NATIONAL Telling the story of the and its people MUSEUM in the 20th & 21st Centuries OF THE ROYAL NAVY Storehouse 10: New Galleries Project: Exhibition Design Report JULY 2011 NATIONAL MUSEUM OF THE ROYAL NAVY

Telling the story of the Royal Navy and its people in the 20th & 21st Centuries

Storehouse 10: New Galleries Project: Exhibition Design Report

2 EXHIBITION DESIGN REPORT Contents

Contents

1.0 Executive Summary

2.0 Introduction 2.1 Vision, Goal and Mission 2.2 Strategic Context 2.3 Exhibition Objectives

3.0 Design Brief 3.1 Interpretation Strategy 3.2 Target Audiences 3.3 Learning & Participation 3.4 Exhibition Themes 3.5 Special Exhibition Gallery 3.6 Content Detail

4.0 Design Proposals 4.1 Gallery Plan 4.2 Gallery Plan: Visitor Circulation 4.3 Gallery Plan: Media Distribution 4.4 Isometric View 4.5 Finishes

5.0 The Visitor Experience 5.1 Visuals of the Gallery 5.2 Accessibility

6.0 Consultation & Participation

EXHIBITION DESIGN REPORT 3 Ratings from HMS Sphinx. In the back row, second left, is Able Seaman Joseph Chidwick who first spotted 6 Africans floating on an upturned tree, after they had escaped from a slave trader on the coast.

The Navy’s impact has been felt around the world, in peace as well as war. Here, the ship’s Carpenter on HMS Sphinx sets an enslaved African free following his escape from a slave trader in The slave trader following his capture by a party of Royal Marines and seamen. the , 1907.

4 EXHIBITION DESIGN REPORT 1.0 Executive Summary

1.0 Executive Summary Enabling people to learn, enjoy and engage with the story of the Royal Navy and understand its impact in making the modern world. NMRN Mission Statement 2010

Since 1900 the Royal Navy has continued to shape the perspectives and multiple voices and interpretation, modern world. It has directly touched the lives of millions maximizing the gallery’s potential as a springboard for a whole of naval personnel; it has affected families and the wider range of activity. Immersive, experiential and object rich communities who built, serviced and supplied the Navy’s environments will engage visitors with the history of the Royal ships; the lives of communities across the world have been Navy in the 20th century. Through the experiences, triumphs, influenced by the Navy. Yet, despite this rich history, and the achievements and sacrifice of its servicemen and women Navy’s profound impact on national and international life, they will convey a challenging story of the Navy’s continued there is no single exhibition in the country (including in the international reach and global influence in times of war and in long established national museums) to examine and share this times of peace. story.

This project by the National Museum of the Royal Navy ‘The fear was a sort of cold fear. (NMRN) will develop, at its headquarters in , over 900m2 of high quality display space to tell this history. For the That if you were in the mess- first time visitors will be able to understand the story of the and you heard this ping, you can Royal Navy, and the achievements of its personnel, during this period of unprecedented change and challenge. hear the water rushing past the

This story has been untold for too long. The development vessel, and you realize that there work and detailed design is complete and we seek the funding was just, was it a 1/4 inch, 1/8 now to deliver the project, so that the permanent galleries and the special exhibition space will be open in early 2014. inch, very thin bit of steel between This will allow the Museum to take a full part in the national commemoration of the First World War in that year, and in you and whatever.’ anniversary events up to 2018. John Arthur, Commission Warrant Candidate, 1942,

What distinguishes the period since 1900 is ‘people’. This applies in terms of numbers since it was the 20th century which saw the creation of a mass Navy during both World Wars. It also applies to the ability to recover the experiences of people in their own words and own voices from the Museum’s collection. For this reason people’s stories will be at the heart of the interpretation – just as people are at the heart of planning greater learning and participation in the project as a whole.

These design proposals will deliver the creation of new ‘You were a family. I noticed a big difference when I came outside and worked ashore.’ imaginative and innovative exhibitions. They will present a Seaman Frederick Jenkins, pictured back row, first left and the crew of HMT Finesse c.1944 complex and vivid history through a combination of alternative

EXHIBITION DESIGN REPORT 5 2.0 Introduction

2.1 Vision, Goal and Mission 2.2 Strategic Context

In September 2009 the National Museum of the Royal Navy Since 1900 the Royal Navy has continued to shape the Museum by extending its coverage and linking new exhibitions (NMRN) published its strategy and development priorities. modern world. It has directly touched the lives of the millions to the existing ‘Sailing Navy Gallery’. This project and these exhibition plans are essential to deliver of naval personnel who made great sacrifices and faced great our vision, goal and mission. challenges. It has affected families and the wider communities These exhibitions will be the first opportunity to display who built, serviced and supplied the Navy’s ships. The lives of and interpret properly the Museum’s nationally significant ‡ NMRN’s vision is: communities across the world have been influenced by the collections. They will build on successful learning, virtual To be the world’s most respected naval museum Navy - often in ways that people are not aware of. The Navy’s and temporary exhibitions which have been based on the underpinned by a spirit of enterprise and adventure. history in the 20th and 21st centuries has been marked by collections, and have done much to develop audiences for this complexity, diversity and scale. It has been transformed by history. They will also create the opportunity to feature key ‡ Our goal is: great technological and social change and has adapted to the loans from national partner collections where they are not on To promote public understanding of the Royal Navy and demands of a changing world. permanent display; loan partners will include the Imperial War its constituent branches, past, present and future. Museum, National Maritime Museum, Tate Britain and the Yet, despite this rich history, and the Navy’s profound impact MoD Art Collection. ‡ Our mission is: on national and indeed international life, there is no single To be a beacon of excellence in enabling people to exhibition in the country (including in the long established The Museum is well-placed to connect this story with a learn, enjoy and engage with the story of the Royal national museums) in which visitors can examine and share wide range of audiences, from local families to domestic and Navy and understand its impact in making the modern in this story. Audience research shows that this lack of foreign visitors staying in the region. The Museum is located world. interpretation is felt keenly by current visitors to the Museum; within Portsmouth Historic Dockyard, an important regional it also shows there is very strong support for the exhibition tourist attraction which welcomes over 400,000 visitors a This project will see the creation of new exhibitions telling proposals from non-visitors. These plans will create the year. Portsmouth is the home of the Navy and yet the Historic the history of the Royal Navy since 1900 and the key role it exhibition which fills this gap and, by developing the ground Dockyard currently lacks any coverage of the history of the has played in shaping our modern world. Nowhere else will floor of a Georgian naval storehouse, will create just over 20th century. The exhibitions will help visitors to understand Welcome home. Roger Fish greets his wife Pat after a long visitors be able to understand the story of the Royal Navy 900m2 of high quality display space to tell this story. this dramatic century, make links to earlier periods, and so spell at sea. and the achievements of its personnel during a period of help them understand the historic ships like the ironclad HMS unprecedented change and challenge. Until the NMRN was launched in September 2009, the Navy Warrior (1860) and Monitor M33 (1915) as part of a longer was the only one of the armed services without its own history. The 200m2 special exhibition gallery will be a major The permanent galleries and the special exhibition space will national museum. The NMRN was created to draw together asset, providing a high standard flexible display area which be open in early 2014. This will allow the Museum to take the existing Royal Naval Museum, Fleet Air Arm Museum, offers a changing programme. ‘I felt that the Navy was Roger’s a full part in the national commemoration of the First World Royal Marines Museum and Royal Navy Museum War in that year, and in anniversary events up to 2018. into a single coherent identity. Part of this process has already The Museum is within the publicly-accessible, historic part mistress and when she said, “I need led to the Royal Naval Museum in Portsmouth changing its of a working naval base. Uniquely this means visitors can also you”, he was gone. You feel like a name and re-defining its role; it is now the headquarters of see modern Royal Navy ships in operation; the exhibitions the wider NMRN and is known as ‘The National Museum of will make connections between the past, the present and the second citizen, you know you feel the Royal Navy, Portsmouth’. future and so also put these ships in context. like you’re the other woman’

The Fleet Air Arm Museum, Royal Marines Museum and These exhibition plans are the beginning of a wider Pat Fish. She married Roger, an Officer’s Chef, in 1967. He retired in 1986. Royal Navy Submarine Museum continue to provide excellent Interpretive Master Plan for the Portsmouth headquarters of interpretation of detailed parts of this recent history (indeed the Museum. This Plan will set out a programme to transform the NMRN has prioritized improving this interpretation further HMS Victory, the Museum’s galleries and public spaces. through the major project to conserve the submarine HMS Alliance). However, it is the role of the NMRN’s headquarters to take a wider perspective, put the Navy in context and tell the big story. Currently the Museum’s permanent exhibitions fail to do this as they focus on the history of HMS Victory, Horatio Nelson and the sailing navy, with only smaller coverage of the 20th and 21st century. This project will address this imbalance, and add greater coherence to the

6 EXHIBITION DESIGN REPORT 2.0 Introduction

2.3 Exhibition Objectives

‡ To widen access to the Museum’s 20th and 21st century collections by increasing our display space and enhancing ‘The new exhibitions will provide our ability to cover these aspects of history in depth. a permanent record of the naval ‡ To help visitors appreciate this history, and understand its experience in the twentieth significance, for the first time through new high-quality display and interpretation. century. This is very important for

‡ To broaden interpretation for visitors by linking the history veterans like me, who of course of the Navy since 1900 to earlier periods. cannot give their own version first ‡ To help visitors understand the historical context for the historic ships in Portsmouth Historic Dockyard and the hand for ever.’ component museums of the National Museum of the Commander William Edward Grenfell, Second World War veteran Royal Navy.

‡ To help more people to learn about the heritage, through formal and informal learning.

‡ To improve the visitor experience through better exhibition spaces.

‡ To create the first ever Special Exhibition Gallery within the Historic Dockyard to give the Museum greater flexibility in managing future interpretation and in working with partners.

‡ To develop new and existing audiences and encourage repeat visits.

‡ To use the new exhibitions as opportunities for learning that address existing intellectual, organisational, cultural and social barriers to participation.

‡ To enable more people to enjoy this heritage by focusing on the needs of our audiences and, by involving them in the development process, ensuring that the interpretation in the new exhibitions meets the differing learning styles of our target audiences.

‡ To involve groups who are currently under-represented within the Museum, such as Black, Asian and Minority Ethnic (BAME) groups, in the development process and reflect their contribution to the Navy’s story throughout the exhibitions.

Key Stage 2 pupils from Stamshaw Junior School with Commander Grenfell, Artic convoy veteran, during the filming of the ’Their Past Your Future’ project, 2009. Children from the school have actively informed the development of the new project taking part in focus groups.

EXHIBITION DESIGN REPORT 7 3.0 Design Brief

3.1 Interpretation Strategy

Introduction Principles and Aims Collections & Resources This strategy aims to engage a broad audience with the story Throughout planning this strategy we have been guided by The quality, scale and breadth of the Museum’s collections of the Navy since 1900 - not only a specialist audience which clear principles and aims. Within the exhibitions we will: allows us to tell the global story of the Royal Navy in a way is already knowledgeable about the Navy’s history. that no other museum can. This Interpretation Strategy ‡ Put people’s stories at the heart of interpretation. draws on the Museum’s large collection of artifacts including: We believe there is potential to do this by connecting the personal memorabilia, key pieces of equipment, models of Navy’s histories to our visitors’ lives, or the lives of their ‡ Create exciting, dramatic and visually appealing displays. ships, works of art in all media, working and dress uniform families or communities. By surprising the visitor and making and medals. These are supported by a research archive ‡ Create exhibitions which feature different voices, and links to unknown aspects of the Navy’s history we can raise which provides a vital source of material from oral history show multiple perspectives. questions of its wider relevance. interviews, diaries, documents and printed ephemera and ‡ Use a variety of techniques to create a multi-sensory photographs. The Museum’s collections will be supplemented We believe that what distinguishes the period since 1900 environment which accommodates different learning by key loans (which have already been identified) from partner is ‘people’. This applies in terms of numbers since it was the styles and abilities allowing opportunities for independent collections. The creation of the exhibitions will also generate 20th century which saw the creation of a mass Navy during and social learning. new collections; the Activity Plan sets out where we will both World Wars, peaking at over 800,000. It also applies to work with different groups to create new films and archive the ability to recover the experiences of people in their own ‡ Allow visitors to contribute their opinions, and memories. recordings, we have also identified key new acquisitions for words and own voices. the displays. ‡ Create exhibitions which encourage visitors to question

and which stimulate thinking. These collections are a rich source of stories of the people ‘I think they [oral histories] are ‡ Emphasise the breadth of the collection by using artifacts who served in, or supported, the Navy in war and in peace. and works of art with photographs, archives and oral These collections can tell the Navy’s own story of its brilliant because you can find out history to add context. development and operations since 1900 through poignant artifacts which speak of conflict and sacrifice e.g. the life- how people lived …some people ‡ Consult target audiences throughout the design belt washed up round the body of Loftus Jones VC seemed scared because of how development process and beyond. after the , or the bell from HMS Prince of , sunk off Malaya in 1941 and raised from the sea-bed they said things, because they in 2003. However, the strength of personal testimony in the collections means the story will not necessarily be the official were shaking and you could hear version. Different items can reveal the negative aspects of the them muttering and stuttering experience as hardship, struggle and even mutiny feature in the collection. when talking.’ Focus group participant, April 2010 This is not simply a narrow ‘service history’ collection, but has been assembled with the express purpose of telling the big story of the Navy’s impact locally, nationally and globally. It is particularly strong in popular culture as seen in film, advertising, children’s literature and games which show the Navy’s place in national life. Other artifacts can lead to an examination of the nature of the Navy’s impact on communities overseas. The meaning of an item like the carved elephant’s tusk, taken as booty from Benin (in modern day Nigeria) during the ‘Punitive Expedition’, will differ for Distinguished Service Medal awarded to Leading Seaman Mohammed Rahim, Royal Indian Navy, ‘For gallantry in going Home-made model of HMS Falcon which operated up to different audiences. The Museum will be appointing a new to the rescue of a wounded seaman, regardless of heavy 1200 miles up the Yangtse River in China. The model was ‘Skills for the Future’ post to work with different BAME fire from the enemy’. One of only 23 DSMs awarded to made in 1938 by the Chinese steward onboard (one of communities to capture their interpretation of such artifacts. Royal Indian Navy personnel during World War Two. The RIN many locally recruited Chinese crew) and given to one of worked alongside the Royal Navy throughout the War. the ship’s British officers.

8 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.1 Interpretation Strategy 3.2 Target Audiences

Interpretive Approaches Feedback In order to better understand the needs and expectations of To achieve these aims we have planned a range of interpretive ‡ Feedback areas will allow users to contribute their opinions our audiences, both new and existing, we have undertaken approaches. These approaches will cater for different learning and share their own experiences. extensive audience consultation and visitor research, which styles, and have been planned for our different target is separately described in the Activity Plan. This work has audiences (see 3.2). Where appropriate we will use a layering ‡ For example, the gallery space will work as a base for a informed these exhibition designs and shown where further approach to support learning at different levels. KS2 school group visit, a family group, for older visitors consultation will be most useful after Stage D. We have and veterans. We have planned spaces for group activities, identified three priority target audiences for the project. The detailed design proposals (see 4.0) set out the approach and talks within the exhibitions. These build on our existing audiences as well as developing for each element, but in summary will include: new ones. The priority target audiences for the exhibitions are:

‡ General Visitors Objects Our general visitor is defined as living, or staying, within ‡ Object rich display areas integrated within themes. a two-hour drive time with an interest in the naval or social history of the 20th century. ‡ Objects used in stand-alone personal case studies and as individual ‘gateway’ or ‘iconic’ pieces. ‡ The Local Community We consider our local community to be residents of ‡ Opportunities to investigate original and facsimile Portsmouth and Gosport. The target groups within this collection items in handling and dressing-up areas. community are:

‡ Families Sound ‡ Oral history in support of personal case studies. ‡ Veterans and their families

‡ Oral history combined with archive images within AV ‡ Over 55s presentations. ‡ Black, Asian and Minority Ethnic (BAME) ‡ Ambient sound to create atmosphere. community members

‡ Formal Learners at Key Stage 2 (Aged 7-11) Audio-Visual There are significant opportunities for linking the ‡ A dramatic central immersive show. permanent galleries to the Key Stage 2 National ‡ A looped introductory presentation and concluding silent Curriculum for; History, Design and Technology, sequence. Two of the AVs will use newly commissioned Science, Geography and Citizenship. film; we will work with veterans and community groups to generate content for these.

Interactives ‡ Low-tech physical interactives.

‡ Computer interactives will let visitors work individually or in a small group.

‡ Opportunities to use digital media to investigate events and have access to deeper collection and archive The new galleries will create spaces for visitors to The new galleries will create more opportunities to develop resources linked to these events. investigate the collections more closely. exciting new formal learning programmes in a variety of subject areas as well as encouraging informal and family learners.

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3.3 Learning & Participation

Audience development, learning and participation are at the significant resource for Key Stage 2 audiences studying World heart of this project which aims to re-engage with existing War Two history as well as citizenship. audiences as well as reach out to new ones. Consultation with School groups has shown that the By emphasizing how the Royal Navy has influenced all our proposed ‘Changing technology’ theme opens up further lives during the 20th century and by placing people with exciting opportunities for development in science, design and their compelling, often untold, stories, at the heart of the technology and engineering related subjects, which to date interpretation, the galleries will enable visitors to connect have not been covered by the Museum. Its existence will with the story of the Royal Navy in new, previously consequently lead to the creation of exciting, new science- unexplored ways. For example, the exhibitions and their based activities for schools as well as informal adult and family interpretation will enable the Museum to represent the learners. important but to date under-represented contribution of BAME communities, servicemen and women as well as of An overarching aim of the project is to create a vibrant Portsmouth itself, to the story of the Royal Navy. By doing so, environment where young and old learn from each other and the project will fill in the gaps in the existing interpretation and the Activity Area will be a key part of this. It will be designed increase the potential of the Museum to develop its learning to act as a hub for intergenerational and shared learning with programmes and audience participation. designated spaces for veterans, families and schools as well as further research. To maximize this potential, and ensure meaningful and innovative learning experiences for every visitor, the The creation of this area will enable the Museum to expand on interpretation will encompass all ages and abilities. A variety the exhibition narrative and develop a programme of themed of interpretative tools designed to appeal to visual, auditory, in-gallery events such as storytelling, question and answer kinesthetic and tactile learners will be used to create sessions, informal talks and veterans afternoons. Community informative, multi-sensory galleries that accommodate Groups and Schools will also be able to use the space to different learning styles, enable visitors to direct their own create their own ‘mini-exhibitions’ thus further extending the learning and develop skills, and provide opportunities for Museum’s potential to develop projects and activities with its independent, intergenerational and social learning. audiences.

To encourage informal learners there will be an emphasis Finally, and perhaps most importantly, the project has already on participation through discovery and discussion. Debating opened up new ways of working and engaging with our target points, illustrated ‘Did you know?’ themed interpretation and audiences. They have been involved in the design process contrasting accounts will inspire and encourage visitors to from the outset through survey, consultation and focus interact by exchanging ideas, experiences and viewpoints. groups and have directly influenced gallery development and For families, the interpretation will include trails, quizzes, activity planning. dressing-up, object-handling, computer and low-tech interactives to make more complex subjects accessible, fun and engaging.

The new galleries will also provide the opportunity to increase formal learning programmes for Key Stage 2 target audiences. For example, there is currently only one display in the Museum covering World War Two, which is too small to form the basis of a school visit. By interpreting this topic through vivid first-hand accounts, stimulating audio-visuals, The Sealife Roadshow at Paulsgrove Community Centre, October 2010. The Museum will involve local community groups artifacts, images, teachers guides and activity sheets as well throughout the development process building on the successful relationships already established. as creating the opportunity to meet veterans and take part in intergenerational learning, the Museum will become a

10 EXHIBITION DESIGN REPORT EXHIBITION DESIGN REPORT 11 3.0 Design Brief

3.4 Exhibition Themes

The Museum has chosen to structure the exhibition around We have chosen to run some storylines as ‘threads’ five strong subject themes, with the working titles: ‘Navy Life’, throughout the exhibition’s themes, rather than allocate them ‘In War & Peace’, ‘Navy & Society’, ‘Changing Technology’ and to a separate physical area. Examples of this are storylines ‘Navy Now & Future’. relating to Portsmouth and the Navy, and to the contribution of women and minority communities. Thus, Portsmouth will Each theme has a ‘big story’ to tell which we feel it is appear for example in ‘Navy Life’ through the story of an important for visitors to examine and understand. However, individual from the city who joined up, the Harbour will feature we are mindful that the best way of telling this story is often in ‘Navy & Society’ as a place for public spectacle of Navy through a close-up look at how the big story affected one Weeks, etc. These threads can be targeted at visitors through individual or family, one ship or one operation. secondary interpretation such as trails.

The themes grew from our consultation with different target audiences (both visitors and non-visitors) and reflect what they told us about what interests them. We expect ‘I just remember my days in the some themes to have a stronger resonance with particular audiences, but we aim for them all to have a broad appeal, Comm-Cen there, it was just a to be relevant and engaging. Within the exhibition we have hive of activity and constant noise planned to create a different mood or atmosphere for each theme – some will make an emotional impact, others will be all the time, and just a real lively nostalgic, include humour or be a base for activity and fun. atmosphere. Whereas now it really We know that for some visitors a chronology will be important is like walking into a laboratory, it’s – e.g. to Key Stage 2 formal learners. Therefore although the structure of the exhibition is thematic we have sequenced almost silent.’ the exhibition themes to give a strong narrative with visitors Colin Mould, being introduced at the start to the Navy at the turn of Chief Radio Supervisor () at Northwood HQ 1994-1995 the 20th century and ending with the contemporary Navy. We are planning some key interpretive approaches such as an interactive timeline to ensure that an opportunity to understand chronology is provided.

There are clearly strong links between the different themes. For example in ‘Navy Life’ visitors will learn how the profile of people joining the Navy has changed in response to new technologies, whilst in ‘Changing Technology’ they will investigate the practical application and effect of different technologies. ‘In War & Peace’ will show some of the different roles which the Navy has carried out in the 20th century past e.g. anti-piracy operations, and will then refer forwards to how this role might apply in the 21st century future in ‘The Navy Now & Future’. We plan to use these links between themes to encourage visitors to think about issues of change, continuity and contemporary relevance. The operations room in HMS Westminster. Technology has altered rapidly since the beginning of the twentieth century bringing about huge changes to living and working conditions onboard ship.

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3.4 Exhibition Themes

Navy Now & Future Changing Technology In War & Peace Link & Introduction Activity Area Navy & Popular Culture Navy Life

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3.5 Special Exhibition Gallery

This gallery will be the Museum and Historic Dockyard’s only space for special exhibitions; it will be be a key and prestigious area enabling us to provide visitors with a programme of exhibitions which change on an annual basis. These will compliment our permanent galleries and encourage repeat visits. The space will also host a variety of events from talks and lectures to gallery receptions and corporate functions so will need to be a very flexible space.

The opening exhibition, which coincides with the centenary of the start of the First World War in August 2014, will focus on the Navy’s . This was a period when the Navy was at the heart of national life and the service required 25% of all government expenditure. The exhibition has been planned as a way of allowing visitors a more detailed investigation of the role and importance of the Royal Navy during the conflict. It will tell the big story of the design of the Dreadnought, the naval arms race and build-up to war, the big gun actions of Bight, Dogger Bank and Jutland as well as A British firing its heavy guns. highlighting the impact of key personalities such as Fisher, Beatty and Jellicoe.

A balanced programme for future exhibitions will be developed to appeal to a broad and varying range of audiences. As well as tying-in with significant naval anniversaries or looking at a particular aspect of naval history these will also have a thematic focus, enabling the Museum to address a wider range of subjects, in greater depth, than is possible within the permanent galleries. Exhibitions may be generated in-house, by museums and galleries, including those of our partner museums, or developed by community groups.

The British battle-cruiser HMS Invincible exploding at the Battle of Jutland. Just after 6.30pm, HMS Invincible was hit by several large shells fired by the German battle-cruisers Lutzow and Derfflinger. Q turret in the middle of the ship Boy Seaman First Class John ‘Jack’ Cornwell winning the onboard HMS Chester during the Battle of Jutland. was hit and the exploding German shell set off a massive Cornwell was awarded the Victoria Cross for remaining at his post despite being mortally wounded and all of his gun crew explosion in an ammunition magazine below Q turret which having been killed around him. He died of his wounds shortly after the Battle of Jutland, on 2 June 1916 blew the ship in half.

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3.6 Content Detail Section Overview

Section Title: Target Audience: All Visitors Link

Storyline or Coverage Interpretive Methods Collection and Resources Historical Notes

Link Graphics 4 inch gun on mounting (loan offer from the Between the period 1850 and the start of the This area will link the existing ‘Sailing Navy’ Gallery (historical coverage ends c.1850) and new Large scale, dramatic visuals. We need people to Imperial War Museum). twentieth century there were huge developments exhibitions which cover the period from 1900. be represented in the graphics. in the Navy’s role, in social conditions and in Archive images technology. Within we want visitors to have a sense of passing through this period of immense change, stopping Sound on the eve of the First World War. Ambient broadcast audio on a loop. Sounds to In terms of technology in 1850’s the use of steam include: ship noise e.g. engines, aircraft, ‘pipes’ power and coal was in its infancy; most ships were This area needs to work for visitors approaching the display (literally) in two different ways: (i.e. announcements), wind, sea. still built of wood and powered by sail. By 1900 coal was already about to be replaced by oil whilst 1. Those who are inside moving through the link from the existing ‘Sailing Navy Gallery’ to the new Objects wooden ships had already been clad in iron and 20th and 21st century exhibitions. They will be inside a long, thin space and will need strong ‘Gateway’ artifact, 4 inch gun. Visually it clearly were now being built from steel. visuals to draw them through the space. represents a very different age and technology than that seen in the Sailing Navy Gallery. 2. Those who are outside, viewing it from a distance. It needs to make a strong visual impact which Support with graphics that includes personal clearly establishes that this is the start of new exhibitions and make them eager to enter. As part testimony. of this we wish to do more with this external space between the buildings to further encourage people to use the space e.g. sit down or come up to view the 4” gun.

The link, or this external area, is where we would like to centrally acknowledge major sponsors.

The space will equally need to work for both at night and during the day.

Mood, Atmosphere & Feel A welcoming space enticing people from the Sailing Navy gallery and towards the new gallery and intriguing people passing outside.

Must ‘build’ content towards introductory section of the exhibition.

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3.6 Content Detail Section Overview

Section Title: Target Audience: All Visitors Introduction

Storyline or Coverage Generic Learning Outcomes Interpretive Methods Collection and Resources

Introduction Knowledge & Understanding AV Presentation Archive images and film. The introduction needs to have the sense of arrival. It will focus on people to make the visual point What is the exhibition about – types of stories A visual display which mixes AV and graphics. that what distinguishes this exhibition from what has gone before is the access it gives to people and themes to encounter. These make the connection to our visitors. Contemporary images. and their stories. Different stories, different people, different links to our lives. Convey the complexity of the period since 1900, It should make an impact - but more one that creates surprise and starts visitors thinking about without creating confusion. Create a busy space the exhibitions key messages, rather than simple emotion. Skills and expect to use multiple screens with changing How to orientate exhibition. images and text. It needs to connect the scale of the Navy’s work to universal values (e.g. freedom) and to our Start thinking about what is to come – enquiry visitors’ lives. skills. Select people represented within all themes as a way of introducing visitors to some of the faces This should be a general introduction for all target audiences. It needs to give sense of excitement Attitudes & Values they will meet inside the exhibition. and interest. Feelings Emotional element – admiration, awe, empathy. Visually represent all Target Audiences,including Dynamic presentation with short dwell time. Start making a link between our lives and the families, BAME, children, service personnel/ Navy & what they/it have done for us. veterans, different ages and different periods. Mood, Atmosphere & Feel Stimulate visitors to want to find out more. Wow factor – unexpected, dynamic, modern approach, i.e. not usual Military Museum & not blue! Ambient sound. Enjoyment, Inspiration & Creativity Contemporary rather than historical – avoiding the sense that history happened in black and white Innovative thoughts – surprise – didn’t expect it to be about/like this… Start giving sense of what they are going to discover - unexpected stories & links to their lives. Inspired to find out more.

Activity, Behaviour & Progression Asking questions, discussing. Intention to follow up on area of interest or something just seen.

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3.6 Content Detail Section Overview

Section Title: Target Audience: General Visitors Families & Veterans Navy Life Local Community

Storyline or Coverage Historical Notes

Section Overview In 1901 the Navy’s personnel strength was 117,000. Manpower (and women power) reached a high point of 790,000 in August Navy Life’ will focus on the lives of the people who have served in the Navy since 1900. It will look at their reasons for joining up 1944. The expansion of the Royal Navy in the First World War was more modest at only 450,000. Peacetime numbers have also and explore how and why the make up of the ‘Navy’s People’ has changed at different times. varied as the Navy has adjusted to changing circumstances and conditions. During the period up to 1914 personnel numbers rose to a maximum of 146,000 in 1913. In the interwar period after the 1922 Washington naval treaty, there were fluctuations It will examine the realities of their life - good and bad. There will be a particular focus on their experience of life at sea, explaining between just over 89,000 (1932-4) and just under 120,000 (1938-9) officers and men. Since the Second World War there has how living and working on ships has been transformed since 1900. It will also examine what essential parts of Navy Life have been a steady decline in personnel numbers; by 2010 the Navy was only 35,000. stayed the same and why. People have joined the Navy and Royal Marines for all sorts of reasons: pay, prospects, pension, opportunity - do not discount The theme will be broadened to include families and will address the ways that serving in the Navy has impacted on families at the variations on ‘Join the Navy - see the World’. Most people have been volunteers, even when conscription was in force 1916- different times – in both positive and negative ways. 1918 and 1939-1961 the Navy was a popular service and was over-subscribed (3 times in WWII). This does not mean the Navy was immune from traditional problems; there were occasional small mutinies. The periods of worst tension in the Navy have Mood, Atmosphere & Feel come at the end of major wars, when conscripts (‘Hostilities Only’ ratings and officers) have been anxious to be demobilised and This area needs to be visually appealing to attract people into the gallery. It should contain elements which are familiar to most pick up their lives in ‘civvy street’. The cause of the only significant mutiny at Invergordon in 1931 was a severe cut in pay that audiences enabling them to feel comfortable in the gallery space and encourage them to explore further. As they explore they affected the worst paid sailors the most as part of a government austerity programme to deal with the Wall Street Crash and the should develop empathy for naval personnel and their families both the hardships and sacrifices they face but also become aware Depression. of the fun and humour important within the naval community.

EXHIBITION DESIGN REPORT 17 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: General Visitors Families & Veterans Navy Life Changing People Local Community

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Changing People Poster display & low tech interactive Knowledge and understanding A range of c 15 recruitment posters, 1900- As the activities and naval technology has This sub-theme will give visitors an A large striking display of recruitment People joined/join for lots of different reasons. c.1990. changed, so too have the types of jobs done in understanding of how and why the numbers of posters which looks at who joined the Navy. Changing role of RN and external influences has the Navy and Marines. The development of new the ‘Navy’s People’ have changed since 1900. Interpretation will help visitors to find out meant roles in Navy have changed too. Recruitment films and Oral History Archive. technologies such as aircraft, missiles, , They will be able to see the big trends, but also about changes in numbers of men and women, sonar and wireless created new branches and Different skills (more technical & specialist) are the effects of these on individuals. It will look the reasons offered for joining, rewards and Personal collections comprising portrait images, skills - by 1944 the Fleet Air Arm needed 63,000 needed but some have remained the same. at what kinds of people have joined the Navy, opportunities, the skills required, length of small artifacts, paintings. Final selection of men and the Submarine Service over 9,000. The the skills that have been required and how have service, age, etc. There are now women, mixed crews & people still to be made, but strong candidates are skills required throughout the Navy have also these changed. homosexuality – acknowledge issues of racism, people like: changed; the move from coal to oil fired steam Within the display a low tech interactive game sexism, homophobia, prejudice, rank & class. engines in the years before and just after the - ‘What job will you do?’ – will get visitors Life could be good and bad. • Albert Farley First World War meant that ‘Stokers’ no longer thinking about what kind of people, with what stoked the boilers. Yet Stokers were still 20% of kind of skills, the Navy has required, at a certain Skills • Philip Needell the Navy in 1944; today ‘Stokers’ are Marine Literacy & communication skills date. (This is yet to be selected). Through the • Arthur Layard Engineering Mechanics. interactive visitors will discover what role or Listening rank they would have been suited for. It will Physical skills • Margaret Hodgson The profile of who joins has changed, but often include an element of humour and allow historical in response to external social changes. Women comparisons to be made as people progress Critical thinking • Ted Briggs joined the WRNS from 1917-1919 and 1938- through the questions. 1993, and now work in a single service. The age • Frank Twiss Attitudes and values at which officers and men join has risen over Recognition of what it was like for individuals Archive Film and Oral History • Buster Crabb the century. Whilst the structure of ranks and AV created from a mix of recruitment film - Empathy rates looks unchanged the Navy is increasingly showing the official version of life in the Navy Respecting differences • Wayland Austin classless with more mobility - in 2010 a third of – contrasted with the personal testimony of Positive attitude towards servicemen & women officers started their careers on the ‘Lower Deck’. individuals talking about the realities of their • Ahmed Ajala Following a European Court of Human Rights experience. Enjoyment, inspiration and creativity ruling of 1999 openly gay men and women have Fun served in the Navy. Artifact Display A display based on 7 individual people’s life Surprise stories. Each life story will stand alone and have Creative response an interest of its own, but visitors will also learn from the contrasts between them. Action, behaviour and progression The individuals will be picked because of what Intergenerational they illustrate about ‘Changing People’. This Active participation relates to change in two senses; the increased Discussion diversity of the RN with greater recruitment for Attendance at Navy Days, ethnic minorities and women, and also personal Armed Forces Day, supporting charities change through the course of a naval career.

18 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: General Visitors Families & Veterans Navy Life Changing Places Local Community

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Changing Places Reconstruction, oral history & artifacts Knowledge and understanding Midshipman Arkell’s sea chest, ditty boxes. A ship is a weapon of war. As technological The focus here is people working and living on An installation of bunks and lockers from a mess What it is like to be in Navy. Items created by or used by the crew as a change has transformed ships they need much ships at sea, and how this has changed since deck (HMS , c 1970s) - visitors will be Physical environments have changed life on a ship. whole: unofficial flags or badges created by smaller crews, with a different balance of skills, 1900. allowed to get in and lie down on lower bunk. crews themselves, T-shirts, sports trophies, rum and relatively fewer men to officers. Other On a ship work together as a team/community/ Dressed with items which reveal the daily life of ration, crossing the line and bluenose certificates, changes include the disappearance of Royal family. It will look at the realities of being at sea, in a people on the ship. Interpretation will bring out cartoons, ship magazines, uckers board. Marines from gunnery roles on ship. However, confined space for long periods of time. Show key changes in life onboard, oral history to focus Need to find ways to live together. Painting, ‘Liberty men landing at Spithead’ by some routines remain constant; the day is still the ways people cope with living and working on the realities of life e.g. seasickness, food, heat, Customs and traditions. W.L. Wyllie. structured in ‘watches’, crew members having a as a community – and the sorts of customs, cold, noise, etc. Include humour and anecdotes. Individuals find their own coping mechanisms too. day job and an ‘Action Station’ and ‘Emergency traditions and stories which come out of it. Different skills (more technical & specialist) are Silent AV loop running in artifact case showing Station’. What is it that make a team work & get along Open display of a Midshipman’s Sea Chest and needed but some have remained the same. ‘Crossing the Line’ ceremony. together? What causes problems like mutiny contents (1911), alongside mens’ ditty boxes A ship is a home. The smell, sound and feel of when things go wrong? of the same period to contrast differences in Life could be good and bad . Oral history in support of reconstructed bunks, a ship has changed since 1900 - not least by personal space and kit given to officers and men. along with personal items, daily orders, day’s electricity, air-conditioning, and women serving The title also refers to how work on a ship Skills routine, menus, standard notices. at sea alongside men since 1990. Modern demands that people take on multiple roles, Artifact Display & AV Literacy & communication skills equipment has meant larger ships but less need and more subtly to how changes in technical Large case displaying items which all relate to Listening for sailors to look after it. As a result fewer expertise have also affected the hierarchy within the culture of life in a ship. With silent looped AV Physical skills people now share a ‘mess’; with more space the a ship. showing crossing the line ceremonies - historic Critical thinking hammocks sailors slept in for centuries were footage and newly commissioned film. gradually replaced by bunks (c 1960s). Other Attitudes and values traditional parts of life disappeared - the rum Low tech interactive Recognition of what it was like for individuals ration was abolished on ‘Black Tot Day’ in 1970. Interactive to highlight the many roles that are Up until WWII ships used ‘General messing’, carried out on a ship and that one person will Empathy where one man out of a mess of about 8 sailors literally wear different hats in one working day. Respecting differences would be in charge of cooking and bring it back One their specialist role, the other their role at Positive attitude towards servicemen & women to the ‘mess’ for the others to eat. From 1962 Action Stations e.g: a Cook might also be in a ‘cafeteria style’ messing was introduced with the firefighting party.Visitors will investigate this Enjoyment, inspiration and creativity revolutionary idea you could have a choice of through pieces of uniform / kit which are easy to Fun what to eat. The need for humour, consideration, try on or handle. Surprise tradition, social life, as ways to build camaraderie and cope with are constant. Creative response Low tech interactive A fun visual way of comparing 2 ships, and the Action, behaviour and progression people required to work them, from different Intergenerational times e.g. HMS Dauntless of 1918 and HMS Active participation Dauntless of 2009. Discussion Attendance at Navy Days, Armed Forces Day, Visitors investigate the layout of the ship and supporting charities discover who lived and worked in different areas e.g. engine room, , signal bridge etc.

EXHIBITION DESIGN REPORT 19 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: General Visitors Families & Veterans Navy Life Changing Families Local Community

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Changing Families Artifact display Knowledge and understanding Illustrated love letters from Chief Stoker Walter Superficially separation has lessened. The long This will focus on how serving in the Navy has A display of a selection of the beautiful illustrated Navy life has impacted on family life Grainger. commissions overseas of up to 3 years in 1900, impacted on families at different times. These love letters sent by Stoker Walter Grainger to his People and families are now a bigger priority for have shortened. In 1954 the ‘General Service might be in a positive way e.g. opportunity fiancé from the China Station during a 3 ½ year RN. Items for the domestic setting to include: Commission’ was introduced which limited time to travel, involvement in a community, etc or absence. • Souvenirs abroad to 12 months out of 18. At the same time, negative e.g. the effects of separation, or even Literacy & communication skills if men were in a ‘Foreign Service Commission’ injury or death. Interactive • Carte viste they could take families abroad with them. More Listening A low tech electronic interactive which shows • Postcards postings are ashore. We want visitors to think about those people the changes in how long it took a communication Physical skills who are not in the Navy – whether they are from someone at sea to reach home at different Critical thinking • Photo album / scrapbook The ability to communicate with families has also partners, children or parents - but who still have dates. changed and sped up; from censorship of letters to make sacrifices. Attitudes and values • Censored letters with words cut-out, PoW in WWI, ‘blueys’, e-mail and mobile phones, but Reconstruction and artifact display Recognition of what it was like for families cards, 40 word Familygrams, some restrictions remain on submarine crews. We want to create a domestic setting which Empathy • Admiralty telegrams informing families that underlies the links between the Navy and the However, these changes must also be seen in Positive attitude towards servicemen & women people are missing in action family/home. It will display the sort of items the context of a society that also has changed. which are preserved, treasured and displayed in Enjoyment, inspiration and creativity • Framed memorial / Death Plaque In general the Navy was slow - and sometimes the home. Some will be on open display, others Fun slower than other services - to adapt to changes within a low level case. • Elizabeth Cross Medal in wider society and assist families. The first Surprise ‘married allowance’ only came in 1935, the first Audio-Visual and audience response Creative response married quarters in 1955. It often reacted when Newly commissioned film of Portsmouth area Welcome Home Banner (to be acquired) to the conditions it offered were a problem with naval families talking about the impact of the Action, behaviour and progression display above/alongside family AV film. retention. Navy on their family life. Aim to get sense of Intergenerational Oral history archive from ‘Family Matters’ project. how the impact has changed. Film a range of Active participation Now families include not just wives with children, interviewees including current service families, Discussion but also parents, same-sex partners, and women plus new film shot of existing contacts from the with children, all of whom may need help and ‘Family Matters’ oral history project (2007) to Attendance at Navy Days, Armed Forces Day, support from Naval welfare organisations. get perspective going back to the 1940s. supporting charities

The space will also include an area for visitors to write their experiences/ reminiscences or reactions of being in a naval family which others can read.

20 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Section Overview

Section Title: Target Audience: All Visitors In War & Peace Especially KS2 & Veterans

Storyline or Coverage Interpretive Methods Historical Notes

In War & Peace Immersive Experience It is easy to allow the global total war conflicts of the First and Second World Wars to This theme will examine the Royal Navy’s activities, influence and roles in periods of A key part of the whole ‘War & Peace’ theme is a single AV presentation based on dominate our understanding of the Royal Navy in the twentieth century and beyond. both war and peace. It will look at the global reach and impact of the Navy on our personal experience of the Navy’s roles in conflict. This will stand alone and be an However, these two conflicts only account for 10 years of our period. The ‘normal’ lives and on lives around the world, exploring when and how this has changed and immersive experience, creating a real emotional impact - talking of the experience of operating environment for the Navy is therefore not total war, but conflicts that are how the change relates to the Navy’s declining size and importance. conflict, the individual contributions people have made, what people have witnessed, ‘Limited’ (by geography, political aims, forces involved, rules of engagement etc) the impact and effects of conflict. It needs to draw on the period since 1900, and such as the or the Falklands Conflict, or ‘operations other than war’ – It will give visitors an understanding of the chronology of the Navy’s involvement make a common link across decades. naval diplomacy, maritime counter insurgency, anti-piracy, disaster relief, assistance in conflict – covering the spectrum from periods of global war to periods when the to allies and friendly states – the list of these activities is almost endless in its Navy’s ships and people used measures short of conflict. It will focus in depth on potential variety. Finally, the Navy has and still does spend much time training to be selected events when the Navy made a key impact. able to carry out its multifaceted roles and tasks.

It will look at the different roles the Navy has carried out, considering how these In many ways it is not the absolute size of the Royal Navy that matters – more have changed and whether they continue into the present. its size relative to other navies. The Navy was the single most powerful navy until 1922, but the 1920s saw the rise of naval arms limitation treaties, which, for Throughout there will be an emphasis on stories; the personal stories of those political reasons, reduced the Royal Navy to parity in key areas with the US Navy in influenced by conflict, those involved in carrying out the Navy’s role, or the stories the 1920s. The Second World War and the massive expansion of the US Navy and behind individual artifacts. We wish to use these stories to raise questions for visitors then the Soviet Navy during the confirmed that it was politically impossible about the impact of the Navy’s role in war and peace – whether this is on the people for the Royal Navy to be anything more than a ‘second rank’ naval power. However, who served or on the people affected and whether it is positive or negative. this needs to be qualified; no one Navy could dominate the sea in the 20th century in the way the Royal Navy did in the 19th century. Even in 1900 the Navy could not Mood, Atmosphere & Feel operate in ‘splendid isolation’ and the century was marked by alliances almost from Exploration and discovery the outset – the Anglo Japanese alliance in 1902, the Entente Cordiale in 1905. and NATO in 1949. Emotional impact within immersive space

Reflective

Personal empathy

Debate - controversial & challenging issues need to be covered

EXHIBITION DESIGN REPORT 21 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: All Visitors In War & Peace Size and Global Reach Especially KS2 & Veterans

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Size and Global Reach A World Map – Graphic and Projection Knowledge and Understanding Artifacts In 1900 the Royal Navy possessed an unrivaled A world map at the heart of the gallery will The reach of the Navy extends to other countries network of bases, anchorages, and coaling This sub-theme will illustrate the global reach present a pattern of change over time. At this as well as our own. Key selections to include: stations, which linked by submarine telegraph of the Royal Navy between 1900 and 2014. It stage we see this as a large floor graphic which The presence of RN across the globe has affected • Elephant’s tusk from the ‘Punitive Expedition’ cables gave Britain the ability to push the Navy should give a clear idea of the scale of the Navy’s people can choose to view from different sides, other communities. to Benin. into almost every area of the globe – even 100s activity and influence – seeking to surprise walk around, stand on, etc. However, the map will of miles inland along rivers such as the Yangtze. The role of the Navy across the globe has and visitors by just how far the Navy has reached. It really come alive through a series of projections • ‘The Navy in Baghdad’, painting by Donald This infrastructure supported a world wide continues to change depending on external must give visitors a sense of how the pattern of of colour and graphic information along with light Maxwell, 1918 (loan from IWM). expanse of single ships, independent geographical influences. activity has changed, linking changes in the size and images, to give movement. • Model of HMS – Yangtse river boat, made squadrons – such as the South American of the Navy and the Navy’s relative size to its and even fleets like the Mediterranean Skills by Chinese crew man, 1938. ability to make an impact. The projections should run on a loop, but and China Fleets. The increasing threat of Imperial Investigative skills – interpreting and comparing there should be a single place where visitors Germany led to the concentration of the Royal different types of evidence – documents, maps, • DSM awarded to Mohammed Rahim, 1944. The display of key artifacts which relate to this can interact and select what is shown. Each Navy’s in home waters, but other photos, oral history, objects. global reach will be used to raise questions about projection will plot a discrete snapshot of a • ‘The Empire’s Strength’ series of posters. ships - predominately cruisers – were still a major Geographical skills – where in the World is/was the nature of the impact. different date e.g. the location of the Navy’s presence around the world. the Navy. Example of supporting pull-out material: Dockyards and Bases in 1912, sources of recruits • Journal of Midshipman Llewellyn with from Colonial Navies 1939-1945, places where Learning in different ways. Even the 1968 Defence Review which planned to drawings. the Navy has assisted with disaster relief. end deployments ‘East of Suez’ and concentrate Enjoyment, Inspiration & Creativity • Invitation to banquet in Portsmouth forces in the North Atlantic, did not permanently Lateral thinking – Navy and its role in context of Artifact Case Guildhall. end the Royal Navy’s presence around the Key artifacts which have links to different parts wider world. world. By 1980 the Royal Navy, although now of the world – aiming to create an intriguing • llustrated London News reports of reception far smaller than in 1900 and no-longer the display. By presenting unusual objects from Activity, Behaviour & Progression for sailors by Queen Victoria at Osborne world’s largest navy, was back in the Persian different parts of the world, and from across the Inter-generational learning. House. Gulf escorting trade through the Iran- period, we want to get visitors to think about Stimulate discussion. war. However, the infrastructure has been what is happening in that part of the world now. heavily reduced with dockyards or naval bases The objects have been chosen to surprise and to in (1958), (1971), Chatham prompt questions, such as: (1984) Hong Kong (1997) all closing.

• Where does it come from?

• Who acquired it – what was their experience?

• What was the Navy doing there?

Some artifacts have roots in conflicts/activities about which there will be different viewpoints, and where some people may see the Navy’s impact as negative. We are keen to capture and reflect these views in the interpretation.

22 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: All Visitors In War & Peace Years of Conflict Especially KS2 & Veterans

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Years of Conflict Interactive timeline Knowledge and Understanding Archive in support of the timeline: photos, The wars of 1914-1918 and 1939-1945 are This sub-theme will explore the Royal Navy’s A dynamic interactive timeline which visitors The types of conflict the Navy has taken part in documents, printed ephemera. key, but are only part of the story of the Navy’s role in conflict in more detail. This will highlight can follow chronologically, or investigate further throughout the C20th in different parts of world. operations. There have been few years since the different kinds of conflict the Navy has taken a specific conflict in more depth. Once visitors Key conflicts impacted on people locally Artifact cases include: 1900 without the Navy’s involvement some in part in from imperial conflicts like the Boer War, touch and start the timeline they will be able (Portsmouth), nationally & globally. • Loftus Jones, VC items sort of ‘Limited War’ conflict somewhere in the to global conflicts and limited operations like to zoom into: photos, documents, printed world. The saw the Navy carry out a Servicemen have faced great challenges. Sierra Leone. ephemera, moving maps. • Silver model of HMS Iron Duke startlingly successful amphibious operation, even Our attitudes to conflict have changed. • Decorative bead bag if the campaign was a political failure – indeed This will be the one area of the exhibition This to be accessible from both sides, so multiple There are many interpretations of the same story. the techniques used at Suez were copied by which lets visitors investigate the Navy’s role users can investigate different parts at the same Chronology of events. • “Keep you alive suit” the United States. In the Korean War the Navy in significant events like WWI and WWII. It time. It will be a prime tool for use by gallery provided invaluable support to the United Nations • Detailed model of the Liberty Ship, Samphill, needs to be comprehensive and present a clear staff with visitors, by learning staff running an Skills forces, especially in the areas of air support from chronology. ‘archive access’ session, or by a veteran. British aircraft carriers or amphibious forces. • Propaganda posters relating to the Home Investigative skills – interpreting and comparing The Navy also provided invaluable support – Front It will also concentrate on 4 key events in depth: The timeline should be visually attractive in different types of evidence . with aircraft carriers again to the fore - in the the battle of Jutland, the Battle of the Atlantic, its own right. Needs a strong attractor screen How are things reported. • Model of HMS Fearless. Malayan conflict (1948-60), (1961), the Falklands Conflict, the Gulf Wars. These have – ‘today in history’ – and good animation to Critical thinking - look at causes, question, don’t the confrontation with Indonesia (1962-66), off been chosen because they allow us to show encourage exploration. take at face value, form own opinion. • Unofficial flag from RFA Appleleaf East Africa in 1964, the Falklands (1982), Kosovo the Navy carrying out a different role, and to Social skills - finding out about other viewpoints. (1999) and Sierra Leone (2000). illustrate how this has shaped the world and/or The presentation should be led by strong visuals • Honours Board from HMS Intrepid had an impact on people’s lives. – with an emphasis on the collection assets Attitudes & Values Even nominal peace saw the Navy on effectively presented – rather than simply information. Recognition of contribution to wider society. a war footing. The Cold War was a period Impact on individual, how can we relate to and of considerable activity at sea and saw the Object rich cases – with audio learn from it. deployment of Britain’s first strategic missile These will focus on: the Battle of Jutland, Battle submarines – which were effectively meant to of the Atlantic, , . Individuals are important in influencing outcomes. NOT fight but instead deter an opponent from Each will include a personal story which reflects ever wanting to launch a nuclear attack. Indeed Enjoyment, Inspiration & Creativity deterrence – be it conventional or nuclear has what was different about personal experience of Lateral thinking – Navy, its role & conflicts in this conflict. been a key feature of naval operations; in the context of wider world. balmy days before the First World War the The Battle of the Atlantic should include a pull- Timeline fun to use, personal choice & discovery. dreadnought type battleship was seen as the out series of posters. Creative response or reaction/opinion. ultimate symbol of deterrence.

The Gulf War case should include an oral history Activity, Behaviour & Progression point. This to be used to prompt veterans and Intergenerational learning other visitors to leave a reaction / an opinion. Encourage reflection. Stimulate discussion. Encourage people to want to find out more about individual stories and conflicts.

EXHIBITION DESIGN REPORT 23 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: All Visitors In War & Peace Change & Continuity Especially KS2 & Veterans

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Change & Continuity Objects and Audio Knowledge and Understanding Individual case studies to use small personal What the Navy does shows continuity, but What the Navy does shows continuity, but This area will comprise 8 small stand-alone Knowledge of Navy’s different roles – war, artifacts, photographs, documents. with changing emphasis at different times e.g. with changing emphasis at different times e.g. displays, each featuring a single case study told peacekeeping, humanitarian, anti-piracy etc defensive role, blockades and stop and search, defensive role, blockades and stop and search, through an individual’s story. These will not How and why have roles changed? Oral history in support. operations on land, amphibious operations, anti- operations on land, amphibious operations, anti- be ‘life stories’ but will focus on one person’s piracy and anti-slavery work. Greater knowledge of key conflicts. piracy and anti-slavery work. contribution to an operation. The stories chosen The final selection of individuals is still to be must have strong personal interest – leading to Awareness of challenges and sacrifices made by made, examples include: How the Navy does what it does has changed How the Navy does what it does has changed questions like ‘what would I do in their shoes?’ many in these conflicts. • Seaman on anti-slavery patrols, 1907. since 1900. The changes in technology are since 1900. The changes in technology are covered elsewhere, but there are also changes in covered elsewhere, but there are also changes in However, the personal stories will be chosen Skills • Member of Royal Naval Division on the context, e.g. operations under a UN flag, or with context, e.g. operations under a UN flag, or with because they illustrate something about the role Investigative skills. Western front, 1916. UN mandates, operations in fleets with other Critical thinking – questioning accepted histories/ UN mandates, operations in fleets with other of the Navy. Each story can show how a role • Disaster relief / refugee evacuation. countries forces (e.g. NATO), International Law countries forces (e.g. NATO), etc. has changed, or in some cases remained similar official line and comparing it with what happened (e.g. Geneva Convention of 1949), joint tri- to individuals, form own opinion. throughout the century, and how the context • Sophie Shaugnessy and boarding in the Gulf, service operations. governing the operations has changed. Links will Social skills – different generations learning from 2000. (Carrying out UN Sanctions). be made to contemporary operations which offer each other. a contrast. • Afghanistan, Royal Marine& Commando role. Attitudes & Values Empathy with individuals and their experiences, understanding of impact on individual, how can we relate to and learn from it. Challenge attitudes towards RN - what it represents and what it does. Recognition of contribution of service men and women to wider society. Individuals are important in influencing outcomes.

Enjoyment, Inspiration & Creativity Lateral thinking – Navy, its role & conflicts in context of wider world. Being surprised by personal stories & inspired.

Activity, Behaviour & Progression Intergenerational learning. Encourage people to want to find out more about individual stories and conflicts.

24 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Sub Theme

Section Title: Sub Theme: Target Audience: All Visitors In War & Peace Artifact Wall Especially KS2 & Veterans

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources

Artifact Wall Artifact Display and Computer Interactive Knowledge and Understanding Open Display: This eye-catching mass display should show the rich variety of This will be an impressive visual display, a mixture of of Key conflicts - including World War 1 & 2 – impacted on • HMS Inflexible bell, Battle of the Falklands, 1914 artifacts within the collection which have a link to conflict. items cased, wall mounted, or ‘floating’ off the wall. Objects people locally (Portsmouth), nationally & globally. Tompions from large guns e.g. HMS Ajax to be arranged for their visual impact rather than in any Knowledge of chronology of events. Objects to be arranged for their visual impact rather than in chronological or other order. Some artifacts may relate to • 12” & 14” shells any chronological, or other, order. Some artifacts may relate individual people and personal stories but there is more Skills • Plate from HMS Vindictive, Zeebrugge, 1918 Nameboard to individual people and personal stories but there is more opportunity to include significant items that relate to individual Investigative skills – interpreting and comparing different from HMS Duke of York, 1940 opportunity to include significant items that relate to individual events, ships or associations. types of evidence – objects. events, ships or associations. documents, maps, photos. • Grenade launcher (IWM) It should make a visual impact, but visitors need space to be Social skills - generations to learn from each other and finding It should make a visual impact, but visitors need space to be able to come close to see smaller items, and touch robust • Lance bomb out about each others viewpoints. able to come close to see smaller items, touch robust items on items on open display. Small, unusual items like a tortoise • Survival Float open display. ‘captured’ in the Seychelles in 1941 should be set at floor level Learning in different ways. to encourage children to investigate. Use devices like a peep • Warship Week, town adoption plaques Supporting information to be through a touch-screen hole, or a magnifying glass for items like this. Attitudes & Values computer catalogue. Recognition of contribution of service men and women to • Deck plate from the Tirpitz Interpretation will be through two touch-screen computers wider society. Mood, atmposphere and feel which allow visitors to find out more and reveals the stories Impact on individual, how can we relate to and learn from it. • Honours Scroll from HMS Formidable, 1939-1945 Visually impressive behind the artifacts on display. Suggest that this is relatively • Sample badge for LST 3025 simple – providing access to supporting images, information Activity, Behaviour & Progression Intriguing and occasional sound. Intergenerational learning. • Combined Operations Badge from HMS Fearless Stimulate discussion. Quirky object selection • Bell from HMS Prince of Wales Structure and link this supporting information in hierarchies. Encourage people to want to find out more about individual Exploration – get up close, investigate, touch These need development with audiences, but could be: stories and conflicts. 1. Pictogram of wall giving access to object label – telling Cased display: you the what is it, how was it used, who did it belong to, • Sectional model of submarine in case (IWM) where, when etc? 2. Fascinating stories and facts – linked to object could • 3 Individual Victoria Cross Medals (Ostend 1918, Q ships be about acquisition, other stories linked to it, people, 1918 Foylebank, 1940) anything intriguing. • Altmark Incident sign, 1940 3. Connections – grouped on themes to meet audience needs eg WW2, Science & inventions, exploration & • Uniform figure of ‘Albert, RN’ places, heroes. Define in line with objects. 4. Quiz 5. Feedback We would like this software to be updatable so we can adjust what is displayed.

EXHIBITION DESIGN REPORT 25 3.0 Design Brief

3.6 Content Detail Section Overview

Section Title: Target Audience: General Visitors Families General visitors BAME Navy & Popular Culture Over-55s

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Navy & Popular Culture Objects Knowledge and Understanding Artifacts The Navy is thoroughly represented in popular This theme will focus on how the Navy and its An object rich display, ranging from v. large Navy features in popular culture in lots of forms culture e.g. advertising, literature, children’s people appear in popular culture and how this has posters, down to small games. The arrangement and places. Key selections to include: books, games and toys, music, public spectacles changed since 1900. It will be a fun, colourful of the space needs to invite people in, encourage The image doesn’t always match reality. • Children’s sailor suit like: Naval exhibitions, Fleet Reviews, Navy visual display of the Navy’s presence within older visitors to share and show younger visitors. Weeks, Propaganda of WWI & WWII, the films of Many of our everyday sayings and words have a people’s everyday lives since 1900. It will also • Popular ceramics the 1940s and 1950s, ‘The Navy Lark’ (1959- naval origin. encompass memorabilia from Portsmouth naval AV Presentation • Board games 1977). Influence continues to be felt in fashion. events and spectacles. ‘The Navy on Film’. Compilation of extracts of The navy has been used to promote Britain in films events/spectacles. popular films – to be sourced externally. Include • Advertising Aspects of the image are frozen in time - even However, below the surface display there will those made during WWII e.g. ‘In Which We in 1900-1950 it was often about looking be other messages which can be pointed out. Serve’, with later 1950s and 1960s e.g. ‘The Skills • Theatre bills backwards. The image does not match the reality For example material which uses the Navy as a Cruel Sea’, ‘Sink the Bismarck’, ‘Above us the Critical thinking. as shown in Navy Life. • Film Posters symbol of British strength and of Empire. The Waves’, ‘Carry on Admiral’. Communication & Social skills – sharing ideas, image portrayed versus the reality. opinions, memories. • Navy Week posters Historians argue that up to c.1950, ‘Imagining Look for further opportunities to create links to what it means to be British’ would naturally Mood, Atmosphere & Feel items in the display by animating items such as Attitudes and Values • Printed programmes include the Navy. The Navy was seen as the Nostalgic the Edwardian sheet music, showing it played as Changing perceptions of Navy. creator and defender of the British Empire - one Fun lyrics scroll through. Awareness of ‘hidden’ influence of Navy on reason for the spectacular ‘World Cruise of the Colourful language etc. Imperial Squadron 1923-1924’. It was also seen Low Tech Interactive as ‘an island nation’s’ ultimate defence against Simple flip-books of e.g. the children’s book Enjoyment, inspiration and creativity invasion (e.g. war scare 1909) and what made ‘The Royal Navy: an ABC for Little Britons’, Fun sure the nation did not starve (e.g.1917/18). It photographic album ‘The Cruise of the Imperial Humour was closely linked to the Royal Family - the Queen Squadron’. These are a good place to pose some has introduced herself as ‘the daughter, sister and of the questions about identity. Being surprised mother of naval officers’. Once the Empire was Swap stories in decline and the island’s defence from attack Graphics Things to do & ways of making own creative comes from the air, or from nuclear weapons, Use a graphic device, such as a paddle, to pose response it became less part of national identity and questions e.g. what symbolises Britain for you? increasingly invisible. Action, behaviour, progression Encourage discussion. Explore further - Read a book, hire a film. Attend Navy Day.

26 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Section Overview

Section Title: Target Audience: General Visitors KS2 Changing Technology Local Community Sub Themes: Building & Moving, Talking & Navigating, Attacking & Defending, Hide & Seek

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources Historical Notes

Changing Technology Objects & Interactives Knowledge and Understanding Artifacts The twentieth century was a period of pronounced and often This theme will look at the technological changes Conceive this area as distinct with its own Technology changed the range of the Navy and how rapid technological change for the Royal Navy. Such was the that have revolutionized the Navy since 1900. feel. Use the central area of the building it operated. Key selections to include: rate of change that some of the earlier changes at the start of These changes have transformed the capabilities to create a fantastic visual display, in Rockets, missiles & nuclear power increased the range • Wireless office HMS Resource, the century – such as the development of long range gunnery of warships, submarines and aircraft by changing which key artifacts are visible underneath of attack. c.1923 and fire control systems are not always recognised for the the range at which they can fight, how they visitors ‘below the surface’, ‘on the massive change that they represented. The period also saw the Changes in attack capabilities caused changes in move, how long they can stay at sea, how they surface’, or hanging ‘above the surface’. • Bofors gun development of naval aircraft, new types of ships to operate defence. communicate with each other and with the • them, new propulsion methods – first oil fired engines rather shore, their ability to detect threats and defend Within the area use interactives that range New technologies led to ‘stealth’. than coal, but later diesels, gas turbines and nuclear power was themselves. from low tech to high tech. These will New materials revolutionised ship design & speed. • also used – sonar, radar, missiles, homing torpedoes, mines, be developed following further testing. Massive changes in power & propulsion. computers, wireless communication between ships, followed by • Paravane Within the theme the starting point will be Examples tested to date include: Radio then satellite made navigating easier and radio-telephones and satellite based communication systems. exploring the science behind a key technological The methods and materials that were used to build ships also communication much quicker. • Seafox advance - e.g. radar - which has affected one of Low tech interactives changed; rivets were replaced by welded construction, modular these capabilities. Use of Morse Code to send coded If it fails the Navy still has to result to old methods. methods of ship building were introduced as were new types of messages. Some of the things we use today came out of Items hanging: steel - especially for submarines – and completely new metals This to be done through interactives, the use technological change in Navy. for warship construction like aluminium. and impact of the technology within the Navy Medium tech interactives: • Target gilder will then be shown through a specific historic An ‘Underwater’ detective game using Skills In many respects the most under-rated changes were the example. Sonar to find the enemy. Problem solving • Sea Wolf Missile invisible ones – the changes in communications technology Investigative skills • Sidewinder Missile and the introduction of mechanical and much later electronic Links will be made to applications of the same High tech interactives Practical skills computers. In 1900 Britain had an unrivalled submarine technology in everyday life. We will ask visitors to Using a ship control panel and satellite Communication skills • Chaff cloud (foil strips) telegraph system that allowed the government or Admiralty to consider the limits of technology – what do you navigation to get your ship out of Learning in different ways communicate with every British naval facility in the world, but do if the equipment stops working? Portsmouth Harbour. • Sonar buoy ships could only pass messages while in sight of one another Attitudes & Values using flags and signal lights. By 1914 the Navy was using radio • Mass miniature ship model display Mood, Atmosphere & Feel Encourage visitors to want to know more about – wireless telegraphy – to control ships and fleets around the Fun, exciting, lively - encourages people to science & technology. world and communicate with each other ‘beyond the horizon’. interact with each other and stimulate debate. The satellites of the 1970s only made this much easier and Enjoyment, Inspiration & Creativity more reliable. Computers too, were developed just before the Pick a single change within each section. Pose Stimulating, Fun, Surprise First World War, mechanical ones that could help solve the problem - show solution through an interactive - Motivated to experiment complex maths on which long range gunnery relied. After the show impact. Activity, Behaviour & Progression Second World War the use of computers – now electronic – accelerated to the point where they became a vital part of Include examples of things that were not almost every piece of machinery on a modern warship. successful or hidden stories.

EXHIBITION DESIGN REPORT 27 3.0 Design Brief

3.6 Content Detail Section Overview

Section Title: Target Audience: All Visitors Activity Area

Storyline or Coverage Generic Learning Outcomes Collection and Resources Collection and Resources

Activity Area Low tech Interactives, Computer Interactives, Object handling Knowledge and Understanding Collections in pull out drawers. This Activity Area will touch on all the exhibition Building on learning/ knowledge related to themes. A safe family area aimed at younger age group, with: themes in other areas of exhibition. Handling collections e.g. dress up • Soft seating uniform. It will encourage inter-generational and shared Skills learning through story-telling, object-handling, • Big Book Learning in different ways Facsimile of games, archive images, dressing up, computer interactives and photo • Reading resources Investigative skills documents, etc. banks for veterans to use during talks. How to look at objects • Dressing up It needs to be an area for all visitors, not just How to interpret documents formal learning groups, and to be an integral part • Storage area Communication & Social skills – sharing ideas, of the exhibition. opinions, memories A multi-sensory investigative area. Learning together A clear surface with drawers below containing: facsimile books, games, handling objects, etc can be taken out. However it should also be a base for group Information management skills – Research activity, and contains some activities which are A display area above which can be used for small scale displays created by school / community groups. suitable for Key Stage 2 groups. Attitudes and values Stimulate to investigate. We envisage three areas each with a slightly Computer based interactives: assembling a Kitbag, HMS Raleigh style challenges. different feel: Museums are fun with something for all ages. • A safe family area aimed at younger age A veterans’ area Encourage debate & accept different people have group. The base for a small group activity with a veteran / based around a veteran’s story. This will have a more adult feel different views and answers. and make a link into family history resources. • A multi-sensory investigative area. Enjoyment, Inspiration and Creativity Pull out draws to contain: medals, service certificates. Intergenerational • A veterans’ area. Fun Ability to upload veterans images for a slide show Multisensory Link to the National Archives web resources. Exploration & creativity Veterans memories board – for vets to contribute their naval experiences. All ages

Action, Behaviour and Progression Active learning Repeat visit Attend family holiday activities & other events Follow up research – using library, online etc

28 EXHIBITION DESIGN REPORT 3.0 Design Brief

3.6 Content Detail Section Overview

Section Title: Target Audience: General Visitors Families & Veterans Navy Now & Future Over 55s

Storyline or Coverage Interpretive Methods Generic Learning Outcomes Collection and Resources

Navy Now & Future Debate film and interactive feedback Knowledge & Understanding Still and moving images showing ships This theme will be the concluding area of the A filmed debate which reflects opinions from a wide range of people; those in the Navy, those with family Deeper understanding of issues surrounding the departing Portsmouth. exhibition. It will keep people up to date with links and those outside it including women, BAME audiences and children. Questions will encourage current role and future of RN. what the Navy is doing now, and where. It will discussion on current issues concerning the RN and may look forward although we would expect News reports, expert opinions etc are not always be important to maintain currency and avoid participants to draw on their experience and use historical precedence to support their arguments. fact - people interpret things to meet their own obsolescence. As visitors watch the debate they can react to what is said by pressing interactive key pads. Responses needs. will be logged and a further screen will enable visitors to view average results. The focus will be on the Navy’s current roles Skills which will connect back to roles highlighted in Critical thinking. ‘In War and Peace’. It will look at the Navy now Debate – questioning & putting forward an and make specific connections to the ships that ‘News Feed’ Display argument. people will see just outside the door. An AV screen will show a ‘live’ rolling news feed (selective version of RN website) with a headline, strap line and image for each story giving a snapshot of current naval operations and events. Attitudes & Values It will also help people look forward and consider Alongside a text based ‘ticker tape’ feed will act as a counterpoint to the RN version events on the screen Offer a challenge to accepted attitudes. change: what the Navy might be like / should be giving alternative statistics or headlines. Learn to question - reality behind the headline/ like in the future, what it might be asked to do given fact. / should do in the future. It will put visitors in a position to make their own comment. World Map Touchscreen Interactive Reflection on role & contribution of RN. A touch screen interactive will let visitors investigate where RN ships and units are currently stationed, It will also be a ‘wrap up’ - referring back to the why they are there and what they are doing. Enjoyment, Inspiration & Creativity messages raised elsewhere in the exhibition. Interaction with other - debating, swapping viewpoints. Mood, Atmosphere & Feel Plan of Portsmouth Naval Base showing ships Inspiring & provoking participation – focus on Contemporary, modern A wall mounted plan will display ships currently in the dockyard to underline the point that the dockyard questions TAs have. outside supports current naval operations. It is not intended that visitors can move the vessels but staff Freedom to express opinions. Emotive/Poignant exit will update ship movements on regular basis. Activity, Behaviour & Progression Incorporate ‘Did you know?’ graphic. Reflection. Future willingness to consider views & opinions of others. Departure Film Looped film sequence showing RN ships leaving Portsmouth Harbour and families waving them off. Repeat visit. Create an emotional impact around the idea of departure: ships sail away, where do they go and what do Attend Special exhibitions, lectures or other they do, what happens to people left behind? activities.

EXHIBITION DESIGN REPORT 29 4.0 Design Proposals

4.1 Ground Floor Plan

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4.1 Ground Floor Plan

EXHIBITION DESIGN REPORT 31 4.0 Design Proposals

4.2 Visitor Circulation

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4.3 Media Distribution

EXHIBITION DESIGN REPORT 33 4.0 Design Proposals

4.4 Isometric View: One

34 EXHIBITION DESIGN REPORT 4.0 Design Proposals

4.4 Isometric View: Two

EXHIBITION DESIGN REPORT 35 4.0 Design Proposals

4.5 Finishes

36 EXHIBITION DESIGN REPORT EXHIBITION DESIGN REPORT 37 5.0 Visitor Experience

5.1 Visuals of the Gallery

Link View represented in visual Objects from the collection t A glass link to transition visitors forward in time from the period of the ‘Sailing Navy Gallery’ into the time of the new Navy at the turn of the 20th century. t As you enter the link from the adjacent building four floor to ceiling graphics face you down the right hand side of the space. t The graphics will act as an image-based chronological link between the two buildings. t The imagery is supported by ambient sound effects as visitors move through the space. t The link will display a 4” Mark IV gun as a key focal point object with space for visitors to circulate and view behind. t The gun can be clearly seen from outside the building and acts as a sign post to the gallery, whilst at the same time forms an integral part of the link space gallery interpretation. t The graphic and AV approach for the Introductory Display area filters out around the entrance between the new gallery and link space. This approach helps to soften the junction between the two spaces and also helps to build a sense of momentum and anticipation. 38 EXHIBITION DESIGN REPORT 5.0 Visitor Experience

EXHIBITION DESIGN REPORT 39 5.0 Visitor Experience

5.1 Visuals of the Gallery

Introduction View represented in visual Objects from the collection t This display is intended to create excitement and anticipation, to give a sense of a step-change into a new style of interpretation in the new exhibitions. t Focus Groups have shown a preference for a swift introduction that allows visitors to get into the main exhibition quickly. We will develop this approach with further work. t Through the use of AV and graphics we will emphasise the use of people and people’s stories in the forthcoming exhibitions. t The selection of AV, images and stories will be drawn from the main gallery themes and content. t A number of video screens intermingled amongst the graphics will spring to life as visitors approach. A single audio track will fill the space with very short spoken word extracts, sound effects. t This approach will act as a strong introduction to the start of the gallery and also form a bold focal point at the end of the link space.

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EXHIBITION DESIGN REPORT 41 5.0 Visitor Experience

5.1 Visuals of the Gallery

Navy Life View represented in visual Objects from the collection t As visitors enter from the introductory space they will see a striking visual display of recruitment posters. This will allow visitors to start to find out about people’s reasons offered for joining, rewards and opportunities, the skills required, length of service, age, changes in levels of recruitment, etc. t An AV presentation will mix recruitment and training films showing the official version of life in the Navy contrasted with individuals talking about the realities of their experience of being in the Navy. t The personal accounts will draw on the words of some of the individuals selected for individual case studies. t Seven stand-alone cases will look in detail at the life stories of different people who joined through the display of images, small artifacts, paintings.

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EXHIBITION DESIGN REPORT 43 5.0 Visitor Experience

5.1 Visuals of the Gallery In War and Peace Size & Global Reach View represented in visual Objects from the collection t A map with text, images, lighting effects and projection will illustrate and plot different aspects of the global reach of the Royal Navy. t The map will be interactive with visitors able to choose what is displayed. t Focus Groups feedback suggest that this idea had appeal, but will need further development – should it be a floor map that is walked on, or illustrated in another way. We will develop this through further consultation. t A large case will display an intriguing, surprising range of artifacts with links to the Navy’s influence in different parts of the world. t The artifacts will often be open to different interpretation from different communities. The Museum’s new appointment to the ‘Skills for the Future’ traineeship will work with BAME audiences to capture these interpretations. t Pull out drawers will let visitors investigate supporting material that puts these into context.

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EXHIBITION DESIGN REPORT 45 5.0 Visitor Experience

5.1 Visuals of the Gallery In War and Peace Years of Conflict View represented in visual Objects from the collection t A ‘Time Line’ interactive that uses rear projection in a multimedia style interactive format. t This method of interpretation will allow multiple users to access many layers of information (photos, documents, text, animations) and detail in an engaging and eye catching display. t 4 cases that display objects from 4 significant naval campaigns: the Battle of Jutland, Battle of the Atlantic, The Falklands Conflict and the Gulf Wars. t The 4 displays are visually linked to the ‘Time Line’ interactive by floor arrows that radiate out to each display. t The Artifact Wall display can be seen on the back wall beyond the Years of Conflict area.

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EXHIBITION DESIGN REPORT 47 5.0 Visitor Experience

5.1 Visuals of the Gallery In War and Peace Artifact Wall View represented in visual Objects from the collection t This display is designed to create an opportunity to present a vast array of objects from the museums varied collection and history. t The design and juxtaposing of objects creates a visually interesting and intriguing display that will interest and engage visitors. t Some items will be cased, but many will be on open display and a number will be suitable for visitors to touch. t The stories behind the objects can be investigated through the use of touch screen interactives. t The touch-screen will also give access into the stories by themes – the precise themes and objet selection will be tested further in consultation. t Visitors who are less comfortable using screen based interactives can gain further detail through short labels and quotations that sit within the object wall. t Hand held graphic panels will also be provided.

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EXHIBITION DESIGN REPORT 49 5.0 Visitor Experience

5.1 Visuals of the Gallery In War and Peace Conflict Audio Visual View represented in visual t Immersive audio-visual experience located in a contained space within the gallery. t The exhibit will be dramatic, creating emotional impact and delivering a change of pace for visitors as they move through the gallery. t Addresses the key theme of the Navy’s role in conflict through the experiences and words of those who have witnessed it. It will focus on the period since 1900 and make common links across the decades. t Draws on the museum’s extensive oral history and archive collections. t Uses archive & newly commissioned film.

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EXHIBITION DESIGN REPORT 51 5.0 Visitor Experience

5.1 Visuals of the Gallery

Changing Technology View represented in visual Objects from the collection t The Changing Technology section t To make use of these archways we is designed as a lively and engaging propose to utilise the one on the interactive space where visitors have museum street side of the building to an opportunity to investigate themes display a Bofors anti-aircraft gun to act through different kinds of low and high as a key focal point object that can be tech interaction. viewed from both inside and outside the building. t We will use key artifacts, linked to different technologies, to dress the t To form a bold feature in the space space. a large simulated section of a ships is to be positioned down one side t The height of the space will be utilised of the room and this is to be painted to display objects at high level to create with a ‘Dazzle’ style pattern. The ships a sense of drama. hull effect will also continue below the t Another interesting aspect of the space glass/ water line to further enhance the is a change in floor level that occurs glass floor/water effect. towards the back of the room. Here we t A full height glass screen located in plan to install a ‘sea effect’ glass floor an archway next to the Bofors gun to form a void in which we can display allows tantalising views through to the under water objects from the museums Activity Zone beyond. collection e.g. torpedo, paravane, ‘Sea Fox’, etc. t This section of the gallery is located in what was originally built as the main ground floor through route between the dock yard and the dock side beyond. The space has a feeling of importance and is framed by impressively detailed archways.

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EXHIBITION DESIGN REPORT 53 5.0 Visitor Experience

5.1 Visuals of the Gallery

Activity Area View represented in visual This section of the gallery falls primarily t Section 3 includes 4 computer into 3 sections. terminals where visitors can gain on line access to information and also play t Section 1 is aimed at young children on a ‘Kitbag Stories interactive’ that is and includes a vast array of interactives aimed at KS2 school groups. and exploratory activities that allows children to investigate naval history on a level that is more suitable for their age range. A multisensory space allows visitors to interact with objects from the collection and also allows them to create their own mini exhibitions. A trying on uniforms activity is placed alongside a large ship shaped bench seat where young visitors are able to sit and study books. This bench area also provides an opportunity for teacher lead education sessions. t Section 2 is a veteran’s data access point where information is provided in both on screen and hard copy formats. An informal seating area allows visitors to sit in comfort to research and study the hard copy information whilst 2 computer terminals are available for visitors who are more confident using on screen data access. t The space can be used as a base for gallery talks by veteran volunteers.

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EXHIBITION DESIGN REPORT 55 5.0 Visitor Experience

5.1 Visuals of the Gallery

Navy Now & Future View represented in visual t The Navy Now & Future section looks at contemporary naval themes and will let visitors gain access to up to the minute news feeds and information about current naval activities locally and around the world. t An updated naval base plan will let them see which RN and foreign ships are in the base; ships they will see outside the door. t It is also designed to act as a reflective space where visitors are encouraged to think more deeply about some of the subjects covered earlier in the gallery. This will be done through the ‘Discussions AV’ which presents different viewpoints in a debate. t Visitors will be able to vote with their opinions and see how others have voted in the ‘Feedback Zone’ t Visitors will also be asked to think more about the future of the Navy and how its role may change in time.

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EXHIBITION DESIGN REPORT 57 5.0 Visitor Experience

5.1 Visuals of the Gallery

Special Exhibition Gallery View represented in visual t Following visits to other temporary t Externally exhibition marketing will be exhibition spaces and consultation with displayed to attract visitors passing potential lenders we have refined plans along the main thoroughfare. for the Special Exhibition Area. t During exhibition change-overs the t The area forms an integral part of the exhibition space can be sealed off new museum experience but it is also from the adjoining permanent gallery possible to visit the Special Exhibition spaces to ensure the visitor flow is space independently from the rest of uninterrupted. the gallery. t An independent access point at the t A reception desk and pay point is rear for the exhibition space will allow available for exhibitions requiring for the safe delivery and collection of an admission ticket and related exhibition materials. merchandise sales. t In line with current research we have t The Special Exhibition area is designed chosen not to install air conditioning to give the Museum a high level of within the gallery space. Instead we flexibility and will include various will ensure appropriate environmental elements which allow the gallery conditions for collections are arrangement to be modified over time. maintained through the use of high specification cases and other passive t A demountable wall system will allow controls. the gallery layout to be reconfigured and a range of demountable cases which meet museum standards for conservation and security will provide various display options. t A video screen and player will also be available so that films can be shown when appropriate.

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EXHIBITION DESIGN REPORT 59 5.0 Visitor Experience

5.2 Accessibility

Best Possible Access Communication Strategy Access Museum Voice – How we Communicate The NMRN has a responsibility under the Equality Act, 2010 to An example of one key component of ensuring the best Key aspects affecting the physical and intellectual accessibility The language used in the communication graphics play an promote disability equality. In this project the Museum and the possible physical and intellectual access is the Communication of material are:: important role in developing a relationship with visitors and Design Team are committed to creating new exhibitions with Strategy. This will assist in the development of graphic (visual creating a ‘voice’ for the Museum. Different sections of the the best possible physical, sensory and intellectual access. and text based) communication through the stages of Detail ‡ Font: Serif and some display fonts can be difficult for gallery will vary in tone and ‘voice’, however the over-arching Design and (Artwork) Production Information (RIBA Stages visitors to read. San-Serif fonts should be used for all approach is summed up below: As part of design development to Stage D we commissioned an D-K) at the National Museum of the Royal Navy. body text. Other types of font can be used for titles. independent consultant to carry out an ‘Access Appraisal’ (see ‡ Knowledgeable: NMRN will be seen as an authoritative separate report). The appraisal covers the project as a whole, The Communication Strategy provides a framework within ‡ Type Sizes: Type sizes should be appropriate to a graphics source of information. and made recommendations in many areas where there is an which to develop a Graphic Scheme. It also contains guidelines position within the Graphic Hierarchy. Consideration interface between exhibition design and other members of the for text writing. This will set the tone for communication should also be given to environmental factors such as ‡ Active / Friendly: Information will be presented in an Project Design Team e.g. level access, flooring, lighting, etc. within the new gallery. Graphics (Text and/or images) are light levels, how close a visitor can get to the graphic etc. inclusive and accessible way. only one of many communication tools available for use within These will be addressed at the commencement of Stage E the gallery. Graphics alone cannot deliver a fully rounded ‡ Text Contrast: Contrast between text and the background ‡ Multiple Voices: Display will allow space for subjective through an Inclusive Design Workshop, led by an external experience that will appeal to all. With this in mind any use of should be at least 50%. voices, eg voices from the community. Community specialist, and involving key members team members. graphics should be seen within the context of the gallery as a engagement outputs will be identified in a consistent whole. In the first instance careful consideration should always ‡ Reading Age: As a general guide text should be written to fashion within the galleries. Exhibition Design be given to whether graphics are the most appropriate tool a reading age of 12. However some text may be written This exhibition design aims to create a multi-sensory for communicating particular ideas and information. for specific audiences and targeted at a reading age above environment which accommodates different learning styles. or below this. The average UK reading age is understood Using Images – Visual Storytelling The Access Appraisal has provided key guidance which will to be that of an educated 9 year old (and declining). Images are a key part of the Communication Strategy. Images inform our development of different interpretive techniques, can be utilised either alone or with text. They should be used whether audio, tactile or kinaesthetic. ‡ Volume of Text: The amount of text should be carefully to create impact and to support the stories being told. considered. Other means of communication should We will build-in an inclusive approach as design progresses to be borne in mind, Imagery, Audio Visual, Interactive & Where images are used they will incorporate the appropriate cover issues within the exhibitions relating for example to: Sensory methods can reduce the need for large amounts copyright attribution as required by the licensing conditions. of text. ‡ Layout of the displays, such as: circulation spaces, the In general, when images are displayed within the Accessible need for appropriate resting points, seating style, height ‡ Position of Text: Text Band they should be captioned to explain what they are, of artefact display and of inter-actives. Height: There is a height range within which most text however this may not always be possible or appropriate. should be positioned; outside of this range text becomes ‡ Use of audio, such as: the need for sound enhancement difficult to read for some individuals. The position of for people who use a hearing aid with a T-setting, text will depend on the target audience and on the point transcription, use of sub-titles and sign language such as within the Graphic Hierarchy that the graphic element in British Sign Language. question sits. Background: Text should not appear over an image ‡ Visually impaired: tactile gallery guide, braille, audio (including background images). Where possible text description, handling objects, touch-screens with a haptic should not appear on reflective surfaces. response. Format. Text should not be formatted vertically (rotated ‡ Use of text and images, such as: font, type size, text through 90 deg). Text should always appear horizontal. contrast, reading age, multiple story-telling (see below). Angle: Case labels inside cases should be placed towards the front and angled at 45 degrees (to make them visible The Access Appraisal also gives clear guidance relating to to wheelchair users). particular exhibition areas (see pp.55-65) which again will be addressed in design development.

60 EXHIBITION DESIGN REPORT 5.0 Visitor Experience

5.2 Accessibility

Graphic Hierarchy – Layering the Story Graphic Hierarchy – Reference Charts The aim of a Graphic Hierarchy is to avoid overwhelming visitors with information. A hierarchical approach presents Layer One: Highlight users with information in layered ‘bites’, which are easy to Purpose Delivery Content / Text Length Minimum Text size assimilate. Each element and layer within the hierarchy will Wayfinding Large scale graphics & Minimal: <5 words 100pt Title & Text support the others and allow visitors to select the desired Signage level of informational detail and engagement for themselves. Deliver key messages Large scale text & Images Minimal: 5-20 words +Images

Enable visitor choice This approach means visitors who only engage with Layer One 2000mm Historical Quotes of the hierarchy can still achieve an understanding of what the Theme Titles key themes are.

Layer One: Highlight the key themes/areas to the visitor Layer Two: Introduce 1700mm Layer Two: Intoduce the main storyline. Purpose Delivery Content / Text Length Minimum Text size Introducing the main Text panels & images Short: 40-80 words & 35pt Title Layer Three: Tell the main story. storylines images 25pt Text Optimum

Layer Four: Expand on stories in more detail. Defining themes Various Varied 35pt Title Viewing 25pt Text Band

Consultation and Testing Layer Three: Tell 1350mm Centre Line We recognise the importance of consulting and testing Purpose Delivery Content / Text Length Minimum Text size 1250mm approaches and ideas. The project includes an Access Focus Telling the stories Large scale graphics & Medium: 75-150 words 35pt Title Group with representatives from Portsmouth Disabilities Signage 25pt Text Detailed narrative Large scale text & Images Long: 150+ words & 25pt Title Forum (see Activity Plan for more details) which will advise Images 18pt Text throughout development and implementation from 2012- Star objects Short: 40-80 words & 18pt Title 2014. Images 18pt Text

Layer Four: Expand 800mm Purpose Delivery Content / Text Length Minimum Text size

Explain objects Object labels Minimal: 5-15 words 18pt Title 700mm per object 18pt Text

Detailed context Flipbooks & Handheld Long: 150+ words & 24pt Title graphics Images 20pt Text

Technical information Flipbooks & Handheld Long: 150+ words & graphics Images

Interactive instructions Short: <50 words

Star objects Object labels, Flipbooks & Varied Handheld graphics TITLES STORY LABELS

1800mm Viewing Area Layer Two Layer Three Layer Four

EXHIBITION DESIGN REPORT 61 6.0Introduction Consultation & Participation

6.0 Consultation and Participation

In future design development a ‘Community Panel’ made up of representatives who have already been involved in focus group consultation will be used to test ideas (e.g. for interactives) and then to involve people directly in the selection of individual objects, accounts and audio extracts. We will also work with specific groups to create content both for the exhibitions, and supporting resources. For example in the exhibitions veterans will feature in the filmed debates in the ‘Navy Now and Future’ theme; local families’ experiences will be the basis of the ‘Portsmouth Families’ presentation. In terms of resources; local BAME groups will develop themed trails representing their heritage and links to the displays; teachers and Portsmouth University ITT department will help with the Key Stage 2 curriculum-linked workshop programme and online resources. Precise details are in the Activity Plan.

The Activity Plan sets out many ways of actively involving the local community, and of creating new opportunities for volunteering. The Learning Department has already identified projects and learning initiatives; ‘Community Road Show’ projects, a ‘World at War’ event for schools focusing on the link between different countries and the Navy during wartime and a ‘Story Exchange’ intergenerational film project.

‘The Friday Club feel very proud to be part of such an interesting and worthwhile project and look forward to completing their part. The proposed project will enhance the existing facilities and bring history alive for the older generation, who have been part of it, as well as future generations to come.‘

Sue Wright, Friday Club Group Leader, Portsmouth City Council

62 EXHIBITION DESIGN REPORT Redman Partnership LLP National Museum of the Royal Navy, Portsmouth 48 The Grove HM Naval Base (PP66) Ilkley Portsmouth LS29 9EE PO1 3NH

T: 01943 816898 Registered Charity 1126283-1 W: www.redman-design.com T: 023 9272 7577

EXHIBITION DESIGN REPORT 63