enough to talks, tours and play sessions, took Holburne Museum resources. each institution’s future planning to tackle the persistent barriers to place over a four-month period. [email protected] • Scheduling workshops at different ensure long term sustainability.

20 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 21 A gravestone as a starting point Michael Gorely English Heritage School of Museum Studies GEM Foundation Course: Schools MA / MSc / PGDip Museum Learning in Learning and Visitor Studies in Museums and Galleries This ground-breaking course is aimed at by distance learning developing the core skills and knowledge required of those at the beginning of their Obstacles and issues museum education career. Giving 90 children access to the original newspapers: we used two The course has an emphasis on reflective A gravestone ambassadors from each class who practice and continuing professional were taken to the library and allowed to look at the original papers. development. Actual outcomes “thoroughly stimulating and enlightening … as a starting • An increased pride in the local area. have come home with so many ideas and an • Engagement with parents. enormous enthusiasm” “gave me lots of ideas for new developments Actual outputs This innovative programme is aimed speci cally at existing at work” • The children discovered that or aspiring museum learning professionals and aims to point the young couple were engaged “much more confidence in working as a to be married and were also the equip students with the skills and knowledge to work freelance museum educator” eectively in this eld. first people to be buried in the “inspirational to think broadly how to interpret burial yard. For more information, visit our website, call Dr Viv Golding and engage with a collection” Lessons learned on (0116) 252 3975 or email [email protected] • There was great potential in this To find out more please project for it to be a starting point visit the GEM website or [email protected] for a much broader enquiry into the www.le.ac.uk/museumstudies contact the GEM office. www.gem.org.uk local area in Victorian times rather than as a one-off short project. Summary opportunities for learning outside the One victim worked in a nearby As part of a whole school local classroom and helping children relate paper factory, her father worked heritage week, three classes local heritage to the national story. in a local coal mine. grow the artists and of seven to eight-year-old pupils Challenge • With older children a lot could have To give the children an opportunity to been made of the way the story was arts leaders of the future from Victoria Park Primary in reported in the press at the time and Bristol walked to a nearby find out about how ordinary people from their local area lived using a comparisons made with reporting of Arts Award’s unique qualifications develop creativity, Victorian burial ground (now tragedies in modern times. range of primary and secondary communication and leadership skills. The flexible a community orchard). They • It was important to have done the sources. framework can work in any arts, cultural or heritage raised questions relating to a preliminary research and created a Approach organisation, adding structure and accreditation to arts solitary gravestone from 1859 simple “how to” guide for the In the classroom the children used the teachers to ensure the children activities such as First World War centenary projects. for a young couple who internet to search the 1851 census for could successfully research using artsaward.org.uk/firstworldwar drowned in Watchet, Somerset the two victims. They also used the census. and were buried together. Bristol’s Know Your Place website to locate addresses of the victims’ Next steps Background homes and workplaces on the 1840 The Heritage Schools Programme will The project was part of the Heritage tithe map. A group of children also continue to provide support to schools Schools Programme in Bristol. The visited the central library to read the in Bristol and share learning and aims of the programme include original newspapers of the day that resources with the wider heritage engaging children with the heritage detailed the full story of the tragedy. schools network. of their local area, increasing Michael Gorely Local heritage education manager, Intended outcomes Intended outputs English Heritage, Bristol Book training to get started at www.artsaward.org.uk/training • Create and follow own lines of • Exhibits for a school local history 020 7820 6178 [email protected] enquiry. museum. • Use primary sources to research • A book telling the story of the Further information the past. Watchet tragedy. Know Your Place • Develop empathy with people in • An assembly to re-tell the story www.maps.bristol.gov.uk/ the past. and to explain the process of the knowyourplace • Develop curiosity about their research undertaken. Lancashire Infantry Museum and Brookfield Community Primary photo Caroline Bray own local area.

22 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 23 Editor GEM Case Studies is Designed by Jo Roberts Case Studies 15 published twice a SteersMcGillanEves GEM Copy date: year by GEM but all 01225 465546 54 Balmoral Road 16 September 2015 opinions expressed Gillingham, Kent Publication: remain those of the Cover: ME7 4PG 25 November 2015 named authors. Role-playing at Northamptonshire casestudies@ © GEM 2015 Sessions House gem.org.uk

A large print version is available on request. Please contact the GEM office. Index Vol.14 2015

3 Foundations of 14 Managing a school trip museum learning across eight museums Dr John Stevenson Kate Noble 4 Gaining real insight into 16 An adventure in China audiences Lucy Wright Colin Mulberg 18 Increasing access to 6 A Midsummer Night’s law-related heritage sites Dream at Blackwell Rebecca Buck Esther Rutter, Lisa Keys 20 New audiences for and Rachael Lennon Bath museums 8 Digital sketchbooks Zoe Dennington Helen Ward and 22 A gravestone as a Adrian Brooks starting point 10 Cardboard castles Michael Gorely James Brunt 12 Volunteering alongside friends and families Oomar Dhuru