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Revealing the Charterhouse Activity Plan
September 2014
Version Date Description Comment Ver 1.1 3rd October 2013 First draft Ver 1.2 10th October 2013 Second draft Incorporating feedback and additional narrative from Frazer Swift, MoL Ver 1.3 23rd October 2013 Third draft Incorporating feedback and additional narrative from Charterhouse Ver 1.4 24th October 2013 Fourth Draft Final Review Dominic Tickell and Frazer Swift Ver 1.5 September 2014 Draft Final Update
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CONTENTS
SECTION PAGE
Executive Summary i.
1. Introduction 1.
2. Where are we now? 4. 2.1 The Charterhouse 2.2 Museum of London 2.3 Partnership Agreement 2.4 Pilot Activities
3. Consultation feedback 20.
4. Interpretive concept and market appraisal 22. 4.1 Interpretive Concept 4.2 Guided Tour 4.3 Market Appraisal 4.4 Competitor and Comparator Review
5. Strategic decisions about involving people 34. 5.1 Revealing the Charterhouse Project 5.2 Learning Plan 5.3 Guided Tours 5.4 Volunteer & Training Plan 5.5 Audience Development & Public Engagement 5.6 Measuring Success 5.7 Meeting HLF’s Aims 5.8 Longer-term Benefits
6. Activity Plan 57. 6.1 Action Plan Table 6.2 Programme and Resources
APPENDICES
Appendix A – Service Level Agreement (Draft) Appendix B - On Street Survey Results Appendix C – Education Professionals Feedback Appendix D - Higher Education / Adult Learning Consultation Appendix E – Primary, Secondary and SEN Pilot Feedback Appendix F – National Garden Scheme Survey Results Appendix G – Tour Participant Survey Results Appendix H – Interpretive Concept Report Appendix I - Guided Tour Script Appendix J - Learning Programme Manager Job Description Appendix K - Learning Volunteer Role Description Appendix L – Volunteer Co-ordinator Job Description Appendix M - The Charterhouse Adult and Higher Education Research Appendix N – Consultation Feedback Appendix O – Project Objectives – Monitoring and Evaluation Framework
Revealing The Charterhouse – DRAFT Activity Plan
EXECUTIVE SUMMARY
This plan outlines the activities the Charterhouse will undertake in order to deliver the Revealing the Charterhouse project in a way that embeds the values of learning and engagement.
The partnership with the Museum of London remains at the heart of the project. We have reviewed our plans rigorously, reflecting on each partners’ capacity, expertise and strategic aspirations. We are confident that our Activity Plan is realistic. Both partners remain strongly committed to the Revealing the Charterhouse vision.
During the development period, we have consulted current and potential audiences, users and stakeholders. The consultation has reinforced our belief that there is a strong appetite among the general public for greater access; and that our plans must balance this against the need to respect the privacy of the Brothers. Consultation has shown that the ‘living’ presence of the Brothers is a real asset for the site.
The Activity Plan has a twin focus. It is designed to deliver real short-term goals for the project whilst at the same time building firm foundations for the Charterhouse’s future as a lively, engaging and outward- looking heritage site.
The short term goals have been carefully chosen to reflect the real development needs of the Charterhouse. The Charterhouse is not starting from scratch in terms of hosting volunteers, holding collections or providing public tours. However it is starting from scratch in terms of running a learning programme, albeit that this programme will be managed by the Learning Department at the Museum of London.
With volunteers, audiences and collections activities, the Activity Plan aims to ‘up the game’, ensuring that future work in these areas is well -supported and carried out to good professional standards, within a long-term strategic framework which will aid the future development of a volunteer work-force and a sustainable public programme.
With the learning programme, the Activity Plan aims to ‘start with a bang’. Here, there will be stronger support from the Museum around delivery as well as development; putting in place a programme that which fits seamlessly into the Museum of London’s wider learning operations. We have included details of the post-opening learning programme as part of this plan
We see the investment provided by the HLF as a catalyst, providing a significant catalyst which will set the direction of travel for Charterhouse, and build institutional confidence for the future; which may in time lead to Museum accreditation.
The transition between ‘project investment’ and ‘business as usual’ has been identified as one of the project risks. We have accordingly set out in this plan, a number of activities and initiatives which are
Jura Consultants i Revealing The Charterhouse – DRAFT Activity Plan not budgeted for within the Revealing the Charterhouse scheme, but will nevertheless contribute towards building a sustainable culture of learning and engagement on the site.
Both partners have learnt a lot during the development phase. Although some aspirations have had to be modified, in the light of resourcing and capacity, enthusiasm for the project remains at full strength. We are even more convinced than ever that Revealing the Charterhouse represents a great opportunity to create a wonderful new heritage asset for London.
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1.0 INTRODUCTION
1.1 Introduction
This report presents the Activity Plan for the Revealing the Charterhouse Project.
1.2 Background
The Revealing the Charterhouse project received a Round 1 pass for £1.5 million from the Heritage Lottery Fund (HLF) in March 2013, including a development grant of £145,300.
The Revealing the Charterhouse project is designed to open up the Charterhouse, a remarkable assembly of historic buildings dating from the 14th century, to provide increased public access, enjoyment and understanding of the site. The new presentation will share the extensive and dramatic 660 year history contained within, telling the story of the site since the middle ages, right up to the present, including its special role as residential home for elderly gentlemen known as the Brothers. The project takes advantage of a strategic partnership developed with the Museum of London and focuses on the front of the estate consisting of the Charterhouse Square, the Tudor mansion and the chapel. The project is comprised of four elements:
1. Creation of a new visitor experience within the Charterhouse which includes an exhibition and interpretation space (curated by Museum of London), audio visual presentation, and shop
2. Guided tour of areas not usually open to the public
3. Opening of Charterhouse Square for public use, reinstatement of the 17th century plan, improvements to furniture, fixtures and fittings, and improved landscaping including conservation works to the ancient trees
4. Development of a learning programme for schools, families, adult learners and Adult and Higher Education students led by the Museum of London and supported by volunteers that relates to the Charterhouse and the Tudor period, and the creation of a flexible learning space to support activity sessions
1.3 Activity Planning
This Activity Plan has been developed by Jura Consultants with input from the Museum of London on the learning programme and interpretive concept.
An Activity Plan is a strategic document which sets out everything that will be undertaken as part of the project to engage people with their heritage and involve people in making decisions
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about their heritage. This includes learning, participation, audience development, training, volunteering and any other public activities related to the project.
As the Revealing the Charterhouse project was approved during the previous HLF strategic plan, guidance that dates prior to October 2012 has been used. Therefore, the Activity Plan is cognisant of the following HLF aims:
• Participation – Helping more people, and a wider range of people, to have an active part in and make decisions about their heritage. The main ways to meet this aim include: o Creating opportunities for people to volunteer in the project o Helping the community to take an active part in the project, including helping people to make decisions about heritage o Developing new and/or wider audiences for the heritage
• Learning – Helping more people learn about their own and other people’s heritage. The main ways to meet this aim include: o Providing information about the heritage and interpreting it for others o Creating opportunities for people to gain new or increased skills o Holding events or activities to help the general public or particular groups of people to learn about the heritage
The outline Activity Plan (November 2012) produced for the Round 1 application provided an overview of where the Charterhouse is now in terms of the organisation, audiences and activities, provided a summary of early audience research, and outlined a number of activities to be considered as part of the final Activity Plan. Research to support the outline activity plan at Round 1 included a desk-based market appraisal, on-street survey targeting potential visitors (203 responses) and consultation with education professionals (71 responses).
As part of the Round 2 development, the study team have reviewed the aims and objectives for the project and the outline Activity Plan, undertaken more research to understand the strategic context in which the project sits and gathered additional audience feedback. Additional development work was undertaken at Round 2 to test ideas and further refine the activities proposed. This has included consultation with the Brothers, tour participants, local residents, neighbouring Clerkenwell attractions, and learning audiences. This has been undertaken through visitor surveys, focus groups and interviews. The following table provides an overview of the research undertaken to-date to support the development of the Activity Plan.
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TABLE 1.1 CONSULTATION SUMMARY Type of Consultation Response Stage On-Street Survey 168 respondents at 3 locations; Charterhouse (62), Round 1 Farringdon Station (71), Museum of London (35) Teacher’s Focus Groups 13 teachers; 5 primary, 4 secondary, 4 SEN Round 1 Teacher’s Survey 71 teachers; 41 primary, 17 secondary, 5 SEN Round 1 Secondary Session Pilots 35 students (Yr8) Round 2 Primary Session Pilots 56 students Round 2 SEN Session Pilots 15 students Round 2 Adult and Higher Education Consultations 32 participants Round 2 Local Attractions Interviews 6 attractions Round 2 National Garden Scheme Survey 77 respondents Round 2 Charterhouse Brothers Focus Group 17 participants Round 2 Charterhouse Staff Tour administrator, Brothers’ administrator, Hospitality Round 2 and Events Tour Participant Exit Survey 66 responses (and the survey is continuing) Round 2 Tour Participant Observation and Discussion 24/14 participants Round 2 Clerkenwell Guides Tour and Focus Group 24 people Round 2 Barbican Residents Tours and Focus Groups 75 people Round 2
Therefore, some 682 people have been consulted as part of the development of this plan.
1.4 Report Structure
The remainder of this report is set out as follows:
Section 2 provides current information about the Charterhouse and the Museum of London Section 3 provides a summary of feedback gathered during consultation Section 4 outlines the interpretive concept and the findings of the market appraisal Section 5 outlines the strategic decisions taken about involving people Section 6 provides details on the activities planned
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2.0 WHERE ARE WE NOW?
2.1 Introduction
This section provides an overview of the Charterhouse, the Charity Sutton’s Hospital in Charterhouse and the Museum of London, in addition to a summary of their current position in terms of activities and audiences.
2.2 The Charterhouse
2.2.1 Overview
The Charterhouse is located in Clerkenwell, in the London Borough of Islington, immediately adjacent to the ancient boundaries of the City of London. The predominantly hidden site is contained within the Charterhouse Square Conservation Area, first designated in 1969 and extended in 1994.
Established in the 14th century, its history can summarised in four phases – monastery, mansion, hospital and home – with five principle building periods which are:
• Building of the Carthusian Priory founded by Sir Walter Manny in 1371 • Transformation of the monastic buildings in 2 stages into a Tudor mansion, following the suppression of the Priory in 1537 • Adaptation of the mansion to the purposes of the Hospital of King James founded in 1611 as school and almshouses • Alterations to the existing buildings and the addition of Preachers' Court and Pensioners' Court by Edward Blore and Pilkington in 1826-40 • Reconstruction of the buildings carried out by Seeley and Paget, architects following bomb damage of 1941
The Charterhouse now consists of a series of buildings that date from the 14th century, the Tudor period and the Victorian period. Many of the buildings (including the Chapel and the Tudor Mansion) are Grade I-listed. A sixth building period was created in 2000 when the new residences designed by Michael Hopkins were added to the estate. The project focuses on the area at the front of the estate consisting of Charterhouse Square, the Tudor mansion and the chapel.
2.2.2 Brief History
Religious Site – In 1348 Sir Walter de Manny established a cemetery for victims of the Black Death on site and a chapel was built 1349. In 1371 de Manny gave the land to the City so that a new Carthusian monastery could be founded, which became the largest Carthusian monastery in Europe.
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Grand Tudor Mansion – Lord North obtained the Charterhouse in 1545. Using much of the monastic building fabric, he transformed the building into a grand Tudor mansion. When North died in 1564, Thomas Howard, 4th Duke of Norfolk, became owner and named it Howard House. Howard was executed for his alleged part in the Ridolfi Plot. The house passed to his eldest son Philip Howard and after his death, Howard House passed on to his half-brother, the Earl of Suffolk who sold it in 1611 and used the proceeds to build Audley End.
School and Almshouse – Thomas Sutton, former employee of Norfolk and considered the richest commoner of his time, bought Howard House to found the Hospital of King James, consisting of an almshouse and school. James I became the first Royal Governor of the charity which provided accommodation for up to 80 elderly men who had served their country well and who were not able to afford to fend for themselves, known as the Brothers of the Charterhouse. The school provided 40 places for boys who otherwise could not afford a good education. Over the last 400 years, Charterhouse has been associated with an extraordinary array of people. Among the first governors were King James I and Archbishop Abbot (of Canterbury). Today HM the Queen, HRH Prince Philip and HRH Prince Charles are all Governors. Other notable governors have included Oliver Cromwell and his son Richard, Judge Jeffries, the first Duke of Wellington, Robert Walpole, Benjamin Disraeli, Robert Peel and Stanley Baldwin. Those who studied at the site include William Makepeace Thackeray, John Wesley, Henry Havelock and Robert Baden-Powell.
2.2.3 Charterhouse Collection
The institutional archives of The Charterhouse are held in three repositories: the London Metropolitan Archives (LMA), Charterhouse School and at the Charterhouse itself.
The archives retained at Charterhouse include minutes of governors' meetings from 1613- 1982, the Register covering admission of the first scholars and pensioners, 4 rare plans of the Priory’s dedicated piped water system c 1431, and a royal grant of land with a remarkably complete seal of Elizabeth I. The Royal Seal of James I is also held on site. There is a large collection of service books and bibles, early histories and the Waley-Cohen bequest of books by Thackeray, a former pupil.
The Charterhouse owns a collection of about 400 images. About 40 are oil paintings, mainly portraits of past governors and benefactors from the late 17th to the mid-19th centuries. There is also a notable portrait of Thomas Sutton c.1657 and of Elizabeth Salter, the wife of a Master, c 1751 once attributed to William Hogarth. The Charterhouse artefact collections include silver plate, tableware and cutlery, gifts from benefactors, and portrait busts. There are 8 Flemish tapestries, acquired by the governors in 1615 which hang in the Great Chamber.
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2.2.4 Charterhouse Square
The area that is now occupied by Charterhouse Square was a burial ground for victims of the Black Death Plague in 1348. The limited records available from the period suggest that up to 50,000 people may have been buried in the burial ground. The Crossrail project uncovered 25 skeletons from this period in 2013 under the road adjacent to Charterhouse Square. Today, Charterhouse Square is one of the few green spaces in the surrounding area. It consists of a gated lawned garden which is surrounded on three sides by a private road and is owned by Charterhouse. There is a public road on the southern end of the Square, opposite which is sited the Gatehouse, which serves as the main entrance to the Charterhouse. There is a path which links the southeast corner of the enclosed garden to the Gatehouse. The gardens are enclosed by iron railings with some hedging and the gardens are dominated by some very large and elderly London Planetrees.
2.3 Sutton’s Hospital at the Charterhouse
2.3.1 Objectives
The Charterhouse is a charity founded in 1611 located in a beautiful setting at a former Carthusian monastery on the edge of the City of London. A registered charity and Church of England foundation formally known as Sutton's Hospital in Charterhouse, the objectives of the charity are:
(a) the relief of beneficiaries (Brothers) by the provision of accommodation and care or in such other ways as the Governors think fit: and
(b) the advancement of education by the provision of financial support to the School (i.e. Charterhouse School)
These objectives are derived from original objects of Thomas Sutton's charity of 1611, confirmed by Act of Parliament in 1628. This made provision for an almshouse for '80 poor men and schooling for 40 boys'.
2.3.2 Supported Independent Living
The charity today provides accommodation and care for retired, single elderly gentlemen known as Brothers. Originally, the Brothers were those who could supply ‘good testimonye and certificat of theire good behaviour and soundnes in religion’, those who had been servants to the King ‘either decrepit or old captaynes either at sea or land’, maimed or disabled soldiers, merchants fallen on hard times, those ruined by shipwreck or other calamity’.
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Modern-day Brothers must be in need of financial and social support and are selected from a wide variety of backgrounds, including teachers, clergymen, writers and editors, musicians, and artists. At entry they must be 60 to 80 years of age and in good health. They must also have a desire to live together in a community following a very simple set of rules.
The charity provides private accommodation for 40 Brothers in the main buildings and the Admiral Ashmore Building. This consists of a bedroom, sitting room, kitchenette, and en-suite facilities. In addition, there are 10 rooms in the Queen Elizabeth II Infirmary, which has three- star status as a registered care home providing nursing, where Brothers are accommodated when they require personal care. All meals are served and eaten together in the Great Hall.
Central to the charity’s mission is that all Brothers are encouraged to lead active and independent lives. A programme of lectures, musical events and outside visits are arranged by the Brothers’ Social Committee and Music Group. They also undertake a number of roles including organist, pianist, clerk of the chapel, photographer, editor of The Charterhouse Magazine, tour guides, cataloguer of the extensive artwork collection and calligrapher of major events. The Charterhouse is extremely important to the Brothers as it provides them with a safe and comfortable home, a community in which to belong and medical care, whilst supporting an active, social and healthy lifestyle.
The Master, Deputy Master, Clerk to the Brothers and Caretaker are resident in the community and at least one is always available to respond to concerns expressed by the Brothers. The Brothers meet as a group at least 4 times a year with the Master to discuss current topics.
2.3.3 Current Audiences and Activities
Guided Tours Guided tours of the Charterhouse are offered to the public from April to October, once weekly at 2:15pm at a cost of £10 per person. From January 2013, a more flexible booking system has been piloted. Brothers of the Charterhouse act as volunteer guides for the general tours and tours must be booked in advance by email or telephone. Tours are generally restricted to 15- 20 people.
TABLE 2.1 GUIDED TOUR ATTENDANCE 2014 2011 2012 2013 (to date) Group Tours 17 20 34 Mixed Tours 4 3 14 Individual Tours 3 3 8 Total Tours 24 26 56 No Groups 21 23 80 Group Visitors 529 544 1,300 (E) Individual Visitors 110 105 250 (E) Total Visitors 639 649 1,550
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In 2011 there were a total of 24 tours, comprised of 639 people. In 2012 there were a total of 26 tours given, comprised of 649 people. The majority of tours given are organised group tours for organisations such as the Friends of the Royal Academy of Art, NADFAS, Friends of the British Library, Friends of the V&A, Blue Badge Guides etc. Individuals are usually booked on to pre-existing tours. The flexible booking arrangement put in place in 2013 has significantly increased the number of tours and visitors coming to the Charterhouse. To date, there have been xx tours given and xx visitors.
The Charterhouse is also an important stop on many walking tours through Clerkenwell and the exterior is used by individual guides as a stopping point to discuss dramatic events such as the plague, the Reformation, the Tudors and Sutton Hospital.
Musical Tours In addition to the standard tour, the Charterhouse also offer a number of Musical Tours throughout the year for groups. Groups of 25 to 50 people can be accommodated. The Musical Tour takes the form of a promenade music event which visits the principal areas, where descriptions will be given, before a piece of appropriate music is performed by a professional quartet, the Thomas Sutton Singers. It will also include a 10-minute recital on the restored 1842 Walker organ in the Chapel. The tours take place in the evening from 7.30 pm to 9.30 pm.
The following table summarises attendance at Musical Tours.
TABLE 2.2 MUSICAL TOUR ATTENDANCE 2009 2010 2011 2012 2013 2014 No. Music Tours 6 7 9 5 tbc tbc No. Attendees 196 280 274 141 tbc tbc
On average, the Charterhouse gives 7 musical tours per year and attracts 223 attendees. Most tour participants are organised group tours for special interest groups or corporate teams.
Thomas Sutton Annual Lecture An annual lecture is held at Charterhouse in honour of the charity’s founder Sir Thomas Sutton. The subject of the lecture varies each year but generally relates to the history of the site in some way.
Special Open Days The Charterhouse participates in a number of special open day events including the 'Behind Closed Doors' organised by the National Trust in association with Time Out Live, and the City of London Festival (sold out event). The gardens are opened as part of the National Gardens Scheme and the Chapel is also a regular feature of the annual Open House London. Since
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2003 this event has drawn an average of 482 visitors per year, however, due to poor weather, this has dropped in the past 2 years to 380 and 255.
Volunteers There are currently 32 active volunteers at the Charterhouse. The majority of these are Brothers (17). Most volunteer Brothers act as tour guides to visiting groups, while others work with the archivist on the Charterhouse collections and/or represent the community on several committees. There are several specialist roles performed by volunteer Brothers. These include photography, calligraphy and there is a Charterhouse organist. There are also 4 people who regularly volunteer in the gardens of the Charterhouse, one of which is a Brother. The archivist of the Charterhouse is also a volunteer. Supporting the Revealing the Charterhouse project, there are 2 volunteer boards including the Development Board (currently 5 members) and the Design Advisory Group (6 members).
Events and Hospitality The Charterhouse provides an extraordinary range of venues for a selected number of receptions, dinners and other functions each year. Rooms available for hire include the Great Chamber, Great Hall, Old Library, Chapel, Chapel Court, Norfolk Cloister and Gardens, Master’s Court, and Governors Room. A brief history and image of each space is provided on the website.
Additionally, the Charterhouse arranges its own programme of events including concerts, plays and special banquets.
Publications Publications on the Charterhouse include a guide book and extended history, written by the Charterhouse archivist Stephen Porter. The most recent publication is a 300-page illustrated monograph (18) developed by English Heritage for the Survey of London which focuses entirely on the Charterhouse. The Charterhouse website also provides a brief outline of the history.
Walking Tours The Charterhouse’s lengthy and dramatic history makes it an important stop on many of the walking tours conducted in the area, including those by the Clerkenwell and Islington Guides. Most groups will be led to the site where they stand in front of Charterhouse Square and are told the story of the plague, how the building came to be founded, and how it was transformed into a school and retirement home by Sir Thomas Sutton in 1611. Some walks are conducted by night to add to mystery and atmosphere.
Charterhouse School Urban expansion of London in the 19th century, and the decline of the Clerkenwell area into slum conditions, led to the desire to move Charterhouse School to a new location. The school moved to Godalming in 1872 and formed a separate charity, Charterhouse School. However,
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the links between the Charterhouse and Charterhouse School remain strong. All new entrants to the school visit the London Charterhouse early in their school career, and many school houses hold their annual or bi-annual dinner in the library. Every September there is a Foundation Lunch – held in either London or Godalming – for the Governors of both Establishments, followed in December by the Founders Day Dinner for OC's.
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2.4 Museum of London
2.4.1 Overview1
The Museum of London (MoL) tells the story of the world’s greatest city and its people – from prehistoric times to modern day. The museum is located on London Wall, near to the Charterhouse. MoL’s mission is to inspire a passion for London and it aims to do so through increasing public awareness, appreciation and understanding of London’s cultural heritage, its people and its stories. Its sister museum, the Museum of London Docklands is located in the east of London.
Reach • 600,000 people visit the Museum of London and the Docklands each year • 5 million page views annually of the Collections Online • 17,000 Friends on Facebook and 29,000 Twitter followers • 400,000 downloads of Streetmuseum, their award-winning app
Content • Over 2 million objects in their designated internationally-renowned collection • The £20.5 million Galleries of Modern London and Clore Learning Centre opened in 2010, the museum’s most ambitious project ever • The London Archaeological Archive and Research Centre (LAARC) is the world’s largest, and the main research resource about early London • An estimated 90% of all research into pre-medieval London is undertaken in association with the museum • 66,000 objects are accessible via Collections Online
Learning • MoL welcomes 10,000 babies, toddlers, parents and carers to special sessions every year • School children form a higher percentage of their total visitors (15%) than at any other UK national museum • MoL works with 80 universities each year, reaching 12,000 students • 1.6 million page views of their online learning resources annually • MoL handles 6,000 enquiries and 2,000 research visits to the collection each year • 150,000 people take part in learning programmes each year, including 105,000 school pupils and 30,000 people attending family events • MoL has circa 40 volunteers in the Learning Department • MoL has been awarded the Learning Outside the Classroom Quality Badge and the Sandford Award
1 From the Inspiring a Passion for London Strategic Plans 2013-2018
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Beyond the Walls • A major partner museum of Arts Council England • Their acclaimed volunteer inclusion programme has helped 370 disadvantaged Londoners develop skills for the workplace • MoL is visited by delegations from many countries, including Brazil, Korea, France and Australia • Commercial income doubled between 2010 and 2013 • Green roofs, energy-efficient lighting and rainwater-harvesting are lowering costs and environmental impact
2.4.2 Objectives
The principal governing document of the Museum of London is the Museum of London Act 1965 (as subsequently amended). This requires the Board of Governors to
a) Care for, preserve and add to the objects in their collections; b) Ensure that those objects are exhibited to the public and made available to persons seeking to inspect them in connection with study or research; c) Generally promote understanding and appreciation of historic and contemporary London and of its society and culture, both by means of their collections and by such other means as they consider appropriate; and d) Take any action as they think necessary or expedient to fulfill the aims and objectives of the Museum set out in legislation.
2.4.3 Collections Related to the Charterhouse
The MoL collections related to the Charterhouse fall into 3 categories:
• Material recovered directly from archaeological excavations in and around the precinct (5 digs and 10 evaluations undertaken in and around the Charterhouse site since 1948-9) • Artefacts and images directly related to Charterhouse and its neighbourhood • More general material from London’s past, particularly the Tudor and Stuart period, which will be used to enhance the interpretation of the site and the learning programmes
2.4.4 Current Audiences
Museum Visitors The museum of London tells the story of the history of London and its people. The museum provides free entry to the public to visit the permanent galleries including; London Before London (pre-history); Roman London; Medieval London; War, Plague and Fire (fire of London); Modern London: World City; Modern London: People’s City; Modern London: Expanding City; and the Victorian Walk. The museum also hosts a number of temporary exhibitions each year.
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The museum’s profile was raised significantly following the successful launch of the Galleries of Modern London in May 2010 and their programme of major exhibitions, smaller displays and imaginative adult events programme have helped to maintain this presence. Their priority is to develop audiences further, establishing the museum as a ‘must see’ destination for national and international visitors, extending their reach and inspiring more people about London and its history. MoL currently has plans to redevelop the Roman Galleries.
The following table shows visitor numbers to the Museum of London
TABLE 2.3 MUSEUM OF LONDON VISITORS 2009/10 2010/11 2011/2012 2012/13 2013/14 2014/15 Actual 275,434* 493,026 431,995 478,706 - - Target - - - 463,000 580,000 700,000 Note: *Modern London Galleries under refurbishment Source: Museum of London Annual Reports
In 2012/13 the Museum of London was visited by 478,706 people.
• 32% of visits were made by Londoners, a further 25% from elsewhere • in the UK and 43% from overseas • 14% of visits were made by regular repeat visitors, 18% by • reactivated infrequent and lapsed visitors, and 68% by first time • visitors • 22% of visits were made by those in family groups. 16% of visits were • made by children aged 15 or under, not including pre-booked school • and youth groups • 81% of UK visits were made by NS-SEC groups 1 to 4, 10% of UK visits • were made by those in NS-SEC groups 5-8 • 51% of visits were made by those in full time employment, 18% made • by those who are retired and 13% by full-time students • 9% of visits were made by those from minority ethnic backgrounds
The museum has ambitious plans to achieve 1.5m visitors at Museum of London and Museum of London Docklands combined by 2018.
The museum predicts at least 100,000 visitors to its current exhibition, The Cheapside Hoard: London’s Lost Jewels.
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Learning Audiences Over 150,000 people take part in the Museum of London’s learning programmes each year. Of these around 105,000 are school pupils, 30,000 are people attending family events, 10,000 attending early years activities, and 4,000 are adult learners taking part in courses and HE sessions.
Schools are a key audience for the museum. Of UK schools, approximately 55% are primary and 45% are secondary. Around 2,000 pupils from special and hospital schools take part in the SEN programme. Overall, around half of schools book a session, and the other half book a self-directed visit. Overseas schools account for around 20,000 pupil visits and the vast majority of these of secondary school age.
Outreach programmes are a key strand of provision and enable the museum to reach pupils who are not able to visit because of distance, timetable pressures or other logistical issues. Some 15,000 pupils took part in sessions in schools, around 12,000 in secondary schools, 1,100 in special and hospital schools and 2,000 through videoconferences, mainly in primary schools. LAARC staff reached 618 students through outreach sessions, plus a further 10 groups who visited the Community Dig.
Programmes and resources cater for the full spectrum of school learners, from Foundation Stage children to post-16 students, and support a wide range of curriculum areas, not just History, including Citizenship, Geography, Art, Literacy, English, Archaeology, and Classical Studies. Sessions are designed to cater for a variety of learning styles and use a range of different approaches, including object handing, role-play, replica costumes, gallery drama and theatre performances, storytelling, art workshops, debates and study days. The museum also increasingly incorporating the use of digital technologies such as smartphones, tablets, PlayStation Portables and digital cameras into our schools programmes to enhance the learning experience.
The Learning section of the museum’s website is an invaluable resource for both teachers and pupils, and received 1.6m page views last year. It includes downloadable images, pre- and post-visit activity ideas, games, interactive timelines and quizzes, video, gallery activity sheets, and practical information such as advice on risk assessments and booking procedures.
The Museum of London has an established, dedicated team of c12 schools volunteers who welcome and brief schools on arrival and support them throughout their visit.
The Teachers’ Network has over 1,700 members and offers teachers regular e-newsletters, free private views, advance booking of sessions and discounts on INSET and purchases of books in the museums’ shops.
The museum won a Sandford Award in July 2011 – this is a national award by the Heritage Education Trust in recognition of excellent provision for schools. The award was made following a
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thorough assessment by the Chief Executive of the Trust of programmes and how they are managed, plus a one-day inspection and interviews with staff. The report concluded:
‘The Museum of London’s learning programmes are world-class. A staggering array of activities is offered to pupils of all ages, abilities and interests, and the quality both of these and the supporting resources and facilities is exceptionally high. Learning is clearly at the heart of the museum’s ethos, and there is a genuine passion for inspiring young people with stories of london’s past, present and future.’
The museum has also been awarded, in 2010 and 2012, the Learning Outside the Classroom Quality Badge in recognition of the high quality services it offers to schools.
One of the museum’s five strategic objectives is to ‘Engage every school child’ in London and it is currently working in partnership with the GLA on the development of the London Curriculum (online schemes of work for KS3 drawing on London as a learning resource that will complement the National Curriculum) and on the London Knowledge (an annual online quiz about London’s history for all schools in London with finals held at the museum).
2.5 Partnership Agreement
2.5.1 Rationale
The Trustees of the Charterhouse, wishing to open up their historic site for greater public access, initially approached the Museum of London for their expert advice and assistance in developing the Revealing the Charterhouse project. In the course of discussions, the possibility of a stronger collaboration emerged. For MoL, the potential benefits of a partnership beyond ‘being a good neighbour’ were:
• MoL see this collaboration as providing a template for future collaborations that they may develop with other organisations • Expanding the Museum’s schools programme – offering new sessions for primary, secondary and special schools • Expanding the tour programme offered by the Museum’s visitor hosts by including the Charterhouse (within walking distance) • Increasing the Museum’s visibility on the ground – bringing new signage and branding opportunities to exploit the increased public footfall from the new Farringdon Cross Rail station • Developing the Museum’s reputation and role in the heritage sector through collaboration • Developing the Museum’s collective skills and expertise – interpreting a historic site will be a new challenge for MoL staff and will develop the skills they are to offer as consultants
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Overall, MoL were looking for an opportunity that would enable them to expand their own offer to schools and the public in a way that covered costs and avoided the need to take on new building responsibilities.
2.5.2 Memorandum of Understanding
The partnership between the Charterhouse and the Museum was established at the end of 2011 and was formalised with a Memorandum of Understanding in July 2012.
A more detailed Service Level Agreement will be established between the Charterhouse and the Museum of London over the coming months. It will formalise the terms of the collaboration. The Charterhouse and the MoL have agreed to work together in partnership to assist one another in creating and implementing a programme of visitor and educational activities at the Charterhouse. The public programme is to include: visitor tours, educational activities and a permanent display interpreting the site.
Charterhouse will take responsibility for:
• Managing all building improvements needed to support the public programme • Overall governance, project management, procurement, and fundraising for the development as a whole • Employment and management of temporary and permanent staff and volunteers working on the public programme will be mutually agreed
The Museum of London will take responsibility for:
• Advising on matters where it has relevant in-house expertise • Lending items from its collections to the permanent display, subject to its normal loan conditions • Ensuring that the quality of the public programme offered at Charterhouse is excellent and meets sector standards
Costs will be recovered or expenses to be charged between the two parties shall be mutually agreed on a case-by-case basis.
2.6 Pilot Activities
In preparation for the Revealing the Charterhouse project the partners have organised and are piloting several activities. These include:
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2.6.1 Flexible Tour Booking
Up until January 2013, guided tours of the Charterhouse were offered to the public from April to October, once weekly at 2:15pm at a cost of £10 per head. As a pilot for the Revealing the Charterhouse project, a more flexible programme has been introduced and bookings can be made for any day at any time during the year. This new system has significantly increased the number of visitors to the Charterhouse.
2.6.2 Tudor Schools Sessions
The following sessions at Charterhouse were piloted by the Museum of London’s Learning department:
• KS2 Tudor Dance on 17 September 2012, attended by 30 Year 4 pupils from Albermarle Primary School Pupils took part in a 45 minute tour, an object handling session and a 60 minute dance workshop in the Great Chamber
• KS2 Tour of the building on 26 January by 26 pupils (aged 8-11) from the City of London School for Girls’ After School Club The group visited between 4-5pm and toured the building with the Museum of London’s Primary Schools Programme Manager
• KS3 Tudor Study Day on 27 March 2013, attended by 35 Year 8 students from the West London Free School Pupils took part in a 30-minute tour of the building, an object handling session, and met a costumed interpreter in role as a Tudor Courtier
• Drama session on 4 February with 15 SEN students aged 19-21 from Waltham Forest College The visit was the culmination of a Tudor drama project and gave the students the opportunity to perform a play they had developed in the inspirational setting of the Charterhouse
See Appendix C for further details and evaluation findings.
2.6.3 Venue for Clerkenwell Design Week
This year Charterhouse Square participated for the first time as a venue for the Clerkenwell Design Week which took place from 21st to 23rd May 2013. The new materials and surfaces pavilion, Covered at Charterhouse Square was established in the square. The Materials Council relocated their studio to the pavilion for the duration of the show and also displayed a selection of materials from Whiter than White, Materials Council’s inaugural exhibition which
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was launched in September 2012. Additionally, the square was part of a series of historic walking tours that were offered as part of the event programme.
2.6.4 Great Chamber Research Project
Students at the City and Guilds Art School are currently working on a research project focussing on the Great Chamber. They have been tasked with coming up with a redesign which would re-fresh the rather tired appearance of the room, one that will reflect the changes within the room overtime but which takes as its starting point the Tudor origins of the Room.
2.6.5 Impact Assessment
Another group of students from the City and Guilds Art School are working on an impact assessment of the increased visitor numbers to the different areas in the Charterhouse and will make recommendations on the implications of Revealing the Charterhouse to the fabric of the buildings and Square. Both of the City and Guilds projects are due to report back before Christmas 2013.
2.6.6 Velvet Rope Access to the Master’s Court
From October 2013, public access has been granted to the Entrance Court beyond the Entry Gate for the first time. This allows the general public to spend time in the courtyard and also to view the Master’s Court through the main arch. A rope barrier has been established in order to prevent visitors from entering the Tudor Mansion without an escort. This opportunity has been advertised to the Clerkenwell and Islington Guide Association, and it is hoped that they now bring their tours in for a ‘sneak peak’. The objective of this activity is to generate interest and curiosity with audiences.
2.6.7 Philanthropy Exhibition
In January 2013, the City Bridge Trust approved a grant of £152,000 to commission Charterhouse, in partnership with the Museum of London, to develop an exhibition entitled Philanthropy – the City Story, as an additional element of their City Philanthropy initiative. Whilst the City has a proud tradition of philanthropy dating back to the Middle Ages, it is one of London’s ‘hidden’ stories. The purpose of the exhibition is to shine a light on the charitable activities of the City, looking at the past and the present of philanthropy in the City. The exhibition will show how the City has been built on generosity and a sense of social responsibility which accompanied wealth and religious values.
Work on the exhibition is well underway and is being overseen by representatives of City Bridge Trust, the Charterhouse and the Museum of London. The exhibition will be opened on 29th October 2013 by the Lord Mayor. An exhibition book comprised of 88 pages, has also
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been commissioned and will include essays on the history and topic of philanthropy and will be very well illustrated with commissioned photography, historical images and maps.
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3.0 CONSULTATION FEEDBACK
3.1 Introduction
Extensive consultation has been undertaken as part of the development of the Revealing the Charterhouse project, both at Round 1 and at Round 2. The following table provides an overview of the research undertaken to support the development of the Activity Plan.
TABLE 4.1 CONSULTATION SUMMARY Type of Consultation Response Stage On-Street Survey 168 respondents at 3 locations; Charterhouse (62), Round 1 Farringdon Station (71), Museum of London (35) Teacher’s Focus Groups 13 teachers; 5 primary, 4 secondary, 4 SEN Round 1 Teacher’s Survey 71 teachers; 41 primary, 17 secondary, 5 SEN Round 1 Secondary Session Pilots 35 students (Yr8) Round 2 Primary Session Pilots 56 students Round 2 SEN Session Pilots 15 students Round 2 Adult and Higher Education Consultations 32 participants Round 2 Local Attractions Interviews 6 attractions Round 2 National Garden Scheme Survey 77 respondents Round 2 Charterhouse Brothers Focus Group 17 participants Round 2 Charterhouse Staff Tour administrator, Brothers’ administrator, Hospitality Round 2 and Events Tour Participant Exit Survey 66 responses (and the survey is continuing) Round 2 Tour Participant Observation and Discussion 24/14 participants Round 2 Clerkenwell Guides Tour and Focus Group 24 people Round 2 Barbican Residents Tours and Focus Groups 75 people Round 2
Approximately 682 people have been consulted as part of the development of this plan.
This section summarises key messages received as part of this consultation process. This feedback will be used as a base for making strategic decisions about involving people in Section 5. The more detailed analysis of responses is provided in Appendix A.
3.2 Key Findings
The various surveys and focus groups have provided considerable new insights into current and potential audiences. A key finding has been the degree of interest in a visitor centre that would explain the history of the Charterhouse. Some 79% of respondents to the on-street survey indicated a positive interest in visiting the exhibition. Fewer visitors would be interested in the guided tour with 40% of respondents to the on-street survey indicating a willingness to participate in a guided tour. 25% of respondents were not interested in a guided tour and some
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35% would prefer to explore the site on their own. As this is not an option a proportion of these could be persuaded to use the guided tour, although some would not. The surveys have provided an element of market testing and indicated a clear interest in the guided tour and a greater interest in the exhibition.
The surveys have also provided an insight into the marketing and communications campaign that will be required to increase awareness of the Charterhouse and the new access. While local residents and those employed locally were aware of the Charterhouse, the overall level of awareness was low and this was particularly the case in the visitor markets. These results are hardly surprising but indicate the scale of the marketing and communications task. The philanthropy exhibition has the potential to begin to address this awareness issue.
The feedback from a variety of groups has resulted in clear indications of key areas of interest in the history of the Charterhouse. Topics include how Charterhouse fits into the wider history of London, Significant moments in the 400-year history of the Charterhouse, the architectural development of the building and gardens, and life in the Tudor period (1485 to 1603) under the reign of Henry VIII or Queen Elizabeth 1. Teachers specifically identified the following topics that they would wish for their classes: daily life during the Tudor period, the dissolution of the monasteries and the impact of the Reformation. Other topics included the difference between the rich and poor in Tudor times, multiculturalism throughout British history, kings and queens, costumes and music.
The survey has also provided valuable information on the potential reaction to the duration of the guided tour and the associated pricing. This information has been used together with the information from the comparative analysis to inform the decisions about the guided tour and pricing.
The consultation process has involved a significant number of learning audiences including teachers, students, and academics. These have informed the development and proposed delivery of the learning programme through the particular insights provided through the consultations. In addition, the responses have also been reflected in the design of the learning spaces.
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4.0 INTERPRETIVE CONCEPT AND MARKET APPRAISAL
4.1 Introduction
This section provides an overview of the interpretive concept and visitor offer developed for the Revealing the Charterhouse project, an analysis of the market and a comparison with other attractions of a similar nature.
4.2 Interpretive Concept
A key element of the Revealing the Charterhouse project is the creation of a new visitor experience within the Tudor mansion house which includes an exhibition space in the Wesley Room (curated by Museum of London), guided tours of areas not usually accessible to the public, and additional interpretive elements in Charterhouse Square and Chapel Court. The Museum of London has been responsible for developing the interpretive concept and the Charterhouse has been responsible for developing the tour scripts. A more detailed description of the interpretive concept and design plans can be found at Appendix F and a copy of the script for the tour can be found at Appendix G.
4.2.1 Wesley Room
The interpretive objectives for the Wesley Room exhibition are to:
• Provide a simple and fascinating overview of the five main phases that have shaped the Charterhouse, here defined as: monastery, mansion, school, hospital, home to ‘People’ the story • Place the story into the wider contexts of British / London / Islington history • Meet visitors’ expectations of a museum, through showing some compelling exhibits • Act as a taster, by simulating visitors to explore the Charterhouse in more depth through touring the building, or through the associated publications and web resources
The displays will be designed to cater for the needs of the following audiences, who will visit the Charterhouse in the largest numbers:
Priority 1 General interest adults from London and the UK, including local residents and workers, and the Brothers and their families
Priority 2 Overseas tourists with a general interest in London’s history
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Priority 3 Adults with a special interest, eg in history and architecture, including adult and higher education groups.
The displays will also be visited by children in school and family groups – while interpretation will not be specifically targeted at children, layout and orientation will be very clear, text will be as intellectually accessible as possible (using the Museum of London’s guidelines) and content will reflect the National Curriculum where appropriate (including supporting an understanding of chronology through the timeline). In addition, activity sheets will be produced for schools and families that focus on key themes and stories that will be of particular relevance and interest to children.
The Wesley Room aims to convey the human interest of the Charterhouse story. For most visitors, it will come after they have entered the building and encountered Walter de Manny and his tomb. The Chapel Cloister will provide a sense of going back in time, but the Wesley Room should be seen as ‘delivering’ the next part of the sequence. Here is where visitors can ‘get under the skin of the building’ and be given a glimpse into the lives of the people who lived here in the past.
The room will convey a sense of the various lives and human drama associated with the Charterhouse. It will aim to engage the visitor emotionally and spiritually, as well as intellectually. The displays will reinforce the sense of authenticity by displaying objects that are specifically from the Charterhouse site. Use of more generic ‘this is what they might have used’ material will be provided from the Museum of London collections, particularly for the earlier periods, but we will strive to keep these to a minimum.
The objects will convey the ‘detail’ part of the story – the fascinating detail of real lives. The broader context will be conveyed through text and images, perhaps using AV. But any AV exhibits will be integrated into the displays as subtle, small-scale exhibits.
The title ‘Living in the Charterhouse’, will position the display as being about people. Key messages to be conveyed are:
• Charterhouse has been several different sorts of institution over the last 660 years: the institution determined who lived here and what their daily experiences were • Everyone who lived here lived, to a greater or lesser degree, in a self-contained community, with its own daily rules and rituals • Despite living in a ‘closed’ precinct, the people who lived here were strongly affected by what went on in London and the wider world • This is an extraordinary place: its unique character reflects long periods of peaceful continuity and episodes of violent change
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The current thinking on the display proposes that it will take a relatively simple chronological format with some thematic focuses. The chronology will be simplified into: five types of communities – Monastery (1371 – 1533), Mansion (1538 – 1611), School (1611 – 1872), Hospital (1872 – 1956), Home (1956 – 2013) – and interspersed with 3 episodes of violent change – Black Death, Dissolution, Blitz.
The west/east ends of the room will also express a symbolic representation of the violent change / peaceful continuity contrast. At the west end there will be a Dissolution and destruction installation – provisionally The Three Catastrophes of Charterhouse - made up of broken statues and imagery of both the Carthusian martyrs and the Blitz. The Black Death will be included in this end. At the east end there will be (provisionally) The Three Virtues of Charterhouse, a domestic ‘fireplace’ setting with the Charity overmantle above and flanked by 2 portraits, one of which must be Thomas Sutton. The interpretation would take its cue from the overmantle representations of Faith, Hope and Charity, the 3 Christian virtues which play a strong part in the Charterhouse story, and still do.
The north wall of the room will house a long timeline exhibit running from the Black Death (west end) to the present-day (east end). The timeline will provide an overview of 660 years of change; interactive exhibits – things to touch, drawers to pull out; and show some of the objects.
The south wall of the room will house a long floor- to-ceiling, wall-to-wall exhibit with a miscellany of fascinating objects and images related to the experience of living in the five different communities in Charterhouse. It will explore the rules and rituals of living in a community, the frustrations and the friendships, the communal activities and the private. As with the rest of the room the displays will move from the earliest inhabitants, the monks, at the west end, to the latest, the brothers, at the east. These displays will include a variety of presentations including audio-visual exhibits.
4.2.2 Charterhouse Square and Chapel Court
Interpretive Panels Information panels will be placed in Charterhouse Square – at the entrance and in the middle area. These panels will focus on giving an overview of the history of the Charterhouse and the significance of the square. Additional directional signage will be put in place and practical information will be located at the entrance.
Charterhouse Scale Model Marking the new public entrance and orientation point for the Charterhouse at Chapel Court, visitors will be met from Charterhouse Square by a cast bronze scale model. Set at an accessible height, the model presents a tactile depiction of the full extent of the contemporary Charterhouse buildings. For the first time in the history of this previously inaccessible quarter of London the full extent and character of the site will be revealed to the
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public. Strips of bronze inset to the paving stones beneath the model will mark the footprint of the 15th century priory complex that first defined this portion of the city.
Sir Walter de Manny Tomb The tomb of the 14th century priory's founder, Sir Walter de Manny, dominated the centre of the now demolished priory chapel and was dominant in the lives and rituals of resident monks. Its substantial and conveniently flat-backed stonework was broken up and relocated to walls in the 16th century redevelopment of the site as a private mansion. Applying recent research and 2 surviving fragments, a full scale recreation of the tomb will be undertaken as a study by the Historic Stone Carving department at the City and Guilds Art School. This recreation will characterise the new reception room where the public first enters the interior of the Charterhouse.
4.3 Guided Tour
Tour visitors will enter from the Chapel Garden into a reception area where they can buy their tour ticket and peruse the retail merchandise on offer. Visitors will be asked to leave their coats and bags in the cloakroom to make their tour more enjoyable. Through the small cloister, visitors may visit the Wesley Room which will provide an exhibition space. At the start of each tour visitors will then called to the door into the Tudor Mansion and will be led by their guide into the Old Library for an brief introduction to the tour. Please see appendix G for an outline of the proposed tour.
It is planned that tours will last up to one hour. Specialist tours may require more time.
4.4 Market Appraisal
The Business Plan has undertaken a market appraisal for the Revealing the Charterhouse project. This has shown that the local resident market surrounding Charterhouse is approximately 114,300 people and by 2015, the population of the local area is due to increase by 4.6% to 119,550. There are approximately 133,337 pupils enrolled at 512 schools in the surrounding boroughs. This comprises 79,666 primary pupils and 53,671 secondary pupils. Partnership with the Museum of London will broaden the scope of the education market and give the Charterhouse access to a wider network of educators and pupils across much of London. For the purposes of this appraisal we have concentrated on the surrounding Boroughs.
In addition to the resident population there are also 180,000 people employed within this catchment area and the 2018 Crossrail service from Farringdon Station and new ticket entrance 500ft from Charterhouse Square will bring between 8 to 12 million people to the area per year.
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Charterhouse is located on the southern border of the London Borough of Islington which neighbours the City of London. Charterhouse is centrally located within the Inner London Boroughs which includes;
• Camden • Lambeth • City of London • Lewisham • Haringey • Newham • Hackney • Southwark • Hammersmith & Fulham • Tower Hamlets • Islington • Westminster • Kensington & Chelsea • Wandsworth
The total population in 2011 of the Inner Boroughs was 3.1 million people (not including the local market above). The largest of the 14 boroughs are Southwark (9.7%), Islington (9.3%), Kensington & Chelsea (9.3%) and Wandsworth (9.1%). Outer London Boroughs include all other London boroughs not outlined above. The total population in 2011 of the Outer Boroughs was 4.8 million people, 60% of the total population of Greater London.
Domestic tourism to London includes all holidays, visits to friends and relatives and business trips. In 2012, London had 12.15 million visitors. This is an increase of 9.6% on the previous year and is predominantly attributed to the London 2012 Olympic Games. The majority of visitors to London are from England (88%), followed by Scotland (6%) and Wales (5%). The most popular activities undertaken by domestic tourists when they visit London include sightseeing (19.42%), just relaxing (12.3%) and centre based walking (11.8%). Architecture and buildings and visiting a historic house also rated highly with 4.4% and 3.6% respectively. Going on a guided tour was undertaken by 1.2% of domestic tourists. When applied to the total number of domestic tourists, this amounts to 149,445 people.
Overseas tourism to London in 2012 was 15.5 million visitors. This is an increase of 1.1% on the previous year. Visitation accounted for approximately 94.3 million bednights and £10 billion in spending. Key markets for London in 2012 included visitors from France with 14% of overseas visits, Germany (11%) and USA (8%). Most overseas tourists visit famous monuments/buildings (64%), parks and gardens (52%) and museums (48%) while in London.
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The following table provides a summary of the total market available to the Charterhouse.
TABLE 4.1 MARKET SUMMARY Market Size Resident 114,300 Local Employed 180,000 Extended 3,100,000 Day trip 4,800,000 Domestic 12,150,000 Tourist Overseas 15,460,000 Education 133,337 Total (avoiding double counting) 35,624,300
The total market available to the Charterhouse is approximately 35.6 million people. This total excludes those employed locally and the education markets as they are accounted for within the local and extended markets. London is a busy and thriving international city which provides the new offer at the Charterhouse with a very large pool from which to attract visitors. Equally, this makes attracting a large volume of visitors difficult as there are so many other competing diversions and activities for locals and in particular ‘must see’ attractions that will be the priority for visiting tourists.
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4.5 Competitor and Comparator Review
4.5.1 Competitors
The Business Plan reviewed the following visitor attractions nearby to the Charterhouse which could compete for visitor attention. The following summarises these findings.
TABLE 4.2 COMPETING ATTRACTIONS – NEARBY 2008 2009 2010 2011 2012 2013 Price St Paul's Cathedral 1,687,861 1,821,321 1,892,467 1,819,925 1,789,974 2,138,130 £16.00 Barbican 897,125 862,945 826,534 1,500,000 DK DK £7.00+ Museum of London 276,386 269,223 409,060 451,974 425,000 DK Free Smithfield’s Market DK DK DK DK 130,000 DK Free Sir John Soane Museum 96,447 107,447 109,604 108,736 103,462 DK Free Hunterian Museum (Royal College of Surgeons) 45,260 49,857 63,631 72,000 DK DK Free Guildhall Art Gallery DK DK DK 61,409 73,856 71,036 Free Dickens Museum 25,291 25,888 26,977 DK Closed DK £8.00 Museum of the Order of St John DK DK DK 19,000 20,000 DK Free St Bartholomew the Great Church DK DK DK DK 18,000 DK £4.00 Dr Johnson's House DK 13,575 11,838 12,246 12,312 DK £4.50 St Bartholomew Hospital Museum 4,548 3,782 4,177 4,140 3,760 4,496 Free Charterhouse Tours (Open House only)** 510 439 508 379 - Free/£10 Note: * closed 2012 for refurbishment ** 2012 tour bookings, including open house, group and individual tours, were 769 Source: Visit England Visitor Attraction Monitor 2012
• 3 major London attractions with visitation in one of the last three years between 450,000 and 1.8 million in the vicinity – St Paul’s Cathedral, Barbican and Museum of London • Visitation to attractions has decreased in 2012, and is likely a result of the Olympic Games • 1 market (mostly commercial), 1 major cultural centre, 1 historic house, 2 places of worship, 7 museums/art galleries • 7 attractions are free admission, St Paul’s is the most expensive at £16 (£14.50 if purchased online), and the Barbican offers a wide range of events and shows from £7 and up, other paid attractions have an average admission of £5.50 • The Dickens Museum, and Museum of London have both recently underwent refurbishment to their galleries, St Paul’s underwent recent exterior conservation work
4.5.2 Comparators
A number of comparator attractions have been considered including similar Almshouse attractions (both former and current residential properties), Tudor/medieval properties, and attractions which are visited as timed/guided tour. Comparators also provide a range of those located in London and in other parts of England. The following summarises key lessons learned from each:
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Almshouses • Attractions examined included the Geffrye Museum (GM), East London, Lady Margaret Hospital (LMH), Corsham and the Lord Leycester Hospital (LLH), Warwick • Provide a volunteer-led guided tour of the restored almshouses, LLH tours are led by ex-servicemen who are residents and visitors are able to wander freely • Tours include period rooms, interpretation spaces and most properties have a garden • Most tours are seasonal and timed requiring pre-booking, LLH offers year-round access • LLH also has a Regimental Museum of the Queen's Own Hussars housed in the Hospital and GM is associated with the Museum of the Home • Prices range from £2.50 for an adult to £4.90. Only the LLH offers a more flexible ticketing structure • LMH tours attract approximately 800 people per year, GM tours attract 2,500 people per year and LLH attracts 26,000 people per year • Occupied almshouses are led tours in order to control visitor access to maintain residents’ privacy. Residents are often involved in giving the tours.
Timed/Guided Tours • Attractions examined included the Emery Walker House (EWH), Hammersmith, Dennis Severs’ House (DSH), Spitalfields, 2 Willow Road (WR), Hampstead and the Merchants House (MH), Marlborough • EWH specifically limits the number of tours offered in order to protect the fragility of the house’s interiors – maximum capacity of the house is 2,000 visitors per year • Most guided tours last between 1 hour and 1.5 hours • DSH add drama to their tours by staging each room as if someone has just left and asking visitors not to speak • EWH and DSH have been specifically identified as not suitable for children • Activities include open days, filming, children’s trails, talks and lectures, themed tours, evening tours, publications, costumed re-enactments, volunteering opportunities, exhibitions • Operation is usually seasonal and limited to a few set days per week • MH have a volunteer base of 125 people • Prices range from £6 for an adult to £10, EWH, WR and MH provide flexible tickets • EWH tours attract 2,350 visitors per year, DSH attracts circa 15,000 visitors per year, WR attract 10,200 visitors per year, MH attract 2,700 visitors per year
Tudor/Medieval Properties • Attractions examined included Sutton House (SH), East London, St Bartholomew the Great Church (SBGC), Islington, Tudor House Heritage Centre (THHC), Worcester, and the Medieval Merchant’s House (MMH), Southampton • These properties offered self-led tours of period rooms, SH also features rooms that have more modern interventions reflecting occupation by 20th century squatters • Properties show how people lived, did business and highlight Tudor construction
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• MMH has an audio tour • THHC is entirely run by volunteers • Activities offered include curriculum linked school visits, talks, filming, concerts • Properties are open year round with the exception of MMH which is seasonal, and open on select days of the week • Prices range from Free (THHC) to £4 for adults, flexible ticket prices are offered • SH attracts approximately 11,450 visitors per year, SBGC attracts circa 18,000 visitors, THHC attracts 9,660vistiors and MMH attracts 900 visitors
London Walking Tours In addition to the various visitor attractions in London, there are a number of walking tours. Key providers of walking tours in the area are the Clerkenwell and Islington Guide Association (CIGA) and London City Guides Association (LCGA). CIGA provide tours on behalf of the Museum of the Order of St John and the St Bartholomew Hospital Museum, and the London City Guides. Topics related to or involve the Charterhouse include:
• Hidden/Secret London • Haunted London • Tudor London • Elizabethan London • Shakespeare’s City • William Herle’s City (Pirate known for his part in Queen Elizabeth I’s informant network) • Thames Foreshore Beachcombing
Most tours are organised by small companies or individual guides and are confined to a locality that is suitably walkable. Tours range in length from 1 hour to 2 hours. Prices range from £9 to £30. Additionally, there are a number of self-led tours which visitors can access through virtual reality, leaflet, podcast, and smartphone app.
4.5.3 Clerkenwell Attractions
A range of stakeholder interviews were carried out in June. All organisations expressed interested in the Revealing the Charterhouse project and recognised that there were many opportunities for partnership working. Interviewees included:
• St Bartholomew the Great • St Bartholomew Hospital Museum • Islington Borough Council Museum Service • Museum of the Order of St John • City of London Visitor Development Team • Guildhall Art Gallery
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Key messages from the consultation include:
• Area Connections o The Smithfield area has a strong religious history with St Barts, Knights of St John and Charterhouse being the 3 oldest religious houses in the area starting from 1123 – 3 priors often turn up as a trio in archival records o Charterhouse may be built on land which formerly belonged to St Barts; may be documents in archive o Charterhouse can really help to tell the story of the Clerkenwell area; Clerkenwell has always been a socially radical area; build quite nice medieval links; Clerkenwell is a very creative area. Need to look at all the stories in the surrounding area; art/design; water; meat market; religious orders
• Admission fees: o St Barts the Great Church charge a £4 admission fee o St Barts Hospital Museum entry is free; public tours are £5 o Islington Museum admission is free o MOSJ is free entry; tours are a suggested voluntary donation request of £5 o Guildhall Art Gallery is free entry for permanent collection; paid admission for temporary exhibitions
• Tours o Historic Bart’s & Smithfield Tours are held every Friday at 2pm and are provided by members of the City of London Guide Lecturers Association. Tours include St Bart’s Hospital; Great Hall; Hogarth Stair; the Sqare; St Barts the Less Church; Smithfields; St Barts the Great Church (exterior); and the Cloth Fair (max 25 people) o MOSJ give 6 tours per week; hosted by City of Islington Guides Association; looking at refining tours to get delivery time to 1 hour max; currently too long and variable depending on guide; would be good if Charterhouse could schedule tours to compliment MOSJ; could have shared training sessions
• Partnership Opportunities o Large concentration of heritage attractions in the area; all local attractions have limited resources and competing for same visitors; must work together to maximise impact and be more effective o St Barts the Great Church and MOSJ are very keen on establishing a joint visitor offer in order to create a full day out o St Barts Hospital Museum has limited resources with single curatorial staff member. Museum would like to be able to provide more educational visits but do not have a dedicated education space – would be very keen to
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develop an activity programme with Charterhouse to make use of their proposed new space o Tours should be scheduled to complement rather than compete with other attractions; could have shared training sessions for guides o Would be good for all attractions to have information about other in the area so that they can cross-promote and give alternative/additional suggestions to visitors on what to do in the area o Area has a maze of streets and could do with better signage and signposting from one attraction to the others; would be good to revise the Clerkenwell Historic Trail to include Charterhouse o MOSJ has only static displays and no temporary exhibition space; would be happy to loan items to Charterhouse o Charterhouse lies on the fringe of the City, but City of London would be happy to promote free of charge the Charterhouse within City publications; maps; official Tourist Information Centre (St Pauls); social media. o Important to think about how Charterhouse links in with other City attractions; potential to be included in the proposed Cultural Quarter near Barbican o Charterhouse would be welcome to make a presentation to and join the City’s Visitor Attraction Group which would give Charterhouse a platform for promoting themselves and networking with others o Guildhall Art Gallery has an artwork restoration service – there are different ways to do this; most cost-effective might be for Charterhouse to sponsor a restorer working at the gallery; a recent quote for restoring a painting in this way was only a 12th of the cost of an equivalent private service. Loans of artworks are also possible
• Visitor Profile o Most visitors to St Barts Church are foreign (mostly European) so multi- lingual guides are offered o MOSJ received 11,000/yr before refurbishment and now get 19,000/yr; aiming for 26-30,000/yr; visitor profile does not reflect the diversity of the area; typically white middle class and retired o 8.9 million visitors to the City per year; 5.47 million visit City attractions; recovered from Olympics; expecting an upsurge this year; 2/3 of visitors are international; mostly from Europe; USA and Brazil markets increasing; weekends are very quiet – most people venture to St Pauls and Spitalfields; August is a quiet month as most City workers are on holiday
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• Open Square o St Barts Churchyard open all the time; Smithfield has a high proportion of ‘rough sleepers’; tough to police as on boundary between City and Islington o Charterhouse Square would provide great green space which is currently lacking in the area; would compliment the redevelopment works to hospital square due to start in 2015; square always busy on nice weather days
• HLF Bids o St Barts will submit a Round 1 application in October 2013 o MOSJ reopened in late 2010 after completing a £3.7 million HLF refurbishment
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5.0 STRATEGIC DECISIONS FOR INVOLVING PEOPLE
5.1 Introduction
This section provides an overview of the project and the needs and opportunities for heritage and people, which together form the basis for making informed strategic decisions about which activities the Revealing the Charterhouse project will undertake.
5.2 Revealing the Charterhouse Project
5.2.1 Project Context
The Charterhouse is largely hidden away behind high walls and railings and currently offers extremely limited access to interested members of the public. Similarly, Charterhouse Square as part of the estate is only used by the Brothers, and local residents who apply and pay for a key. The local primary school children are also allowed to use it during playtime. The principle reason that access to the building has been limited has been to protect the privacy and way of life of the Brothers, some of whom could be described as vulnerable. Access to the square was limited to the misuse of the green space. This sequestered existence means that the Charterhouse plays little part in the life of the local community and there is limited public knowledge about the fascinating c 660 year history of the site. The historic buildings of the Charterhouse also present some difficulties for people with disabilities.
Behind this project lies a strategy which aims to increase public awareness of the Charterhouse with a view to building a constituency of potential donors who will provide charitable support to the Charterhouse and particularly the historic buildings. For MoL, close collaboration with the Charterhouse will allow them to: develop and expand their offer to schools and the public with new sessions and a new tour programme (Charterhouse is within easy walking distance) in an unrivalled historic setting; increase their visibility on the ground with new signage and branding opportunities and proximity to increased public footfall from the new Farringdon Crossrail station; and develop the museum's collective skills and expertise through the interpretation of a historic site, a new challenge for them.
5.2.2 Project Objectives
The objectives for each element of the project are:
Creation of New Visitor Experience • Utilise the Museum of London's expertise in developing an appealing and professional visitor offer • Provide visitors with greater physical and intellectual access to the Charterhouse • Improve understanding of the heritage of the Charterhouse, the work of the Charity and its beneficiaries
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• Increase awareness of the Charterhouse • Increase the number of visitors to the site • Strengthen the role that the resident Brothers have in contributing to the Charterhouse • Secure the future conservation and sustainability of the Charterhouse
Opening of Charterhouse Square • Improve significantly the quality of the Charterhouse precinct and its landscape setting • Reduce where possible the barriers between the Charterhouse and the public realm • Strengthen the visual and physical link between the Square's central garden and the Charterhouse • Increase the number of people and dwell time in and around the Charterhouse • Better integrate the Charterhouse and the charity with the public and surrounding community • Increase the visibility of both the Charterhouse and the Museum of London • Support the objectives for the proposed visitor experience • Obtain Green Heritage Site Accreditation, subject to eligibility
Learning Programme • Extend audience engagement at the Charterhouse by encouraging school groups, families, adult learners and universities to visit • Develop and expand the Museum of London's learning offer • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience • Support the objectives for the proposed visitor experience
5.2.3 Activity Plan Objectives
Based on previous research, discussions with various stakeholder groups and consultation feedback from visitors and the Brothers, the following objectives have been outlined for the Revealing the Charterhouse Activity Plan:
• Attract more people to the Charterhouse and increase the length of time they spend onsite
• Widen and expand the types of audiences who visit and engage with the Charterhouse
• Increase awareness, appreciation and understanding of the Charterhouse, its 660 years of history (plague pit & monastery, mansion, school, hospital, home) and its place in the development of London
• Increase understanding of the goals and objectives of the Sutton Hospital Charity and the function of the Charterhouse as a home for elderly gentleman
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• Ensure that visitors who engage with the Charterhouse receive a complete story
• Become a more active and visible member of the Clerkenwell community and create new partnerships with other area attractions
• Provide the Brothers with more opportunities to get involved with, care for and learn about the historic setting in which they live and gain new skills
• Provide new and expanded learning and participation opportunities for visitors to engage with the Charterhouse as a building, a historic setting and community
5.2.4 Target Audiences
Based on previous research, discussions with various stakeholder groups and consultation feedback from visitors and the Brothers, the following table shows existing audiences alongside essential development audiences.
CURRENT AUDIENCES DEVELOPMENT AUDIENCES • Brothers • General interest visitors • Charterhouse School • Tourists • Academics • Schools • Special interest groups • Families with children • Heritage enthusiasts • Adult and Higher Education Learners • External volunteers
Activities to be included as part of the project should appeal to more people from the current audiences column whilst also developing new target audiences.
5.3 Learning Plan
A major aspect of the Revealing the Charterhouse project is the development of a learning programme for schools, families and Adult and Higher Education students. This will be led by the Museum of London and supported by Learning Volunteers. Additionally, a flexible learning space will be created to support activity sessions. Please see the Learning Plan for more details.
MoL takes a broad view of learning and recognise that learning is as much about changing feelings, skills and attitudes as it is about increasing knowledge and understanding. The following definition of learning will be used as a key principle:
‘A process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge,
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understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more’ (Campaign for Learning)
The learning programme will be managed according to the guiding principles outlined in the Museum of London’s Learning Policy.
5.3.1 Learning Objectives
MoL aims to provide accessible, engaging, enjoyable and inspiring learning opportunities for users, regardless of their age, background, or prior levels of knowledge or understanding. The overall learning objectives for the Charterhouse learning programme are to increase:
• Understanding of the history of the Charterhouse and how this reflects the history of London and the nation • Awareness of the remarkable people associated with the Charterhouse and their place in history • Empathy with the people that have lived, worshipped and studied at the Charterhouse • Appreciation of the architectural development and significance of the building • Understanding of the chronology of British history • Creativity through being inspired by the grandeur, beauty and stories of the Charterhouse • Curiosity about the events and people associated with the Charterhouse and a desire to find out more about them
5.3.2 Learning Activities
ACTIVITY – Primary School Sessions
Despite recent curriculum changes, it is forecast that primary schools will remain the largest school audience for the Charterhouse. The building and its history are also ideal for supporting the development of pupils’ chronological understanding (a high priority in the new curriculum) and it is felt that, due to familiarity with the topic, many primary schools will choose to study Tudors as one of their optional studies. Some schools may choose to include a visit to the Chaterhouse as part of the local history study that is specified in the new National Curriculum.
The following sessions will be offered on request:
a) KS1 Queen Elizabeth I costumed storytelling – The session will be delivered by a specialist actor in role as Elizabeth I and will give children the chance to meet the Queen and to ask her questions in an unforgettable Tudor setting. It would revolve around Elizabeth’s life with particular focus on the occasions she held Court at and visited the Charterhouse, and her experiences as a child, including how the rooftop walk at the Charterhouse reminds her of her childhood in the Tower and her fears at the time.
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b) KS2 The changing power of monarchs (Henry VIII & the Charterhouse) and KS2 Local history: the Charterhouse – plague, monastery, mansion, school, almshouse - Both sessions will include a tour and a combination of storytelling and/or object handling, replica costume or Tudor dance workshops, to be discussed and agreed with the teacher on booking. Content would revolve around the Charterhouse story. A major focus for changing power of monarchs will be on the competing power and wealth of church and monarch in medieval England, eg Henry VIII’s need for a male heir, the dissolution the monasteries and how the Charterhouse became a Tudor mansion. The day might also involve an object handling or Tudor dance workshop. For schools linking this to local history we might give equal balance to different periods within the full chronological story of the building, rather than focus particularly on the Tudors.
c) Local history project – These projects will run over two days (outreach followed by a visit to the Charterhouse) or half term culminating in making a film/animation or putting on a mini-exhibition at the Charterhouse. Strong cross-curricular links could be made to art, music or dance, literacy, drama or computing, alongside the local history links. The focus for the project will be decided in negotiation with the school. The projects will be largely developed and delivered by the Learning Programme Manager, but could also involve sessions run by a specialist storyteller/musician/artist.
d) Tudor dance session – This one-off session will be delivered by a specialist freelancer and would consist of an introduction and a tour of the Tudor parts of the building. There would then be a Tudor object handling session in the learning room, followed by a dance workshop in the Great Chamber.
e) Tudor portraits art & design session – This one-off session will be delivered by the Learning Programme Manager and will consist of an introduction and a tour of the building. There would then be an art session in the learning room that would use replica costume and Tudor objects. Pupils would use various media (e.g. paints, collage, digital cameras, iPads etc.) to create Tudor style portraits of themselves or their classmates. The media used would be agreed with the teacher on booking.
The main links in the new 2014 History curriculum include:
Key Stage 1 • The lives of significant individuals in the past (Elizabeth I is specified) • Significant historical events, people and places in their own locality
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Key Stage 2 • A study of a site dating from a period beyond 1066 that is significant in the locality • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Our strategy for primary schools will be to: • Offer sessions linked to Elizabeth I to KS1 groups across London • Focus on building strong relationships with local schools for KS2 groups carrying out their local history study • Offer Tudor-related visits for KS2 for schools across London studying Tudors as their aspect/theme in British history beyond 1066
ACTIVITY – Secondary Sessions
The Charterhouse will be an attractive venue for secondary schools studying the Tudors and/or conducting a local history study at KS3, and for A Level history groups. The programme will be tailored to curriculum/syllabus links in KS3 history a) society, economy and culture and aspects of local history and b) how they relate to a broader historical context; and A-Level history a) Medieval and Early Modern 1035–1642; b) Henry VIII to Mary I, 1509–58; c) history of art; d) philosophy.
The following sessions will be offered on request:
a) KS3 Tudor London study day – Classes will be divided in half with each group doing a 30 minute tour of the building and a 30 minute drama session with a costumed actor (Tudor Courtier) in the Great Chamber, then swapping over. The object handling session will be run by the Programme Manager with the entire group. Pupils will work with real Tudor artefacts to explore and examine the everyday lives of different people within Tudor society (noble, merchant, merchant’s wife, stable boy).
b) KS3 An audience with Henry VIII – This study day will give students the chance to take part in an exciting drama performance and role-play session in 'An audience with Henry VIII'. They will meet the imposing Tudor monarch and explore the complex issues surrounding Henry's break with the Church through questioning and discussion. Students will also investigate what life in Tudor London was like by handling original Tudor artefacts, and have a tour of the building.
c) A Level History, Art History, Architecture or Philosophy study day – The day will be tailored to the subject(s) being studied by the group and will include a tour of the building, an object handling session and a talk by a specialist curator from the Museum of London.
d) KS3, three-session bespoke local history project – A flexible option aimed at local schools that combines two visits to the school by the Learning Programme Manager and a visit to
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the Charterhouse where the group has a tour of the building and meets a drama character (Tudor Courtier). The project will chart the history of the Charterhouse and the people associated with it, and how this reflects the development of the local area, London and Britain. The sessions at the school will involve pupils looking at historical sources (including maps, plans, documents and photographs) and object handling.
ACTIVITY – SEN Sessions
Provision will cater for learners aged with a wide range of physical, cognitive and behavioural needs. It will take an interactive, multi-sensory approach which helps to build vital social, practical and communication skills through one-day workshops, two-part sessions and longer term (eg 4-5 week) projects. Sessions will support learning across the curriculum – in Literacy, Geography, Citizenship, Art, Drama, Music as well as History, and cater for all learning styles and needs. Provision will use a mixture of object handling, role-play, replica costumes, drama, music, puppetry, art workshops, storytelling, photography and digital learning. Sessions will be managed by the Learning Programme Manager but due to the complex learning needs of pupils, sessions will be developed and delivered by specialist freelancers.
The following projects/sessions will be offered on request:
a) 5-week bespoke creative projects – Pupils will use the Charterhouse as an atmospheric venue as part of a project over five consecutive weeks (in which four weeks are outreach visits to the school and one week is at the Charterhouse). Using the current project options offered by the Museum of London’s SEN programme as a model, the Charterhouse could be used as a performance space for the All the world’s a stage! drama project, as a venue for the 1000 tales to be told storytelling project, as part of the London through time history project, the Artist residency project or the Sounds of the city music project. These will draw on a range of creative activities including art and craft, digital photography, filmmaking and animation and music.
b) Two-part storytelling session (‘Hidden stories’) – Sessions will be delivered over two consecutive weeks (outreach followed by a visit to the Charterhouse) by a specialist storyteller/musician and follow a model used very successfully by the Museum of London’s SEN programme. Learning opportunities are maximised in this approach and pupils are able to gain familiarity with museum staff and objects used in the sessions and develop their confidence in working with unfamiliar adults. In the first session, the storyteller will bring objects, costumes, musical instruments and props to the school and create an interactive, multisensory story involving the pupils and based on the history of the Charterhouse. In the second session, pupils will visit the Charterhouse and continue the storytelling in various locations around the building to create atmosphere.
c) Let’s dance – Tudor style! – A one-off session delivered by a specialist freelancer and consisting of an introduction and a tour of parts of the building (if appropriate for the
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group). Then there would be Tudor object handling in the learning room, followed by a dance workshop in the Great Chamber, using replica costumes and musical instruments in which pupils would learn a number of simple authentic Tudor dances.
d) Art & design session (‘Get creative at the Charterhouse’) – A one-off session delivered by the Learning Programme Manager and consisting of an introduction and a tour of parts of the building (if appropriate for the group). Then there would be an art session in the learning room which would use Tudor objects and the Charterhouse itself as stimuli to create one of a variety of outcomes, using various media (e.g. clay, paints, collage, photography, film etc). Pupils might produce Tudor (self-) portraits, clay candleholders, Tudor food, simple Tudor hats using (pre-cut) templates etc.
ACTIVITY – Family Programme
Families will not be a major audience for the Charterhouse, but we do expect some children to make a visit with their parents/carers to the display in the Wesley Room and Chapel, and to attend tours for the general public (which will be aimed at adults). We will also hold a small number of family days each year which will be aimed at the local community but will also be advertised more widely. Provision for families will consist of:
a) Children’s activity sheets – 2 different illustrated activity sheets will be produced and available at the admissions desk. One will be aimed at children aged 7-11 for use on general tours (not family tours) and one for use in the Wesley Room display and Chapel. Both will encourage children to engage with the building/display by looking for details that enables them to solve a challenge, and could include things to draw and puzzles to complete.
b) Special activity days – Held at Christmas, Easter and during the summer school holidays, these fun, hands-on days will feature several drop-in activities and family tours and will run between 12-4pm. They will be designed to enable the whole family to learn together, not just children, and adults will be encouraged to be active participants. The days will mainly cater for families with children aged 7-11, but provision will also be made for younger children.
c) Family tours during February, May and October half-terms – Tours will last 30-45 minutes and will be designed to be fun and interactive, and will be aimed at families with children aged 7 and older. Each tour will accommodate 15 people (5 families assuming an average of 3 people per family). They will incorporate elements of storytelling, I-spy games and object handling to fully engage both children and adults. Simple drawing activities will be available in the learning room for families waiting for tours to begin.
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ACTIVITY – Adult and Higher Education
The history of the Charterhouse and the grandeur and beauty of the building offers many opportunities to support learners following adult education courses or studying at university. The programme will focus on working with a small number of particular institutions, both building on existing partnerships at the Museum of London and developing new relationships, particularly with local colleges and universities.
The annual programme will be as follows:
Adult Learning a) One evening history course – MoL has a long-established relationship with Birkbeck and the course would be an expansion of this. The course will typically be 10 weeks long, each weekly session would take place in the learning room on one weekday evening, and would be delivered by a Birkbeck tutor. The course will include at least one tour of the building and some object handling, both of which will be delivered by the Learning Programme Manager. There will be 15-20 participants (i.e. 200 attendances over 10 weeks if fully booked).
b) One creative, skills-based course – Delivered in partnership with the WEA (Workers Educational Association) or the City Lit or City of London, e.g. drawing buildings, digital photography or creative writing. Courses will run for approximately 6 weeks and take place in the learning room, in the evenings or at weekends, using the building and stories of the Charterhouse as inspiration. Courses will be attended by 10-15 people over 6 sessions (i.e. 90 attendances if fully booked).
c) One Shared Learning Project in partnership with the U3A – Typically these last between 1- 2 months and involve U3A members carrying out real work (eg evaluation, research, documentation of collections) in return for training in the required skills from the host organisation, and projects culminate in a report produced and presented by the participants.
Higher Education d) Under/Post Graduate Study Visits – 6 study visits per year by undergraduate or postgraduate groups from key university courses. On average we would expect 20 students per visit, i.e. 120 per year. Possible courses include King’s College (MAs in Medieval Studies/History), Queen Mary University of London (BA in Medieval History, BA in History & Politics, MA in Cities & Cultures), London Metropolitan University (MA in Architectural History: Theory & Interpretation), City University (MA in Culture, Policy & Management).
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e) Annual ‘Literary London’ Event – Delivered in partnership with Roehampton University’s English Literature department, featuring presentations by key London writers and academics. Charterhouse would be an inspirational venue, e.g. in relation to historical fiction. The event would attract 120 people. In addition, the Charterhouse is in discussion with Queen Mary University of London about piloting an annual literary festival in 2014 that would focus on historical literature.
f) 2 university placement students, e.g. the Museum of London regularly hosts students from Leicester University (MA in Museum Studies – usually 3 months), Newcastle University (MA in Heritage Studies – usually 2 months), Institute of Education (MA in Museums & Galleries in Education – usually 3 weeks). Students would be managed by the Learning Programme Manager and would gain experience of all aspects of managing the learning programme but may choose to focus on provision for a specific audience
g) 2 ‘Alternative Settings’ Initial Teacher Training student placements, e.g. the Museum or London regularly hosts placements from the Institute of Education, London South Bank University and London Metropolitan University – these can range from 2 days to 2 weeks. Students would be managed by the Learning Programme Manager and could gain experience of supporting school visits, drafting new resources for schools, researching new sessions, and evaluating provision
5.4 Guided Tours
The Charterhouse is largely hidden away behind high walls and railings and currently offers limited access to interested members of the public. This sequestered existence means that there is limited public knowledge about the fascinating 660 year history of the site. Therefore, a key aspect of the visitor offer is the expansion and improvement of the guided tour programme which will include more tours and different themed tours of the Tudor mansion. Tours will be lead by a trained guide to provide information about the exciting history of the Charterhouse as well as to ensure that the Brothers privacy and way of life is protected.
5.4.1 Guided Tour Objectives
The objectives for the guided tours are to:
• Provide visitors with greater physical, intellectual and remote access to the Charterhouse • Increase awareness of the Charterhouse and the number of visitors to the site • Improve understanding and appreciation of the 660 year history of the Charterhouse including its role as a monastery, mansion, school, hospital and home, its impact on the development of London and the many people associated with the site • Improve understanding and appreciation for the size and scale of the Charterhouse and its development over time
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• Improve understanding of the life of a Brother and the work of the Sutton Hospital charity • Provide more opportunities to explore the many themes and topics related to the Charterhouse in greater depth and in an authentic historical setting • Strengthen the role that the resident Brothers have in contributing to the Charterhouse • Improve the Charterhouse's ability to generate income and secure its future sustainability
5.4.2 Guided Tour Activities
ACTIVITY –Guided Tours
Guided tours will continue to be offered to the public. However, the current schedule of once per week will be extended to 7 times daily from Monday to Saturday (42 tours per week). Pre- booking will be encouraged, but visitors will be able to book on to a tour on arrival should capacity allow. General tours will be conducted by paid MoL Visitor Hosts. Trained guides will raise the tours to a more professional benchmark and using a standardised script will ensure that tours are kept to one hours and cover all the essential elements of the Charterhouse’s 600 year history and the aims and objectives of the charity.
ACTIVITY – Brother-led Tours
Visitor feedback has shown that Brother-led tours are an important part of the Charterhouse visitor offer as it enriches the visitor experience and provides a unique perspective. The Brothers provide a more informal and personal touch, like being welcomed into someone’s home. Additionally they provide an important insight to life at the Charterhouse and their individual characters are very engaging. Brother-led tours will be offered twice per week.
ACTIVITY – Special Interest Tours
The Charterhouse’s existence for over 600 years means that there is a considerable amount of historical information that can be discussed and presented to the public. This includes; architecture; photography; Queen Elizabeth I and the Tudors; religion; the Reformation; Carthusian monkhood; gardening; the origins of football; Seely and Paget; etc.; as well as evening and candlelight tours. Therefore specialised tours will be offered at least twice per month on these topics. Specialists in these areas, including the Clerkenwell and Islington and City of London Guides, will be brought in to develop the content and lead the tours.
5.5 Volunteering and Training
In addition to limited public access, a sequestered existence also means that the Charterhouse has played little part in the life of the local community and very few people have been invited to volunteer their time at the Charterhouse. With volunteering also comes the opportunity to
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increase and develop skills and knowledge through training. The Philanthropy Exhibition has provided opportunities for people from outside the Charterhouse Community to volunteer as invigilators and 12 have been recruited.
5.5.1 Volunteering and Training Objectives
Volunteering • Provide people with increased opportunities to share their skills and knowledge, playing a more active role in the development and maintenance of the Charterhouse • Provide greater opportunities for the public to socialise and interact with the community of Brothers • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience
Volunteer Brothers • Develop new skills • Better understand their home and surroundings • Share their experiences and knowledge with others • Take up constructive occupation increasing confidence and self-worth • Keep their minds and bodies active • Combat isolation and prevent withdrawal from society
Training • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience • Gain practical skills and experience that will be valuable when working in their chosen field or sector • Gain experience of working in a historic building setting • Increased understanding of the management of learning programmes, landscapes and gardens, historic building and collections, conservation principles and practices
5.5.2 Volunteer Activities
ACTIVITY – Brothers on Working Group
Regular meetings (approximately every 6 weeks or so) will continue to be held with all Brothers. Three Brothers will continue to be members of the project Working Group, who meet weekly with the Design Team and attend all update meetings in order that they can contribute to the further development and refinement of the project and disseminate information to the other Brothers.
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ACTIVITY – Brother Tour Guides
Guided tours led by the Brothers are considered to be a key component of the visitor offer at the Charterhouse and this has been reinforced by visitor feedback. Approximately 9-10 Brothers volunteer as guides to lead weekly tours. Brothers sign up to lead tours on the dates of their choosing. There are usually two Brothers assigned to each tour; one to lead and the other to shepherd stragglers. The Archivist has provided the guides with a crib sheet of key dates and events for reference but there is no set script. This means that each tour is different depending on which Brother is giving it. Brothers also enjoy the flexibility of being able to tailor their tours depending on the interest of their audiences and their own interests. Consultation with the Brothers suggested that visitors like this because they find it quirky and gives the tours a personal touch, particularly if anecdotal information is included. Brothers’s Tours usually last approximately 1.25 hours.
The Brothers are still interested in volunteering and enthusiastic about guiding. However, due to the planned increase in the number of tours Brothers will not be able or expected to deliver all tours. Acting only as the back up for tours would not of interest be of interest to some of the Brothers. Therefore, general tours will be covered by MoL Visitor Hosts and at least 2 tours per week most likely (Wednesday and Saturday afternoons) will be scheduled Brother-led Tours. Brothers will be able to sign up to cover these tours as and when it suits them. In order to improve the guiding skills of the Brothers and their knowledge of the history of the Charterhouse, joint training sessions with the MoL Visitor Hosts will be given. This will include object handling, presentation and visitor care.
ACTIVITY – Collections Volunteers
A group of volunteers will be recruited and trained to assist with collections management and conservation activities such as documentation, research, digitisation, and photography. The intention is to create a core team of volunteers that can assist with future collections work as prioritised by the Collections Management Plan.
Future conservation projects will mean additional training to gain skills relevant to the task assigned.
ACTIVITY – Garden Volunteers
Considerable landscaping work is planned for Charterhouse Square once the community archaeological dig has concluded and for one of the gardens in the Preacher’s Court to recreate the footprint of a monk’s cell. Currently there are 4 garden volunteers, however, additional volunteer opportunities will be made available to assist in the recreation of the saltire cross pathway, re-turffing and replanting and installation of benches and interpretive panels in
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the square and assisting with planting and marking out the monk’s cell in the garden. Volunteers will be trained for their role and will learn about how to care for the ancient trees and older shrubs and plants, the history of the working gardens at the Charterhouse and what used to be planted there, and about the designed landscape of these spaces.
With the opening of Charterhouse Square to the public, there will be an increase in the number of people using the space on a regular basis. This will most likely be for eating lunches or relaxing, however, it is expected that walking tours will bring their groups into the square and that additional events will be held there. These trained volunteers will be used as a base of volunteer gardeners to assist the Head Gardener look after the Charterhouse gardens and ensure that the Charterhouse Square is kept in good condition. A prioritised plan of potential landscape development areas will be produced and implemented as and when resources and staff capacity is available.
ACTIVITY - Learning Volunteers
Volunteers will be recruited to assist with the delivery of the Learning Programme. The volunteers would work alongside the freelance teachers in supporting the learning programme and assist with meeting and greeting schools, setting up and delivering activities, evaluation and developing new activities and resources.
ACTIVITY – Research Projects
Additional volunteer opportunities will be created for specific themes and topics on a project by project basis. A current investigation of the Great Chamber fire place has significantly contributed to a better understanding of the history the feature and it is hoped that by continuing this type of activity greater understanding of other topics, architectural elements and documents will come fore. A prioritised plan of potential research areas will be developed and implemented as and when resources and staff capacity is available. Volunteers will be trained ahead of undertaking work to ensure that maximum efficiency and quality of work is achieved.
5.5.3 Training Activities
ACTIVITY – Reproduction Sir Walter de Manny Tomb
City & Guilds stone masonry students will create an authentic scale reproduction of Sir Walter de Manny’s tomb in stone. Detailed research was undertaken previously about the tomb and is contained within Julian Luxford’s essay and drawings. Some of the original elements of the tomb which were found during early excavations are currently stored in secure housing and could be analysed to reproduce scaled design drawings. Pieces also include original paintwork and investigations would be undertaken before a decision is made whether or not to reproduce
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the paint decoration as well. The tomb would be positioned opposite the entrance of the Reception Room.
ACTIVITY – Work Placements Programme
We will provide work experience in the areas of architectural conservation, and gardening. Placements will last for around 4 to 6 weeks. Opportunities will be open to both students currently enrolled on a course and indivudals considering a career change. It is important to provide these opportunities to gain experience and develop skills, but also to refresh and update knowledge and improve employability. Selection will be competitive and based on a written application, portfolio, and an interview. This will take place twice a year and it will be expected that there will be approximately 10 placements each year. While there are no charges for tuition or materials, successful applicants will have to financially support themselves for their maintenance and travel.
Work placements will be supervised by the Volunteer Coordinator and attached to a particular specialist, e.g. Head Gardener. The work may consist of research, condition assessment, treatment and conservation, and documentation. In the case of the gardening placement this will include garden planning, planting, pruning and maintenance and harvesting. In the case of heritage management event planning, customer services, interpretive planning, and liaising with curatorial staff. Each placement will have a different emphasis depending on the interests and needs of the individual.
ACTIVITY – City and Guilds
The City and Guilds students are conducting an impact assessment on the increased numbers on the fabric of the Charterhouse (including the Square). The students are also embarking on a project to imagine a re-design of the Great Chamber. In addition, students and staff from the Hamilton Kerr Institute will be working on the fireplace and overmantle in the Great Chamber
5.6 Audience Development and Public Engagement
Behind this project lies a strategy which aims to increase public awareness of the Charterhouse with a view to building a constituency of potential donors who will provide charitable support to the Charterhouse and particularly the historic buildings. However, up until now, the Charterhouse has led a very sequestered existence and is protected by a very high boundary wall. Many of those who live or work locally said that they have walked by the Charterhouse thousands of times and never knew what was inside. For those, sheer curiosity will bring them to the Charterhouse for a visit. For others, more will need to be done to breakdown physical and perceived barriers and tackle low levels of awareness. Therefore, in addition to the learning, interpretive and volunteer opportunities, the Charterhouse will create a programme of public engagement activities.
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5.6.1 Audience Development and Public Engagement Objectives
The objectives for public engagement activities are to:
• Promote as widely as possible that the Charterhouse is now open to the public • Capitalise on the public’s curiosity for what lies behind the walls and attract more people to the Charterhouse • Widen and expand the types of audiences who visit • Increase awareness, appreciation and understanding of the Charterhouse and of the Sutton Hospital Charity • Become a more active and visible member of the Clerkenwell community
5.6.2 Audience Development and Public Engagement Activities
ACTIVITY – Charterhouse Square Working Group
A working group with current key holders, other Clerkenwell and Barbican residents and local businesses will be created to ensure that the community’s feedback and ideas are incorporated into the development and operation of Charterhouse Square.
ACTIVITY – Affiliate Partnership Development
The project partnership with the Museum of London represents an important joint venture for the Charterhouse. However, further work to develop affiliate partners with other neighbouring attractions will be paramount to strengthening the visitor offer in the area and extending the Charterhouse’s audience reach. Affiliate partnership development will be the responsibility of the Learning Programme Manager. These will include (but is not limited to) the Museum of the Order of St John, St Bartholomew’s Hospital Museum, St Bartholomew the Great Church, Islington Museums, the Clerkenwell Heritage Network, Clerkenwell and Islington Guides Association, London City Guides, the Guildhall Art Gallery, the City of London, the Barbican Centre, etc. Focus will be on developing joint events and activities, coordinating operations and offers, marketing, and specifically, promotional materials which outline a full day’s visit to all related attractions in the area (similar to the Museum Mile concept).
ACTIVITY – Community Archaeology Dig
In March 2013, archaeologists working on the Crossrail project discovered part of the plague burial ground on the edge of Charterhouse Square. 13 skeletons were uncovered lying in two carefully laid out rows. It is believed they are approximately 660 years old and, according to limited written records, up to 50,000 people may have been buried in less than three years. In 1998, a single skeleton was discovered buried at Charterhouse Square when archaeologists
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were investigating the location of a chapel shown on historic maps. On its own, this was not enough evidence to confirm a burial ground but now there is clear evidence.
Funding permitting, the Charterhouse, working in partnership with the Museum of London Archaeology Service, will establish a community archaeological dig in Charterhouse Square before landscaping works begin. This will be launched as part of the Archaeology Festival which takes place at the end of July and will build on press coverage from the Crossrail finds. Participants will be able to help with a number of tasks including; geophysical surveying, digging, sifting through spoil, washing finds, organising and cataloguing finds, and photography. Additionally, those passing by will be able to watch the dig in process and listen to updates from the dig leaders.
ACTIVITY – Special Open Days
The Charterhouse will continue to participate as a venue in special open days and events throughout the year. This will include partnering with Clerkenwell Design Week (May); National Gardens Scheme (June); Open House London (Sept); Big Draw (Nov); etc. The purpose of participating as a venue is to take advantage of popular mainstream events which provide a large audience base and wide reaching marketing materials. This will help to significantly increase awareness of the Charterhouse and will attract different markets.
ACTIVITY – Public Launch Week
The Charterhouse will reopen in March 2016 with a soft public launch. This will ensure that all online content and booking systems are live, Charterhouse promotional materials have been distributed and are publicly available, the Charterhouse appears in all related MoL publications, and materials and that the Charterhouse is registered as a venue for the Special Open Days for the year.
A larger scale public launch will be organised for June 2016 in order to raise the profile of the Charterhouse for the summer season. The three Royal Governors will be invited to a ribbon cutting ceremony and will be given the opportunity to meet some of the Brothers and have a tour of the new and conserved areas. A week of free public activities on site will be organised such as tours, talks and lectures, concerts, and a teddy bear’s picnic in the square. Students from Charterhouse School will be invited to help research, organise and participate in a costumed recreation of a Cloister Football Game. A gala dinner will be hosted by the Governors to thank major contributors and financial supporters.
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5.7 Measuring Success
5.7.1 Audience Engagement Forecasts
The following table provides a summary of expected visitors and users of the Charterhouse, once operational.
TABLE 5.1 AUDIENCE ENGAGEMENT FORECASTS 2016 2017 2018 2019 2020 Visitor Type Year 1 Year 2 Year 3 Year 4 Year 5 Charterhouse Square 84,000 88,000 92,000 96,000 100,000 Wesley Room and Chapel Only 26.0% 6,000 7,000 7,000 8,000 8,000 Guided Tours (Paid) 60.6% 15,000 17,000 19,000 17,000 16,000 Schools 9.7% 2,000 2,500 3,000 3,000 3,000 Families 1.8% 500 500 500 500 500 Adult and Higher Education 1.8% 500 500 500 500 500 Total Charterhouse Visitors 100.0% 108,000 115,500 122,000 125,000 128,000
Todd Longstaffe-Gowan Landscape Design has projected that once open to the public, Charterhouse Square would be likely to attract approximately 84,000 to 100,000 users per year. The new visitor offer at the Charterhouse is expected to generate total visits of 24,000 in Year 1 increasing to 30,000 by Year 3. Visitors will include free visitors exploring the Wesley Room only (26%), paid guided tour visitors (61%), schools (140%), families (2%), and adult and higher education learners (2%).
The following table summarises expected bookings for schools programmes in greater detail.
TABLE 5.2 SCHOOLS BOOKINGS 2016 2017 2018 2019 2020 Year 1 Year 2 Year 3 Year 4 Year 5 Primary Pupils 1,050 1,360 1,660 1,660 1,660 Sessions 35 45 55 55 55 Secondary Pupils 850 990 1140 1140 1140 Sessions 25 30 35 35 35 Projects 3 3 3 3 3 SEN Pupils 100 150 200 200 200 Sessions 10 15 20 20 20 Total Pupils 2,000 2,500 3,000 3,000 3,000 Sessions 70 90 110 110 110
It is expected that the Charterhouse will achieve 2,000 schools visitors in Year 1, increasing to 3,000 by Year 3.
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5.7.2 Monitoring and Evaluation
We have already evaluated the trials for the brothers-led tours as well as the SEN school programme. Monitoring and Evaluation will continue to be at the heart of the development and delivery of activities set out in this plan. This is to ensure that we will deliver the objectives for each activity strand. The following is an outline of our approach to monitoring and evaluation for each strand. Additional details are provided in the Charterhouse Business Plan.
Objectives
We have established broad objectives (See appendix O) for each activity strand (outlined in section 6), as well as quantitative attendance and programme targets. As we progress the development of each activity, we will develop objectives that show exactly what success would look like. The objectives will then become the measure against which we will monitor and evaluate success. Objectives are not limited to learning and attendance, but also include for example softer impacts such as increased confidence for the volunteer brothers. Therefore, for each activity we will determine which types of objectives most appropriately describe success and determine these accordingly. Wherever possible, we will ensure that our objectives are SMART (specific, measurable, appropriate, realistic, and time-related). From our objectives, we will also select Key Performance Indicators for use in our monitoring activity (below). Key Performance Indicators will be simple objectives that can easily be captured and measured.
Establishing a baseline
For any evaluation it is important to establish a baseline against which to measure the overall impact and transformation brought by new activities or changed practice. Some of this work has already been done in previous visitor studies for the project, particularly around attendance and people’s awareness of the Charterhouse. However, for some activities and objectives it will be important to gather data at the start, especially where the desired impacts are softer benefits such as acquiring new skills or increasing understanding, for example in the volunteer and training programmes. Methods here will match the methods used in the on-going evaluation and summative evaluation (below) of the activity and include, for example, face-to- face interviews, quantitative surveys and observation of performance of tasks.
Front-end Evaluation
For this activity plan we have undertaken extensive audience research, which also included capturing information about what visitors are interested in and what they connect with the most about the Charterhouse. We have used this information in developing the activities presented in this plan to ensure that they are likely to be of interest and relevant to our visitors. Further front-end evaluation will be undertaken for future developments, and will take the shape for example of focus groups with teachers in developing new learning programmes.
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Formative Evaluation
Especially during development of the activities and the first stages of delivery, we will focus on formative evaluation through a variety of methods. Formative evaluation is an iterative process of development, evaluation and adjustment, which allows us to amend and adapt programmes in response to user feedback against set objectives. This will ensure that the final offer has been tested before resources are committed. Depending on the activity in question, formative evaluation might be through visitor observations, formal and informal surveys or focus groups.
Summative Evaluation
Summative evaluation in the traditional sense will be particularly important to the interpretive provision in the Wesley Room. Summative evaluation will test the success of the exhibition against objectives and enable us to see how well the solution installed delivers these objectives. This will allow us to make improvements in future exhibitions.
For activities such as guided tours and the learning programmes summative evaluation will take the shape of regular evaluations. While the format of these activities will be set after the final development stage, it is important to recognise that they will not be static. We will formally evaluate our activities regularly to ensure that they still meet objectives, that they are still relevant to users’ needs and that those delivering them continue to do so to a high standard. They will also serve as part of our audience research, to establish who attends these programmes and what other topics they may be interested in. Ongoing evaluations of this kind will need to be easy and cost-effective to administer, and thus will generally take the form of self-administered surveys and focus groups.
Monitoring
Monitoring is the ongoing tracking of Key Performance Indicators for our activities. Monitoring is less involved and in-depth than evaluation, however, it allows us to identify early on if there are any issues that could affect our ability to meet objectives, and respond accordingly. Monitoring will be quantitative, for example by tracking attendance targets, and qualitative, for example through comment cards.
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Formative evaluation will be on-going during the project development and delivery. This provides an opportunity for visitors and learners to have input into refining new visitor experience and learning programme and provide constructive feedback. It will test how visitors respond to the Wesley Room exhibition space and various guided tours on offer, as well as the learning programme offer. It will also gather feedback from volunteers, Brothers, and placements on their initial experiences.
During the delivery of the planned activities, project staff will regularly monitor activity plan targets against actual achievements. Data to be collected will include (but is not limited to):
• Number of visitors per year by type • Number of learning sessions delivered • Visitor profile data • Number of volunteers • Number of guided tours by type • Number of Brothers participating • Number of tour participants • Number of partners • Number of activity participants • Number of people trained • Number of schools and pupils engaged
Specific targets for each activity has been set out in the Action Plan at Section 6.
The results of the formative evaluation and target monitoring will allow the project to be responsive to the needs of their audiences, making additional provision or capacity available for popular activities and immediate improvements and changes where necessary.
The summative evaluation (undertaken at the end of the project) provides an opportunity to reflect on the project once finished and determine how to progress future development and operations. It will determine the overall success of the Revealing the Charthouse project by looking at how many people were engaged, volunteered, learnt or were trained, as compared to the targets set. It will also include additional qualitative research from visitors, volunteers, Brothers, staff and partners.
Both formative and summative evaluation will use surveys, focus groups and interviews to gather qualitative and quantitative data including positive and negative feedback and suggestions for improvement.
Further details on the evaluation and monitoring proposals are included in the Business Plan.
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5.7.3 Meeting Aims for Participation and Learning
‘Revealing the Charterhouse’ will open the site to a wider audience and create more opportunities for visitors to engage with and learn about the site’s extensive and exciting 660 year history. Partnership with the Museum of London allows for cross-promotion to a wider audience base of schools, families, adult learners and universities.
More visitors will be accommodated with a larger tour capacity – more scheduled tour slots and extended year round tours. In addition to the improved tour offer, there will also be new ways to learn and new formats from which to consume information including the provision of exterior interpretation panels in Charterhouse Square, an audio-visual presentation, online materials, and the display and interpretation of related artefacts. The Charterhouse would continue to participate in public open days such as Open House London and these free access days would continue to attract at least 500 visitors per year.
Public knowledge/understanding of the dramatic and extensive history of the Charterhouse will be increased through greater access to the built/architectural heritage (both physical and virtual); provision of more and new information in the displays and interpretive panels generated from additional research; greater context achieved by bringing together the built heritage, related artefacts and stories from varying sources and locations in one place; direct insight provided by Brothers and interaction with visitors.
Most importantly, learning will be extended through the proposed learning programme which will target schools, families and Adult and Higher Education students and will focus on the history of the Charterhouse and the Tudor period. A high quality offer is being developed in partnership with the Museum of London and sessions will cover cross-curricular topics, combine intergenerational tours with Brothers and include activities such as object handling, drama, role-play and art. Creation of a programme for schools tailored to the curriculum will reconnect the site with education providers and schoolchildren.
Placements will allow those interested in gaining practical experience in their chosen field the opportunity to develop the skills needed to improve their professional capacity and increase their employability.
The Brothers’ needs are paramount – they are the objects of the charity and the Charterhouse is their home. They have been consulted throughout and are enthusiastic about the project. The Brothers will be more integrated in the development and future sustainability of the Charterhouse as they will continue to be offered the opportunity to conduct tours and new opportunities will be created allowing them to assist with the learning programme, conserve and handle the collection, generate new research, and contribute to displays and interpretation. This will be supported by additional training.
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As part of this project, 6 new positions and a number of work placement opportunities will be created. Furthermore, City & Guilds are developing second and third year groups and individual projects focused on the Revealing the Charterhouse project. These positions will increase the available employment and training opportunities for those in the heritage sector. Additional resources will also be allocated to ensure that the tours and learning sessions will be appropriately staffed and the landscape heritage of Charterhouse Square can be properly managed and more use of the space made.
5.7.4 Longer-term Benefits
The collaboration between the Charterhouse and the Museum of London provides both organisations with benefits that they could not enjoy outside the partnership. It takes less than 5 minutes to travel from one to the other, and the Charterhouse provides a wonderful backdrop for MoL to apply its curatorial expertise in order to illustrate the history of London through the Charterhouse. Furthermore the surroundings of the Charterhouse provide an extraordinary imaginative environment for the users of the MoL learning programmes. MoL see this collaboration as providing a template for future collaborations that they may develop with other organisations.
The Charterhouse is taking responsibility for the financial aspects of the project so MoL can increase its offer (and its audience) without incurring financial liability at a time that sources of income are restrained. For these reasons, both organisations are committed to ensuring the success of this project and see opportunities to develop the visitor experience at the Charterhouse further in years to come.
As part of developing the project, the Charterhouse has adopted a firm policy and strategy framework, so that procedures are in place to steer and manage activities in the long term. The Trustees of the Museum of London and the Governors of the Charterhouse have signed a service level agreement which details each partner’s role and responsibility. This will be reviewed and updated on a regular basis.
Charterhouse Square will be managed by the Charterhouse's full-time gardener and her retinue of volunteers and garden placement students. The landscape scheme has been designed with a view to proposed staffing levels, and its simple and robust layout – although horticulturally rich – is intended to accommodate a significant increase in the garden's day to day use. It has also been designed for environmentally sustainable maintenance and minimal irrigation. The garden maintenance plan will be reviewed independently and reported upon annually.
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6.0 ACTIVITY PLAN
6.1 Introduction
Based on the objectives and target audiences above and with consideration for the previous research and consultation results, this section presents the activities for inclusion in the Revealing the Charterhouse project in more detail.
The activity action plan sets out everything that will be undertaken as part of the project to engage people with their heritage and involve people in making decisions about their heritage. This includes:
• Participation – Helping more people, and a wider range of people, to have an active part in and make decisions about their heritage o Creating opportunities for people to volunteer in the project o Helping the community to take an active part in the project, including helping people to make decisions about heritage o Developing new and/or wider audiences for the heritage
• Learning – Helping more people learn about their own and other people’s heritage o Providing information about the heritage and interpreting it for others o Creating opportunities for people to gain new or increased skills o Holding events or activities to help the general public or particular groups of people to learn about the heritage
Activities are planned for each stage of the project including:
• Development Phase – The period between the Round 2 pass and beginning of the capital works • Delivery Phase – The period in which the capital works will be undertaken • Operational Phase – The period when the capital works are completed and the centre is open to the public
6.2 Action Plan
The following tables outline the activity action plan and the learning action plan.
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures DEVELOPMENT PHASE Brothers Working Group – Brothers Take an active part in Charterhouse - Meet All 40 Brothers Number of Brothers P – Community continued meetings to discuss making decisions about staff time monthly participate participating Participation the project progress and heritage and their home throughout contribute to the development the Positive feedback and Group discussions on ideas of various elements of the Change attitudes and/or remaining constructive suggestions and proposals project design behaviour about the project development for improvement or Charterhouse’s heritage and delivery periods The Charterhouse community is a better place to live, work or visit
Charterhouse Square Local area Take an active part in Charterhouse - Meet Target group Number of residents P – Community Working Group – current key residents and making decisions about staff time monthly membership of 25 participating Participation holders, other Clerkenwell business heritage throughout people and Barbican residents and owners the Number of business owners local businesses meet to Change attitudes and/or remaining Positive feedback and participating feedback on development and behaviour about the project development constructive suggestions operational proposals of or Charterhouse’s heritage and delivery for improvement Group discussions on ideas Charterhouse Square periods and proposals The community is a better place to live, work or visit
Reproduction de Manny City & Guilds Students learn about design Charterhouse tbc 10 students participate Number of students L – Learning, Tomb – City & Guilds masonry and construction of 14th staff time participating Training & masonry students create an students century monuments and Interpretation authentic scale reproduction memorials Materials Survey of students after the of de Manny’s tomb in stone All visitors project is complete to gather Students develop/increase feedback and test learning practical skills in historical research; drafting; stone conservation; carving; and construction
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures Visitors better understand what the tomb looked like
Visitors and students learn more about de Manny, his work and why he would have been memorialised
Community Archaeology Local Take an active part in Museum of £90,000 Launch at 20 people/day x 3 mths x Number of individual P – Volunteering & Dig – establish a community resident making decisions about London (estimate Archaeology 3 days/person x 60% volunteers Audience archaeological dig in community heritage Archaeology based on Festival end take up = 368 volunteers Development Charterhouse Square before Service previous of July 2014 Number of volunteer L – Learning & landscaping works begin Students Develop skills in field professionals communit hours (timesheets) Training wishing to archaeology such as geo- y dig) Dig develop or phys survey, sifting spoil, Geo-phys expected to Volunteers survey at the end improve their recording, washing and resistance last 3 mths of the project to gather field cataloguing finds to Oct 2014 feedback on experience archaeology Machinery - skills and Learn about the Black Bobcat knowledge Plague and its effect on the city, burial rituals, etc. Equipment – People with tools, bins, an interest in Have an enjoyable shovels, archaeology experience tables or the plague Engage more people and a Perimeter wider range of people fencing and security
Special Open Days - Local Have an enjoyable Charterhouse £3,300 4 events Increase awareness of Number of visitor P – Audience participate as a venue in resident experience staff time ongoing the Charterhouse Development special open days throughout community from 2014 Visitor survey delivered at the year. This will include Engage more people and a Subscription Increase first time and each events to collect profile partnering with Clerkenwell Enthusiasts – wider range of people – fees to repeat tour visitors details of attendees Design Week (May); National design, discover Charterhouse which participate Gardens Scheme (June); architecture, they might not have known Diversify audience base Visitor survey for exhibition
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures Open House London (Sept); gardens, about previously Event and tour which asks about Big Draw (Nov); etc. history, art, expenses Future events should visit type and motivations etc. The local community is a attract at least 200-250 better place to live, work or visitors per day visit – lively and active Positive feedback
DELIVERY PHASE Recruit & Hire Learning Learning Learn about Charterhouse’s Staff time £27,000 + Recruit June Shortlist 5 potential Number of applicants L – Learning & Programme Manager (FT 3 professionals heritage and residents on-costs 2015 candidates Training years) – to manage and Number of shortlisted develop the learning In post June candidates programme and learning 2015 – June volunteers 2018
Recruit & Hire Volunteer Volunteer Take an active part in Staff time £27,000+ Recruit Apr Shortlist 5 potential Number of applicants P – Volunteering Coordinator (PT 2.5 years) – management making decisions about on-costs 2015 candidates L – Training to manage and develop the professionals heritage Number of shortlisted public volunteer programme, Total: In post Apr candidates placement programme and Volunteer time £34,020 2015-Sep volunteer Brothers 2017
Recruit & Hire Curatorial Collections Take an active part in MoL staff £20,000 Recruit Jan Shortlist 5 potential Number of applicants L – Learning & Assistant (18 mths) – Assist professionals making decisions about time pro rata + 2015 candidates Training MoL in developing core or students heritage on costs Number of shortlisted content list, collections seeking work In post Jan candidates conservation plan and training experience Develop conservation and Total: 2015-Jun and managing volunteer input collections management £30,240 2015 such as documentation, skills research, digitisation, and photography Learn about Charterhouse’s heritage and residents
Learn conservation and collections management
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures theory/principles
Recruit & Train Collections or Develop conservation and MoL staff Recruitm Recruit and 10 volunteers recruited Number of volunteer P – Volunteering Conservation Volunteers – conservation collections management time ent and train and trained for applications L – Learning & create a pool of qualified students skills training June/July undertaking Training conservation volunteers to seeking work Documentatio costs 2015 conservation activities Number of volunteers assist with documentation, experience Learn about Charterhouse’s n Assistant (see recruited research, digitisation, and heritage and residents time below) photography People with Number of volunteers trained an interest in Learn conservation and developing collections management Number of Brothers trained conservation theory/principles and participating skills Engage more people and a wider range of people
Collection Review and Conservation Brothers make decisions MoL staff Budget July 2015 – 700-1,000 items Number of items identified Conservation – MoL, volunteers about Wesley Room time covered Dec 2015 (including building and conserved Curatorial Assistant and exhibition and how displays in Capital fixtures) identified and trained volunteers fully Brothers interpret life of the Brothers Curatorial Costs conserved Survey of Brothers and document, research, digitise, Assistant time volunteers after the and photograph the core Conservation Brothers and volunteers gain collections review and collection, assist in co- intern a sense of pride in their work conservation are complete to curation (with Brothers input), gather feedback and test assess the condition of items Volunteer roles deepen learning and carry out any necessary levels of engagement with conservation work community
Brothers and volunteers develop a greater understanding of the history of the Charterhouse
Brothers gain a greater understanding of the lives and contributions of the
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures Brothers who came before
Brothers and volunteers develop new skills in collections management for objects and documents such as good practice for handling and storing objects, cleaning and basic conservation
Recruit and Train Learning Schools Develop learning skills Volunteer See Recruit 6 volunteers recruited Number of volunteer P – Volunteering Coordinator below March 2015 and trained for applications L – Learning & Volunteers – develop a [pool Learn about Charterhouse’s time undertaking learning Training of volunteers who will help with learning programmes Others activities Number of volunteers Learning ongoing recruited meeting and greeting schools, Engage more people and a Programme throughout setting up and delivering wider range of people Manager time the project Survey of volunteers at end of activities, evaluation and Charterhouse Square project and throughout to gather developing new activities and feedback and test learning resources.
Recruit & Train Garden Students Develop garden and Volunteer See Recruit Increase number of Number of volunteer P – Volunteering Volunteers – develop a pool seeking work landscape management Coordinator below March 2015 garden volunteers from 4 applications L – Learning & of volunteers to assist in the experience skills time to 10 Training re-development of the Charterhous Number of volunteers Charterhouse Square People with Learn about Charterhouse’s Head e Square recruited landscaping and general an interest in heritage and residents Gardener’s April 2015- garden maintenance developing time Oct 2015 Survey of volunteers at end of gardening Learn conservation Charterhouse Square project skills theory/principles Others and throughout to gather ongoing feedback and test learning Learn about designed throughout landscapes the project
Engage more people and a
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures wider range of people
Placement Programme – Students Develop related skills Volunteer See Shortlist 3 potential Number of applicants P – Volunteering Work placements offered in seeking work Coordinator below Throughout candidates for each L – Learning & the areas of architectural experience Learn about Charterhouse’s time the project position Number of work placements Training conservation, collections heritage and residents taken up conservation, gardening, and People with Specialist 10 placements each heritage management an interest in Learn related theory and time year Survey of work placements developing principles after the project is complete to new/existing Recruitment gather feedback and test skills and Improve employability costs learning gaining practical work experience
Website Enhancement – Potential and Provides public with Website £4,000 Sept-Dec 100,000 number of Number of website visits P – Audience upgrading the current website future visitors background information on design 2015 website hits per annum Development to provide new and additional the history of the Number of unique visits information about the Teachers Charterhouse High quality Charterhouse and the visitor photographs Search results bringing offer, links to MoL website Provides visitor information visitors to the site Written content Country of origin
Marketing and Promotion – All visitors People are aware of the Professional £11,000 brand development PR and potential Charterhouse and the visitor design team support audiences offer
People are aware of the Charity and its work
Affiliate Partnership Museum of Learn about local heritage Learning - Ongoing 4 partners developed Number of partnerships P – Audience Development – develop joint the Order of and how the attractions are Manager time throughout developed Development events and activities, St John connected through a the project coordinating operations and St Bart’s common history or theme offers, marketing, and with Hospital
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures other attractions in the area Museum Have an enjoyable St Bart’s the experience because there is Great a full day offer Church, Islington Engage more people and a Museums, wider range of people Clerkenwell through shared marketing Heritage Network, The local community is a Clerkenwell better place to live, work or and Islington visit Guides Association, London City Guides, Guildhall Art Gallery, City of London, Barbican Centre, etc.
Recruit & Train Visitor Visitor Learn about Charterhouse’s Charterhouse See Recruit Oct Shortlist 5 potential Number of applicants L – Learning & Services Manager – to services heritage and residents staff time below 2015 candidates Training manage the Visitor Hosts, professionals Number of shortlisted welcome visitors, take Have an enjoyable Recruitment In post Nov candidates bookings, sell merchandise experience costs 2015-2018 and lead guided tours The Charterhouse is a better place to live, work or visit
Recruit Visitor Hosts – to Professional Learn about Charterhouse’s Visitor See Recruit Nov Shortlist 10 potential Number of applicants L – Learning & support the Visitor Services tour guides heritage and residents Services below 2015 candidates Training Manager to welcome visitors, Manager time Number of shortlisted take bookings, sell Students Have an enjoyable In post Dec candidates merchandise and lead guided seeking work experience Recruitment 2015-2018
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures tours experience costs
Tour Guide Training – joint Brothers Improved guiding skills £3,640 16 number of guides Number of guides trained L – Learning & training sessions for Brothers trained Training and MoL Visitor Hosts Visitor Hosts Increased knowledge of Number of Brothers trained including object handling, Charterhouse history 10 Brothers trained presentation and visitor care
Recruitment – recruitment of Advertising £12,210 Number of applicants L – Learning & freelance teachers, new staff Training and volunteers Number of shortlisted candidates
Staff Training – training for New and Ensure high quality learning Included Number of new staff trained L – Learning & new and existing staff existing experience in existing Training Charterhouse budgets Number of existing staff staff Understanding of new visitor trained offer and operations
Team building
Volunteer Training – training New Expenses £200 - L – Learning & for volunteers volunteers £300 per Training annum OPERATIONAL PHASE Public Launch Week – Royal All audiences Celebration and recognition Visitor £10,000 Planning 1,000 number of people Number of people P – Audience ribbon cutting ceremony and of contributions to Revealing Services March 2016- participate in launch participating in launch Development week of free public activities Charterhouse the Charterhouse project Manager time May 2016 week activities activities L – Learning including tours, talks and School development lectures, concerts, teddy Event Event week 100 people attend gala Survey feedback bear’s picnic in the square, Promotion of new visitor offer Manager time June 2016 dinner costumed recreation of a cloister football game, and Volunteer and 25 students participate in gala dinner Brothers’ time cloister football game
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures Positive feedback
Guided Tours – guided tours All audiences Access to historic rooms and Visitor Hosts - Ongoing 40 general tours per Number of general tours L – Learning of the Charterhouse focusing outdoor spaces not normally throughout week on general history open to the public the project Number of visitors per year 15,000 number of Learn about history of the visitors per year Number of visitors per tour Charterhouse, key events and associations and impact Tours last 1.5 hours Visitor survey on the development of London Positive feedback
Learn about the work of the Charity
Brother-led Tours – guided All audiences Access to historic rooms and 2 Brother - Ongoing 2 Brothers tours per Number of Brothers tours P – Volunteering tours of the Charterhouse outdoor spaces not normally Guides per throughout week L – Learning focusing on general history open to the public tour the project Number of visitors per year and giving a more in-depth 750 number of visitors account of what life is like as Learn about history of the per year Number of visitors per tour a Brother Charterhouse, key events and associations Tours last 1.5 hours Visitor survey
Learn about what life of a Positive feedback Brother is like
Learn about the work of the Charity
Special Interest Tours – Enthusiasts Access to historic rooms and Clerkenwell & - Ongoing 2 specialist tours per Number of special interest P – Volunteering guided tours of the outdoor spaces not normally Islington throughout month tours L – Learning Charterhouse focusing on key Special open to the public Guides the project topics in more detail such as interest 250 number of visitors Number of visitors per year religion, architecture, Tudors, groups Learn about themed topics London City per year etc related to the history of Guides Number of visitors per tour Charterhouse in more detail Tours last 1.5 hours
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures Specialist Visitor survey guides Positive feedback
Volunteer Research Volunteers Develop new skills Volunteer Recruitm As and 1 research project per Number of research projects P – Volunteering Projects – additional Coordinator ent and when year L – Learning & volunteer opportunities Brothers Learn about Charterhouse’s time training projects are Number of volunteer Training created for specific themes heritage and residents costs identified applications and topics on a project by Enthusiasts Specialist (see and project basis Learn theory/principles time below) resources Number of volunteers available recruited Engage more people and a wider range of people Number of volunteers trained
Number of Brothers trained and participating
Formative Audience All visitors Opportunity for visitors to Professional £6,000 2016-2017 Positive feedback Surveys, focus groups and P – Community Research – research to test have input into refining new fees interviews Engagement & how visitors respond to new Schools visitor experience and Audience offer and tour, gather provide feedback Development feedback from volunteers and Volunteers Brothers Brothers
Summative Evaluation – All visitors Opportunity to reflect on the Professional £7,000 Project end 16,000 number of Number of visitors per year P – Community research to evaluate the project and determine how to fees 2018 visitors per year Engagement & success of the Revealing the Schools progress future development Number of tours Audience Charthouse project including and operations 42 tours per week Development how visitors responded to new Volunteers Number of activity participants offer and tour, and feedback 4,00 activity participants from volunteers, Brothers, Brothers by year 3 Number of schools and pupils staff and partners engaged Staff 30 schools 3,000 pupils engaged Number of volunteers Partners X number of volunteers Number of Brothers
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TABLE 6.1 ACTIVITY ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of Evaluation HLF Aims Measures participating 8 - number of Brothers participating Number of partners
4- number of partners Surveys and focus groups
Positive feedback
TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation SCHOOLS Establish and manage Primary, Increased awareness Staff time (Learning £2,000 in year 1, From 3 months 75% of visiting Test off-line version Learning Schools section on the secondary and of schools offer at the Programme then £500 per before opening teachers say they used with teachers Charterhouse website SEN teachers Charterhouse Manager) year for web then ongoing the website prior to and pupils developer fees development and visit Include questions Access to online management about website on visit resources to support £250 for 90% of teachers using questionnaires and teaching, visits and incentives and the site rate it as Good annual Teachers’ homework refreshments for or Excellent in terms of Network survey formative usefulness of content evaluation and ease of navigation Monitor use through Google Analytics Design, print and mail Primary, Increased awareness Staff time (Learning £2,000 pa to 3 months before Take-up of sessions – Include questions Learning annual schools brochure secondary and of schools offer at the Programme cover design, opening then programme meets about brochure on SEN teachers Charterhouse Manager) print and mailing annually in July annual target (2,000 visit questionnaires costs year 1, 2,500 year 2, and annual
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation 3,000 year 3) Teachers’ Network survey
Feedback from visiting teachers and during promotional visits Promotional visits to Primary, Increased awareness Staff time (Learning £10 per day - From 3 months 3 visits per week Discussion with Learning local schools secondary and of schools offer at the Programme travel costs before opening during the 3 months teachers at end of SEN teachers Charterhouse Manager) then throughout before opening, then 1 visit first year of visit per week during opening first year after opening Establish the Primary, Increased awareness Staff time (Learning £300 per year e- 3 months before 100 new members per Annual Survey Learning Charterhouse Teachers’ secondary and of schools offer at the Programme newsletter opening year Monkey survey Network SEN teachers Charterhouse through Manager) agency (Patron termly Mail) fee e-newsletters
Discount on sessions, INSET and in shop
Advance booking of sessions Open evenings for Primary, Increased awareness Staff time (Learning £100 per 2 evenings during 20 teachers attend Self-completion Learning teachers secondary and of schools offer at the Programme evening for the 3 months each evening questionnaire at end SEN teachers Charterhouse Manager) refreshments before opening, of evening then 1 annually in 75% of teachers join Learning Volunteer June/July Teachers’ Network time 50% of teachers book visits Advertise programme on Primary, Increased awareness Staff time (Learning £600 per year From spring term 10% of visits Monitor number of Learning school visit websites secondary and of schools offer at the Programme 2016 then annually generated by listings bookings generated SEN teachers Charterhouse Manager) by the listings Obtain Learning Outside Primary, Assures teachers and Staff time (Learning £100 in year 1 Achieve Learning Achieving the awards Include question in Learning the Classroom Quality secondary and potential funders of Programme £300 in year 3 Outside the annual Teachers’
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation Badge and Sandford SEN teachers quality of offer Manager) Classroom Quality 50% of teachers say Network survey Award Badge in year 1 they value the awards (then every 2 Feedback from years) and visiting teachers and Sandford Award in during promotional year 3 (then every visits 2 years) Develop and deliver Primary pupils Increased appreciation Staff time (Learning £3,000 Pilot sessions in 35 sessions (1,050 Interviews with Learning sessions/projects for of the history of the Programme development summer term 2016 pupils) in year 1 teachers and group primary schools Charterhouse Manager) costs in year 1 discussions with Increased Run programme 45 sessions (1,360 pupils (pilot sessions) understanding of the Learning Volunteer £5,250 delivery from Sept 2016 pupils) in year 2 lives of people in Tudor time costs year 1 Self-completion times (assuming 55 sessions (1,660 teacher Increased awareness Freelancers average cost of pupils) in year 3 questionnaires based of local history £150 per on GLOs Development of skills Hosts to deliver tours session) 90% of teachers and and curiosity pupils rate sessions as Simple voting system Enhanced sense of £6,750 delivery Good or Excellent for pupils at end of chronology costs year 2 sessions
£8,250 delivery Observation of costs in year 3 sessions by Museum of London staff
Develop and deliver Secondary Increased awareness Staff time (Learning £800 Pilot sessions in 28 sessions (850 Interviews with Learning sessions/projects for pupils of the historical Programme development summer term 2016 pupils) in year 1 teachers and group secondary schools significance of the Manager) costs in year 1 discussions with Charterhouse Run programme 33 sessions (990 pupils (pilot sessions) Increased Learning Volunteer £4,200 delivery from September pupils) in year 2 understanding of Tudor time costs year 1 2016 Self-completion London (assuming 38 sessions (1,140 teacher Increased Freelancers average cost of pupils) in year 3 questionnaires based understanding of local £150 per on GLOs and national history Hosts to deliver tours session) 90% of teachers and pupils rate sessions as Simple voting system
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation £4,950 delivery Good or Excellent for pupils at end of costs in year 2 sessions Observation of £5,700 delivery sessions by Museum costs year 3 of London staff
Develop and deliver SEN pupils Increased awareness Staff time (Learning £600 Pilot sessions in 10 sessions (100 Interviews with Learning sessions/projects for of the history of the Programme development summer term 2016 pupils) in year 1 teachers (pilot special schools Charterhouse Manager) costs in year 1 sessions) Increased empathy Run programme 15 sessions (150 with people in the past Learning Volunteer £1,750 delivery from September pupils) in year 2 Self-completion Development of skills, time costs year 1 2016 teacher curiosity, confidence (assuming 20 sessions (200 questionnaires based and sense of Freelancers average cost of pupils) in year 3 on GLOs achievement £175 per Hosts to deliver tours session) 90% of teachers rate Observation of sessions as Good or sessions by Museum £2,625 delivery Excellent of London staff costs year 2
£3,500 delivery costs in year 3 FAMILIES Research, write, design Children aged Content of display and Staff time (Learning £1,500 in Test drafts 1 month 90% of families using Question(s) built into Learning and print 2 family activity 7-11 and their general tour more Programme year 1 before opening the sheets say that ongoing exit survey sheets, 1 for general parents/carers engaging and Manager) they enhanced their for general visitors tours and 1 for the accessible for children Introduce from children’s engagement (self-completion) Wesley Room display External design & opening and enjoyment to a and chapel Children gain a better print companies good or high extent understanding of the history of the Charterhouse and the lives of people associated with it
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation Run family activity days Families, Increased awareness Staff time (Learning £2,250 delivery 3 days per year 40 families (120 Self-completion card offering a range of drop focusing on of the history of the Programme costs per year (August, Christmas people) per day for adults with 3-4 in activities including local families Charterhouse and the Manager) and Easter) from questions (based on meeting a historical with children people associated with opening 90% of families rate GLOs) that also character, creative/digital aged 7-11 but it Learning Volunteer days as Good or enables them to workshops, storytelling also catering for time Excellent and would register for and family tours younger Increased appreciation recommend them to information about children of and engagement Freelancers other families future family events with the heritage of their local area Simple voting system for children
Run special tours Families with Increased awareness Staff time (Learning Staff and 3 days per year at 3 tours on each day, Self-completion card Learning families including object children aged 7 of the history of the Programme volunteer time February, May and each for up to 15 for adults with 3-4 handling, storytelling and and over, Charterhouse and the Manager) only October half-terms people (45 people/15 questions (based on I-spy games targeting local people associated with families per day) GLOs) that also families and it Learning Volunteer enables them to those attending time 90% of families rate register for Museum of Increased appreciation days as Good or information about London of and engagement Excellent and would future family events with the heritage of recommend them to their local area other families Simple voting system for children
Informal discussions with families at end of each tour
ADULT & HIGHER EDUCATION Run Tudor or Medieval Individual adult Increased Staff time (Learning Staff and One 10-week 15-20 participants per Courses evaluated Learning London history course learners understanding of the Programme volunteer time course per year course by Birkbeck using with Birkbeck – 10-week period covered Manager) (one evening their established course taught by Volunteer session per week) 90% participants rate methodology Birkbeck tutor and Increased appreciation Learning Volunteer Expenses course as Good or including tour(s) of the of the historical time Annually, from year Excellent Additional group
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation building and input from significance of the 1 discussion at end of staff from the Charterhouse 100% participants say final session, based Charterhouse that holding the course on GLOs Inspiration to find out at the Charterhouse more about the made it more inspiring subject/the Charterhouse Run creative course with Individual adult Increased appreciation Staff time (Learning Staff and One 6-week course 10-15 participants Courses evaluated Learning the WEA, City Lit or City learners of the Charterhouse Programme volunteer time per year, from year by WEA/City Lit of London, e.g. drawing and its history as Manager) 1 90% of participants using their buildings, digital inspiration for creative Volunteer rate the course as established photography, creative work Learning Volunteer Expenses Good or Excellent methodology writing time Development skills, All participants say that Additional group e.g. observation, Course taught by being at the discussion at end of drawing, photography, WEA/City Lit Charterhouse was very final session, based writing important to the on GLOs success of the course
Run shared learning Members of Increased appreciation Staff time (Learning Staff and One 6-8 week 10 participants Each participant to Learning & project with U3A, e.g. U3A of the work of the Programme volunteer time project per year spending 1 half-day keep project diary Participation looking at evaluation of Charterhouse Manager) from year 2 per week at the recording what they programmes, Volunteer Charterhouse have learnt and researching content for Increased awareness Learning Volunteer Expenses commenting on resources for schools of this history of the time A minimum of 8 people progress made each Charterhouse participate each week week Input by Museum of throughout the project Development of skills, London staff as Participants to eg research and required All participants to say present an end of presentation that they developed project report new and useful skills as a result of the Mid and end of project project meetings to get feedback from U3A coordinator
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation Host university study University Increased Staff time (Learning Staff time only 3 visits in year 1, 20 students per visit Self-completion Learning visits from graduate and students understanding of the Programme then 6 visits student questionnaire post-graduate courses, subject of their course Manager) annually 90% of students to based on GLOs, or eg King’s College (MA in through studying the rate the visit as Good Quizdom digital Medieval Studies), history of the Input of other staff or Excellent feedback system if Queen Mary University Charterhouse, the from the practical of London (BA in History architecture of the Charterhouse and Group leader says that & Politics), London Charterhouse, or the Museum of London the visit effectively Feedback from the Metropolitan University management of the as required supported the group leader through (MA in Architectural Charterhouse and its student’s work a structured History), City University programmes discussion at the end (MA in Culture, Policy & of the visit or Management) telephone interview Run Literary London University the Charterhouse to Staff time (Learning Staff and From year 1 then 120 people to attend Self-completion Learning event with Roehampton students provide an inspirational Programme volunteer time annually questionnaire based University in partnership venue for the event Manager) 90% of participants to on GLOs, to be with English Literature Individual adult Volunteer rate the event as Good developed in department learners Increased awareness Learning Volunteer Expenses or Excellent collaboration with of the Charterhouse time Roehampton 100% say that the University Increased Roehampton to Charterhouse is an understanding of provide the speakers inspirational venue for London and its history and cover costs of the event as an inspiration for refreshments writers
Host placement University Increased Staff time (Learning Staff time only From spring 2017 1 student placement in Structured one-to Learning & students, eg from post- students understanding of the Programme year 1, then 2 annually one interview with Participation graduate management of Manager) Placements can student based on museum/heritage studies learning programmes last from 3 weeks Student feels that they GLOs courses at University of at the Charterhouse Input of other staff to 3 months, in the gained valuable Leicester, Newcastle from the spring or summer experience, increased Students often University, City Gaining skills and Charterhouse and terms their understanding of produce a report for University or Institute of experience that will be Museum of London best practice, and their university Education. Students to valuable when working depending on the enjoyed their be managed by the in the sector areas of work the placement Telephone
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TABLE 6.2 LEARNING ACTION PLAN Activity Description Audiences Benefits for People Resources Cost Timetable Targets and Methods of HLF Aims Measures Evaluation Learning Programme student is particularly discussion or email Manager and gain Increased awareness interested in University happy with feedback from experience of all aspects of the Charterhouse the placement and placement of managing the learning and its history keen to continue coordinator at the programme university
Host Initial Teacher Trainee primary Students gain Staff time (Learning Staff time only From spring 2017 1 student placement in Structured one-to Learning & Training placement and secondary experience of working Programme year 1, then 2 annually one interview with Participation students, providing them teachers with schools in a Manager) Placements last student using GLOs with experience of historic building setting from 2 days to 2 Student feels that they working with schools in Increased appreciation weeks, in spring or gained valuable Students often an ‘alternative setting’. of how visits to summer terms experience that they produce a report for Possible universities heritage sites and can take into schools their university include the Institute of museums can support and enjoyed their Education, London and inspire pupils’ placement Telephone South Bank University learning discussion or email and London Metropolitan University happy with feedback from University Increased awareness the placement and placement of the Charterhouse keen to continue coordinator at the and its history university
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6.3 Resources and Programme
6.3.1 Staffing Resources
The following staff resources are required in order to successfully implement the Activity Plan outlined above.
Learning Programme Manager A Learning Programme Manger will be employed full time for 3 years to manage the learning programme at the Charterhouse, ensuring that it meets the needs of its key learning audiences, i.e. schools, adult learners, universities and families. Key responsibilities are outlined below and a full job description can be found at Appendix H.
• Work closely with colleagues in the Learning department at the Museum of London in the development of provision at Charterhouse • Develop and manage a programme of sessions and resources for primary, secondary and special schools, ensuring that they reflect the National Curriculum • Develop and manage a programme of special activity days for families • Develop and manage a programme of visits, sessions and placements for students from adult education colleges and universities • Contribute to the teaching of learning sessions • Brief and manage freelancers who deliver learning sessions • Manage a team of Learning Volunteers who support the programme • Take bookings for learning sessions • Coordinate the provision of tours for the general public • Ensure that the learning programme is evaluated on an ongoing basis
Learning Volunteers The Learning Programme Manager will be supported by a team of 6 Learning Volunteers who will help with meeting and greeting schools, setting up and delivering activities, evaluation and developing new activities and resources.
Volunteers will be needed on weekdays (9:30 am – 3:00 pm) during term time to support school visits; up to two afternoons/evenings per week during term time to support adult and university sessions; and on six days per year during school holidays to support family activity days, some of which will be at weekends.
Key responsibilities are outlined below and a full job description can be found at Appendix I.
• Welcome school groups and families as they arrive for learning sessions or activity days • Help set up and clear the learning room before and after school learning sessions or activity days
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• Assist the Learning Programme Manager and/or freelancers with delivery of learning sessions or activity days during practical workshops for families, adult learners or university groups • Assist with the evaluation of the learning programme • Assist with general administrative duties • Assist with researching and drafting resource materials for schools
Freelance Facilitators The Learning Programme Manager will deliver much of the programme, but will also commission and manage a team of specialist freelancers (e.g. actors, musicians, artists) who will deliver some of the activities.
Brother Tour Guides Brothers will continue to be encouraged to volunteer to lead guided tours of the Charterhouse and provide their unique perspective of what life is like as a Brother and a member of the community. These tours will be specifically marketed as Brothers Tours and will be different from general tours led by Visitor Hosts. Brothers will be able to sign up to lead tours as and when they choose.
Specialist Tour Guides Tour guides who are specialists in various aspects of history related to the Charterhouse will be required to lead the Special Interest Tours. Associations such as the Clerkenwell and Islington Guides and City of London Guides, will be invited to develop the content and lead the tours.
Volunteer Co-ordinator A Volunteer Co-ordinator will be employed part time. The main responsibility of this position will be to manage all elements of volunteering including external volunteers and Brothers. Joint responsibility will be shared with the Learning Programme Manager to oversee work placements. The Volunteer Co-ordinator will also be in charge of organising the delivery of any training programmes. A full job description can be found at Appendix J.
Curatorial Assistant A Curatorial Assistant will be employed full time for 18 months and will be responsible for assisting in the collections review and conservation work. This will include helping to select a core group of 700 to 1,000 items (including building fixtures) to create the core content resource for the project which will inform the exhibition, interpretation and learning activities and will form a single web-ready database.
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6.3.2 Additional Staffing Resources
The following staff resources are required for operation but are not part of the Activity Plan budget.
Visitor Services Manager A full-time Visitor Services Manager will be employed to:
• Welcome visitors • Provide information about the tours • Book visitors on to guided tours and taking payment • Act as duty manager for the site • Line manage the Visitor Hosts, and guides • Schedule tours and hosts
Museum of London Visitor Hosts A team of Visitor Hosts will be employed full-time to support the Visitor Services Manager. The main responsibilities for this role are outlined below:
• Welcoming visitors • Providing information about the tours • Booking visitors on to guided tours and taking payment • Inspiring visitors with a passion for the Charterhouse, engaging them with the collections and displays through interpretation of collections and delivering guided tours • Organising and stock retail merchandise • To achieve sales targets by actively selling merchandise, encouraging donations and promoting other products and services • Monitoring coats and bags in the cloakroom
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6.3.3 Activity Programme
2015 2016 2017 2018 Development / Delivery Development / Delivery Operation Operation Yr 1 Yr 2 Yr 3 Yr 4 J FMAMJJ ASONDJ FMAMJJ ASONDJ FMAMJJ ASONDJ FMAMJJ ASOND HLF R2 Submission - October 2014 HLF Decision HLF Permission to Start Special Open Days CDNGS OHL BigDraw CDW OHL BigDraw CDW OHL BigDraw CDW OHL BigDra Construction April 2015-Dec2015 Exhibition fit out Oct-Dec2015 Learning Programme Manager Recruit & Hire (3 yrs) June 2015-2018 Volunteer Coordinator Recruit & Hire (0.5 FTE) (2.5yrs) Apr 2015-Sep 2017 Recruit & Hire Curatorial Assistant (0.8FTE) (18 mths) Jan 2015-Jun 2016 Recruit and Train Collection Conservation Volunteers Collections Conservation Construction and conservation placements Recruit & train Garden Volunteers Gardening placements & volunteering Recruit & Hire Visitor Services Manager Nov 2015-2018 Recruit & Hire Visitor Hosts (plus Brother training) Dec2015-2018 Leaflet series design and printing Virtual Tour development and filming Website Enhancement Affiliate Partnership Development Soft launch Hard launch Pilot Learning Programme Full Schools Programme Recruit and Train Guides and Learning Volunteers Lunch time and evening talks Themed study days (4 during winter months) Creative Sessions Recruit and Train Oral History Volunteers Volunteer Oral History Project Garden Open Days (1 per month) NGS NGS NGS Family programme (Islington term holidays) Volunteer Oral History Project Recruit and train Online Resource Volunteers
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6.3.4 Learning Activity Income
The Charterhouse will charge for the learning and family activities. This income will help off-set activity costs. The following table summarises average charges for schools activities.
TABLE 6.3 AVERAGE SCHOOL SESSION CHARGES Activity Level Avg Price/Session Primary £115 Secondary £150 SEN £95
When the average session charges are applied to forecast attendance for schools, families and adult learning, outlined at Section 5.7 the following income projections are realised.
TABLE 6.4 FORECAST INCOME FROM LEARNING ACTIVITIES Audience Year 1 Year 2 Year 3 Primary £4,025 £5,175 £6,325 Secondary £4,650 £5,400 £6,150 SEN £950 £1,425 £1,900 Total Schools £9,625 £12,000 £14,375
Families £1,215 £1,215 £1,215 Adult £3,970 £3,970 £3,970
Total Learning Income £14,810 £17,185 £19,560
Learning activities are forecast to generate approximately £14,810 in Year 1, increasing to £19,560 in Year 3.
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6.3.5 Activity Plan Budget
The following table summarises the activity budget for the Revealing the Charterhouse project.
TABLE 6.5 REVISED ACTIVITY PLAN BUDGET 2015 2016 2017 2018 AP Budget (Years 1 -2) R1 AP Budget
Development / Delivery Operation with VAT Staff Resources Yr 1 Yr 2 Yr 3 Yr 4 Learning Programme Manager FT for 3 years (June 2015 - June2018) 17,010 34,020 34,020 17,010 51,030 45,000 On costs 0 Learning Volunteers Volunteer Expenses 2,000 2,500 2,500 2,500 4,500 Freelance Teachers included below in schools delivery 0 0 0 0 0 2,160 Brother Guides Volunteer 0 0 0 0 0 Specialist Guides £35/hr 0 1,680 1,680 1,680 1,680 2,160 Volunteer Coordinator PT (0.5 FTE) for 2.5 years (Apr 2015 - Sep 2017) 10,125 13,500 10,125 0 23,625 30,000 Curatorial Assistant PT (0.8 FTE) 18 mths (Jan 2015-Jun 2016) 16,000 8,000 0 0 24,000 Staff & Volunteer Recruitment 1,500 1,500 1,000 500 3,000 9,000 MoL Learning & Curatorial (Backfill) 10,000
Total Staff 56,635 61,200 49,325 21,690 107,835 88,320
ACTIVITIES Brothers Working Group volunteer 0 0 0 0 0 Charterhouse Sq Working Group volunteer 0 0 0 0 0 Reproduction de Manny Tomb material costs 0 0 0 0 0 Special Open Days 660 660 660 660 1,980 3,600 Volunteer Training 1,310 1,310 1,200 1,200 3,930 5,400 Website Enhancement (incl. Learning Content) 4,000 0 0 0 4,000 12,000 Marketing and Promotion 3 years 4,500 3,250 3,250 0 7,750 12,000 Affiliate Partnership development 0 0 0 0 0
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TABLE 6.5 REVISED ACTIVITY PLAN BUDGET 2015 2016 2017 2018 AP Budget (Years 1 -2) R1 AP Budget
Public Launch Week 0 10,000 0 0 10,000 4,200 Tours 0 0 0 0 0 Brothers Outreach 0 200 200 200 200 Formative Evaluation 4,000 2,000 0 0 6,000 2,400 Summative Evaluation 0 0 0 7,000 0 12,000 Total Activity 14,470 17,420 5,310 9,060 33,860 51,600
Learning Programme Website additions see above 0 0 0 0 0 Annual School Brochure 0 2,000 2,000 2,000 2,000 6,000 Promo visits to schools £10 per day 1,000 900 700 500 1,900 8,400 Teachers network 300 300 300 300 900 Teachers open evening 4 per year 400 400 400 400 1,200 Advertise school visits 600 600 600 600 Learning outside the classroom QA badge 0 100 0 300 100 Primary Sessions 3,000 5,250 6,750 8,250 8,250 Secondary Sessions 800 4,200 4,950 5,700 5,000 SEN Sessions 600 1,750 2,625 3,500 2,350 Families 1,500 2,250 2,250 2,250 3,750 Adult & HE staff and volunteer time 200 300 300 300 500 Total Learning 7,800 18,050 20,875 24,100 26,550 14,400
Subtotal 78,905 96,670 75,510 54,850 168,245 154,320
Learning Income 14,810 17,185 19,560 14,810 0
Net Activity Cost 78,905 81,860 58,325 35,290 153,435 154,320
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APPENDIX A
SERVICE LEVEL AGREEMENT (DRAFT)
5.1 Draft terms of an SLA between the Charterhouse and the Museum of London, from June 2015 29.11.2013.CR BACKGROUND 1. The Governors of the Charterhouse are developing part of their historic site as a visitor attraction, including a small museum and learning room for schools, adult /higher education groups and families. This development aims to provide greater public access to the Charterhouse and foster community engagement.
2. The Board of Governors of the Museum of London (‘the Museum’) have supported the development at the Charterhouse, as a means of moving forward its own strategic ambitions, particularly through extending its learning programmes for schools and adults .
3. Until now the partnership between the Museum and the Charterhouse has proceeded under the terms of a Memorandum of Understanding, signed in July 2012. This Service Level Agreement (SLA) is intended to run alongside(? ) the MOU
THE TERM
4. The SLA will operate for a term of 5 years, from June 2015 to June 2020 (‘the term’). The term covers the opening of the visitor attraction at Charterhouse in 2016 and the opening of the new Crossrail station at Farringdon in 2018. We talked about this didn’t we – something along the lines that the agreement is anticipated to be a permanent one with breaks for both parties….
5. Each party can withdraw from this agreement on 3 months written notice to the other.
THE SERVICES
6. The services covered by this agreement comprise: a. the provision of a learning programme at the Charterhouse, from 2016 and Line Management for the Learning Programme Coordinator (employed by the Charterhouse) b. support for the operation of visitor services at the Charterhouse, from 2016 c. support for the completion of the Museum Room displays by January 2016 All other activities will be agreed on a case by case basis, as per the terms of the MOU.
TERMS OF AGREEMENT The Charterhouse will: • Take full financial, governance and management responsibility for operating the new visitor attractions and learning room at the Charterhouse, as outlined in the Business Plan submitted to the Heritage Lottery Fund in March 2014.
• Employ a Learning Manager, dedicated to running the agreed learning programme at the Charterhouse during the 5 year term. Pay additional recruitment or redundancy costs should these become necessary
• In the event of the income from the learning programme not achieving its annual target, the Charterhouse will underwrite the costs of running the learning programme. Agree with the Museum of London an annual learning programme to be offered at the Charterhouse
• Enable the Learning Programme Manager and learning programme to operate to a quality level that meets the Museum of London’s expectations of its learning work.
• Both parties agree to act in good faith in relation to this agreement.
The Museum of London will: • Manage the post of Learning Manager, during the 5 year term: including providing sickness cover, should this become necessary .
• Devise and agree with the Charterhouse an annual learning programme to be offered at the Charterhouse during the 5 year term: to cover primary, secondary, SEN, higher education, adult and family sessions.
• Ensure that the programme at the Charterhouse is integrated into the Museum of London’s wider learning offer, and well‐ promoted to London schools, particularly in the locality: and is embedded in relevant initiatives such as the London Curriculum and the London Grid for Learning
• Deliver the agreed learning programme at the Charterhouse during the 5 year term to the same quality standard as the Museum’s own learning programmes.
• Transfer to the Charterhouse all income from 3rd parties resulting from charges for the delivery of the Charterhouse learning programme .
• Continue to lead and support the work on the collections and displays, as outlined in the documents submitted to the Heritage Lottery Fund in March 2014, and helping ensure that the New Museum Room displays are ready for public opening in January 2016.
• Support the operation of visitor services at the Charterhouse from 2016, through an agreed programme of training and mentoring for visitor hosts at the Charterhouse; including providing an informal quality‐monitoring resource for the Charterhouse tours.
• The Museum reserves the right to charge for staff time or other costs spent on these and any other matters: such charges to be agreed in advance with Charterhouse on a case by case basis.
• Both parties agree to act in good faith in relation to this agreement.
APPENDIX 2 : 2012 MEMORANDUM OF UNDERSTANDING BETWEEN THE CHARTERHOUSE AND THE MUSEUM OF LONDON
BACKGROUND 1. The Charterhouse is minded to open up its historic site to greater public access (‘the development’).
2. The Board of Governors of the Museum of London (‘the Museum’) is interested in developing its educational offer to visitors and schools, in ways that a) do not expose the Museum to financial risk; and b) do not require the Museum to take on responsibilities for new sites or buildings.
3. The Charterhouse and the MOL propose to collaborate and assist one another in creating a programme of visitor and educational activities at the Charterhouse (‘the public programme’). The public programme is likely to include: visitor tours, educational activities and a permanent display interpreting the site. This Memorandum of Understanding sets out the aspirations of both parties. It is not intended to be legally binding.
PROPOSED TERMS OF COLLABORATION
I. Charterhouse will take responsibility for managing all building improvements, capital expenditure or other set‐up costs intended to be completed before the public programme begins to operate. The Museum will advise on matters where it has relevant in‐house expertise, probably through the mechanism of a steering group.
II. Charterhouse will take responsibility for overall governance, project management, procurement, and fundraising for the development.
III. Besides advising on the set‐up and capital stages of the development, the Museum will take responsibility for preparing content for, and planning the delivery of, all three elements of the public programme. The Museum will loan items from its collections to the permanent display, subject to its normal loan conditions.
IV. The Museum will take responsibility for ensuring that the quality of the public programme offered at Charterhouse is excellent and meets sector standards.
V. Employment and management of temporary and permanent staff and volunteers working on the public programme will be mutually agreed.
VI. Neither side intend this collaboration to be an income‐ generating exercise: any costs to be recovered or expenses to be charged between the two parties shall be mutually agreed on a case‐by‐case basis.
VII. This Memorandum of Understanding shall be replaced by a more formal Service Level Agreement, or equivalent, should the Museum become involved in the operation of the public programme.
VIII. Both parties agree to act in good faith in relation to this collaboration.
APPENDIX B ON STREET SURVEY RESULTS
B1 ON-STREET SURVEY RESULTS
B2 Introduction
An on-street survey was conducted by What’s Your View at the end of October 2012 with the purpose of testing the public’s awareness of the Charterhouse and the potential demand for the proposed visitor offer. A total of 203 responses were collected.
The following table summarises the number of surveys collected by location and day of the week collected.
TABLE B.1 LOCATION AND DATE OF SURVEY Location Weekday Weekend Total Charterhouse 26 36 62 Farringdon 36 35 71 Museum of London 0 35 35 Total 62 106 168
B3 Summary of Results
The following tables provide a summary of the results collected. Data tables can be found in Appendix A.
B3.1 Participant Profile
• 51.2% of participants were male, 48.8% were female • There was a good response from those aged 35-44 (21.7%) and 45-54 (19.2%) • Main reasons for being in the area included sightseeing/visiting (50.2%), followed by employed locally (17.2%) and live locally (15.3%) • 67% of visitors have also visited the Museum of London and 25% of respondents have also visited Smithfields Market
B3.2 Awareness of Charterhouse
• Awareness of the Charterhouse was approximately 34% overall • Broken down by purpose for being in the area, awareness was highest amongst those that live locally (61%), followed by those employed locally (43%), and those sightseeing (24%) • Respondents associated the Charterhouse with the following; o Almshouses/ Residential Home (36.2%) o Private Square/Gated Garden (26.1%) o Gatehouse (23.2%) o Tudor/Medieval Mansion (18.8%) o Brothers of the Charterhouse (18.8%)
• 14.8% of those who were aware had only walked by or 15.8% had never visited
B3.3 Use of Charterhouse Square
• 79% of respondents said they would make use of Charterhouse Square if opened to the public, including those who live locally, those employed locally and those just visiting the area. • Those who would not said it was because they do not live local or are not in the area often enough (8.3%) • Visitors would use the square to o Relax (42.4%) o Eat my lunch (36%) o Meet friends/relatives (36%) o Learn about the Charterhouse and the history of the area (28.6%)
• 75% said that access to the square and information about the history of the Charterhouse would encourage them to visit, 12.6% were unsure
B3.4 Visitor Centre
Interviewers described to respondents about the project’s intention to create a new visitor centre inside the Chapel Court at the Charterhouse that would provide a display of related artefacts from the Museum of London collection and interpretation on a range of themes and topics, free of charge.
• 79% said they would visit the a free of charge visitor centre • The main reasons for not visiting include: o Not interested (39.1%) o Not local/not in the area often enough (39.1%) • Themes and topics of greatest interest for inclusion were: o How Charterhouse fits into the wider history of London (45.8%) o Significant moments in the 400-year history of the Charterhouse (39.4%) o Architectural development of the building and gardens (32.5%) o Life in the Tudor period (1485 to 1603) under the reign of Henry VIII or Queen Elizabeth I (30.0%)
B3.5 Guided Tours
Interviewers described to respondents that visitors would also have the opportunity to book on a guided tour of the estate lead by Museum of London guides or Brothers of the Charterhouse (residents) and which would include access to parts of the Tudor mansion that are not normally open to the general public and a recreated period room showing how a typical Brother’s room (resident) would have looked in the 17th century.
• 40.4% of respondents would book onto a guided tour • 34.7% of those who would not book a tour would prefer to explore the site on their own, 25% said that a guided tour did not interest them • Respondents indicated they would expect a tour to last one hour (62.8%)
• Respondents would likely visit with their partners (35.2%), adult family members (19.3%) and 14.8% said they would visit with their children • Assuming the tour lasted 60 minutes, 65.9% of respondents said they would pay between £3 to £5 for admission (28% of those who said they would book a tour)
B3.6 Tudor History
• 46.7% of respondents said they were somewhat interested in Tudor History, with 20.8% very interested. • Respondents would prefer to learn about this period in history by: o Watching television programmes and documentaries (61.6%) o Visiting museums with related displays (49.8%) o Visiting historic sites like Hampton Court Palace or the Tower of London (49.3%) o Reading books and magazines (34.5%) • Topics of greatest interest from the period include: o Royals like Henry VIII, Elizabeth I, Mary Queen of Scots (46.8%) o Domestic life and food (45.8%) o Tudor London (44.3%) o Difference between the rich and poor (34.5%) o Shakespeare and theatre (29.6%)
APPENDIX C EDUCATION PROFESSIONALS FEEDBACK
C.1 EDUCATION PROFESSIONAL RESEARCH
C2. Introduction
In July 2012, a consultation report was issued which summed up the findings from consultation sessions held with 5 primary, 4 secondary and 4 SEN teachers at the Charterhouse in June 2012.
Further to this, an online survey was sent to the Museum of London’s Teacher’s Network. They were provided with a brief document outlining the background to the project and the history of the Charterhouse to enable them to make informed choices, as well as an outline of the session names and proposed charges were put forward. There were 71 respondents in total, comprised of 5 SEN schools, 41 primary schools, 17 secondary schools, and eight primary/ secondary.
C.3 Teachers’ Consultation Report
The Consultation Report by Nicky Boyd (July 2012) provided the following conclusions and recommendations.
C3.1 Focus on Tudor themed sessions initially and consider piloting other themed sessions and sessions for KS5 students in the future once the programme has been established
Primary and secondary teachers really saw the potential for a visit to the Charterhouse focusing on the Tudors. Primary teachers wanted their students to explore the royal connections, the architecture, monastic life and dissolution of the monasteries, daily life, dress, food, games and dance. Secondary teachers wanted their students to explore the dissolution of the monasteries, architecture, art and symbols, everyday life, the poor, the aristocrats, monks, monarchy and the economy.
SEN teachers saw the potential for a whole range of interactive, multi-sensory, immersive and atmospheric learning experiences.
Teachers could also see cross-curricular links e.g. to religious education, art, design, technology and maths.
C3.2 When planning session factor in what will give ‘added value’ for extra appeal
There were varying responses to the proposed costs of sessions. Primary teachers don’t want to pay more than £100 per session. Secondary teachers felt the costs proposed were reasonable but one teacher said it would be difficult to find the budget. SEN teachers ranged from suggesting £3 per student to saying that £80 per session and £100 for dance sessions were reasonable charges.
C3.3 Budgets are tight in schools so session costs will need to be carefully considered
Primary teachers felt that the time was tight for a visit both to the Museum of London Medieval Gallery and the Charterhouse in one day. Some however thought that a dual visit might be an advantage if two classes could then come on the same day (there were concerns about the need to bring more than one class at a time.) Secondary teachers were interested in a joint visit to the Museum of London and the Charterhouse but felt that the programme would need to be really well planned and not rushed with opportunities to see things on the way between sites.
C3.4 Pilot joint visits
The primary teachers wanted a Tudor themed learning space if their visit was about the Tudors. Both SEN and secondary teachers preferred neutral spaces. Teachers wanted a white board, beanbags for children and chairs for adults and for the space to be bright, appealing and visually attractive with plenty of space to move about. The learning spaces should be located near accessible toilets and an area for dealing with the wide range of personal needs that SEN students often have. There needs to be an indoor space for lunch (if raining) and a cloakroom.
C3.5 Keep the learning spaces neutral and flexible, bright, appealing and visually attractive with as much space as possible for students to move about
Teachers really wanted detailed pre-visit information. They wanted a comprehensive online presence with a virtual tour, downloadable pictures, session descriptions, a risk assessment, and links to more information and activities for students. Recommendation: develop an online comprehensive presence for the Charterhouse with detailed pre-visit information.
Overall the teachers were really enthusiastic about bringing students to the Charterhouse. Most said they were likely/very likely to make a visit. One secondary teacher (although very interested herself) didn’t feel that her school would be likely to visit as the Tudors were not a big part of the KS3 curriculum at her school anymore.
C4 Online Survey Results
The following summarises key findings from a survey (71 responses) which sought views from education professionals on the proposed Charterhouse education programme:
• The most popular places that schools currently take students to learn about the Tudors are: o The Tower of London
o Hampton Court Palace o The Museum of London • Most teachers would like to see learning sessions covering daily life during the Tudor period, as well as the dissolution of the monasteries and the impact of the Reformation. Other aspects mentioned included the difference between the rich and poor in Tudor times, multiculturalism throughout British history, kings and queens, costumes and music. • 96.6% of respondents felt that it was likely or very likely that they would visit the Charterhouse with a group (assuming a session was offered that met their requirements) • 95% of people felt that combining a visit to the Charterhouse with a visit to the Museum of London would be appealing • The most important aspect of a visit to Charterhouse was deemed to be the provision of a learning specialist from the Museum of London to manage the programme, advise teachers on their visits and take bookings (avg. rating 3.34 out of 4.0) • There were varying responses to the proposed costs of sessions with most not willing to pay more than £100 per session
APPENDIX D
HIGHER EDUCATION / ADULT LEARNING CONSULTATION
Higher Education / Adult Learning Consultation
Approach
Helen Butterworth (HelenbLtd) was commissioned to undertake desk-based research in order to identify a range of organisations, courses and partners that would be best placed to collaborate with the Museum of London and Charterhouse on adult education and HE programmes. A paper was created summarising and recommending optimum contacts for the Museum of London to take forward, and 14 organisations were approached. This consultation process was then handed over to the Deputy Head of Learning at the Museum of London, who contacted the partners that had expressed an interest in collaborating in order to discuss and shape what future possible collaborations might look like.
Initial ideas for collaboration
Phone conversations with the 14 organisations resulted in definite expressions of interest from nine. From these first conversations, Adult and HE education-providers saw the Charterhouse as having the potential to support learning, teaching and research in the following areas: history; creative writing; architecture; archival research; archaeology; art & design and teacher training.
Following up on phone calls, a meeting was held in November 2013 between the Deputy Head of Learning and colleagues from the Sir John Cass Faculty of Art, Architecture and Design at London Metropolitan University. One possibility discussed was that the Charterhouse could support their faculty- wide history and theory undergraduate area ‘Culture in Context Studies’. A meeting was also held between the Deputy Head of Learning and the Education Manager at Open-City (London’s leading architecture education organisation). This was followed-up by an on-site visit and the proposal from Open-City that they work with the Charterhouse to create an Initial Teacher Training Day aimed at embedding architecture education into the curriculum.
Further consultation
The museum’s Higher Education Programme Manager took up post at the museum in February 2014, and resumed discussions with Adult and HE partners. Several partners expressed an interest in visiting the Charterhouse to get a sense of how they might be able to use the site in the future as a teaching and learning resource, or for a collaborative project.
Working from contacts that had already been made and developed, representatives from the following institutions were invited to visit the Charterhouse: London Metropolitan University, U3A, Queen Mary University of London, Birkbeck University of London, City Lit, UCL, City University and King’s College London (the ninth interested party – Open-City – having already visited).
Visit to the Charterhouse
A visit to the Charterhouse was arranged for potential HE / adult learning partners in June 2014. Over the course of a morning, the Development Manager at the Charterhouse introduced Adult / HE staff to the site’s history – by presentation and tour – and outlined the plans for the site and some of the learning opportunities that will be available. The HE Programme Manager requested that participants follow up their visit by emailing a paragraph summarising their ideas for collaboration now that they had a better understanding of the site’s potential.
Starting to define the programme
The following collaborative ideas were received, with each respondent saying how keen they were to develop a working relationship between their institution and the Charterhouse:
U3A: Shared Learning Project
U3A are interested in pursuing an archive research project on any area of the collection that the archivist would like to have researched. The Development Manager mentioned the possibility of finding out more about former Brothers, and this was one area that U3A were particularly interested in. Shared Learning Projects often research local, social and family history; for example in a recent project a U3A group researched former natural history curators at the Horniman Museum, using local archives, on-line resources and some family connections provided by the museum. In the process, they were able to give the museum a complete timeline of its curators, focussing on the contributions each had made. This type of project is something which could be undertaken before the Charterhouse opens in 2016.
The Archivist at the Charterhouse has since been contacted and is keen to progress an archival research project. A meeting has subsequently been arranged between U3A, the Archivist and the HE Programme Manager.
City University: MA in Creative Writing (playwriting and screenwriting)
City are interested in bringing groups of creative writing MA students for a tour after which they would research further and produce pieces of writing, possibly about individuals associated with the Charterhouse. Those pieces of writing - or the best of them - could possibly be performed / read in the Great Chamber.
London Metropolitan University: MA Architectural History, Theory & Interpretation
London Metropolitan are interested in developing a relationship between the Cass and the Charterhouse around a number of potential projects. The institution, its history, its architecture, its location and connections, are all of great interest to them. Projects over time might include working with undergraduate and postgraduate history and theory teams, some of their design studios, and research students.
Birkbeck, University of London
The Department of History, Classics and Archaeology proposes to collaborate with the Charterhouse and the Museum of London on delivery of part-time adult education modules and open-access public
talks as part of its offering of Certificate of Higher Education modules on London history. Initially this proposal would consist of two elements:
• to offer two 15 CATS points modules at the Charterhouse on the history of Tudor and Stuart London during the day to approximately 11-25 part time adult students over two terms, in the academic year 2016-2017, as scheduling permits • to hold an open-access study day for a general audience on the history of the building, its associations, architecture and conservation
Additionally Birkbeck would like to enable BA students engaged in evening study to undertake one-off daytime group visits to the Charterhouse, led by Birkbeck staff in collaboration with relevant Charterhouse and Museum of London colleagues. These study visits would examine the building in terms of its history and associations, archaeology and conservation.
In the longer term they would like to expand collaboration with the Charterhouse to other modules on relevant themes and periods (e.g. the Bubonic plague, the history of charity, the late medieval period) and also offer more large scale annual open access study days on the history of the Charterhouse, using the site both for lectures and workshops but also as a hub for walks and site visits to relevant locations in the vicinity, such as adjoining churches and the London Metropolitan Archives. They also envisage encouraging students engaged in research at MA, PhD and Graduate Certificate levels of study to use the building as part of their research and would encourage colleagues from other departments, including Art History - where architectural history, heritage and conservation teaching and learning resides - to consider use and study of the building.
University College London (UCL)
The visit was attended by an academic specialising in British history in the early modern period. Whilst he hasn’t yet had a chance to summarise his ideas, this is most likely the area on which a collaboration would focus.
Queen Mary, University of London
Staff were unable to make the date of the visit, but expressed great enthusiasm when first consulted in October 2013. Two modules were identified as being particularly appropriate:
• London Before the Fire: Life in a Medieval and Renaissance City • The Middle Ages in Twenty Objects Queen Mary would also be interested in opportunities for collaboration around first year survey modules on medieval Europe, and in opportunities for student placements.
City Lit
Staff were unable to make the date of the visit, but remain interested. Previous consultation within City Lit produced the following suggestions for courses, activities or services:
Drama: Live theatre or film re-enacting historical periods in the Charterhouse’s history; audio diary / testimonials of key historical figures to capture the times
Progress (for students with learning difficulties): Workshops for visitors with learning difficulties - including photography, digital art, learning history and life stories
Creative writing: Writing for the City; Introduction to historical fiction – Tudor / Stuart connection
Humanities: London walk that talks about the Charterhouse / Charterhouse square and its history; History course: Thomas More; role of Charterhouse in key moments in English history (Elizabeth I, James I, Restoration and Cromwell’s widow – Elizabeth); History course: the plague in the medieval period, including coverage of the recently unearthed medieval plague pit at Charterhouse Square; History of ‘London buildings’ with focus on the Charterhouse and inclusive of a visit
Deaf education: interpreted tours for the Deaf community; deaf awareness for Charterhouse staff around best practice in supporting deaf visitors
Music: Music appreciation courses related to the musical history; A cappella singing of relevant repertoire; Sound recording in and of the environment at the Charterhouse
Art: Advanced course for makers responding to museum practice- aimed at ceramicists, book artists, textile artists etc.; Photography courses; Photography history courses
Parent education: Projects as appropriate with City Lit’s parent education team.
King’s College London
Both the Cultural Institute at King’s and staff in the History Department have said that they are interested in partnering, but have yet to fully engage with the consultation process. The Cultural Institute exists to connect academia with arts and culture. Learning programmes such as are being offered by the Charterhouse have the potential to add value to the teaching, learning and research agenda at King’s.
Open-City
Open-City had already visited the Charterhouse, and their interest is detailed in ‘Initial ideas for collaboration’ above.
APPENDIX E
PRIMARY, SECONDARY AND SEN PILOT FEEDBACK
Report on primary school pilot visits to the Charterhouse Tour, object handling and Tudor dance session 17 September 2012 (9.45am – 2pm) Albemarle Primary School 30 pupils Y4 (8 – 9 year olds)
After School Club tour of Charterhouse 23 Jan 2013 (4 – 5pm) City of London Girl’s school 26 pupils KS2 (8 – 11 year olds)
The pilot
The main pilot session was held with a Year 4 class (8 - 9 year olds) and linked to teaching about the Tudors, because that was the main curriculum focus when this pilot was held in 2012. However, the tour of Charterhouse building certainly aimed to extend learning and understanding beyond the Tudor period, developing chronological understanding, as well as skills in investigating buildings for clues to their history and aiming to develop attitudes regarding heritage sites as inspiring places that are enjoyable to visit.
The itinerary for the day
9.45 – 10.15am arrival (toilets if needed) Intro and split class 10.30 – 11.30 tour/objects (split class activities) 11.30 – 12.30 tour/objects (split class activities) 12.30 – 1 lunch (and toilets) 1 – 2 dance workshop (whole class)
Note: Visits to Great Hall timed within the tour, so as not to disturb brothers (at about 10.30 – 10.45 & 11.25 – 11.35)
Learning objectives
Knowledge and • Understand that the building changed from medieval monastery to understanding Tudor mansion to almshouse & school. • Understand that Henry VIII shut monasteries when he divorced. Conflict between Catholic and Protestant religions during Tudor period. Owners of this Tudor mansion were involved in plots. • Some understanding of the number of people it would take to run such a large Tudor mansion and the jobs they would have done. • Understand that dances and feasts would have been important social occasions for people of all classes and that dances took place in Grand Chamber of Howard house.
Skills • Develop skills and interest in investigating buildings for clues to their history. • Develop practical object-handling and questioning skills. • Developing communication skills, through structured discussion and reflection. • Development of dance skills. Attitudes & • To be motivated to look and question buildings and objects and ask questions.
Values • To feel that heritage sites are inspiring places that they enjoy visiting. • To want to share and talk about what they have seen and learnt (eg.
tell family when they get home). • To build self-esteem through positive reception to discussions, dance performance etc.
Activity, • To raise self-esteem through participation. Behaviour & • To value each other’s ideas. progression • To respect and value heritage sites such as this. Enjoyment, • To have fun. inspiration & • To be fascinated by the stories associated with the history of the creativity building. • To generate imaginative thinking and questioning. (eg.to imagine how quiet building would have been when monastery compared to the bustle of Tudor mansion)
Observation comments
Observing the Year 4 class (8 - 9 year olds) from Albemarle Primary School take part in a visit to the Charterhouse confirmed my belief that Charterhouse offers an outstanding learning experience for primary schools. Pupils were fascinated and absorbed by the building; and their comments and questions demonstrated that they were developing observation and historical investigation skills, while enjoying a visceral and memorable experience.
The history of the building makes it particularly relevant to teaching the Tudors, in particular the dissolution of the monasteries (a hard topic for Y3, but made interesting by gruesome descriptions of the Prior’s arm being hung above the gatehouse) and the lives of rich and poor. In addition a visit to Charterhouse extends pupils chronological understanding in an enjoyable and natural way.
For many pupils the 45 minute tour was the highlight of the visit. In particular they responded well to the atmosphere of the different spaces, such as: the cold and reflective Norfolk cloister (where they stood in silence, imaging the Carthusian monks silent life and then learnt about school boys playing football and the offside rule being developed due to the shape of the cloisters), the Great Hall (where they learnt about Tudor banquets, imagined musicians playing and noticed small details in the stone carvings), Wash House Court (where they enacted the many jobs servants would have carried out (eg washing, cooking, grooming horses, emptying chamber pots etc), and the Chapel (where they admired Sutton’s tomb and recapped on Charterhouse’s history, as monastery and then Tudor mansion, through to boys school and alms-house).
An equally memorable part of the visit was when the whole class danced original Tudor dances, in the beautiful Great Chamber. I run this dance workshop regularly at the Museum of London, but although the workshop offers an enjoyable learning experience when held in our Clore Learning Centre, there is no comparison to the inspiration offered by dancing and dressing in Tudor costume in the atmosphere of the Charterhouse. I am sure the pupils involved will have greatly increased their historical understanding, but more importantly they will have been inspired with a love and interest in history and gained a belief that heritage sites are inspiring places that they enjoy visiting.
Feedback from the pupils included the following:
• "Thank you, Charterhouse for having us. We had a great time and the Tudor dancing was amazing!" (Juhi) • "The designs of the ceiling, floors, walls and chairs were amazing! The object handling was great fun and the tour around Charterhouse was excellent." (Kera) • "When we got there, we saw the outside of Charterhouse. It looked so big! The inside was beautiful. I had a great time there." (Ziyad)
Observation of the After School Club
The tour was replicated for the After School Club and responses of excitement and fascination as they entered different parts of the building were similar to tours with the previous school group. The building inspired much interest and generated excellent questions.
Nina Sprigge Primary Schools Programme Manager Museum of London
Secondary pilot session at the Charterhouse
March 2013
The pilot
On the 27th of March 2013 a group of 35 Year 8 students from the West London Free School attended a study day at the Charterhouse focused on the Tudor period. The students had studied the Tudors the previous term and were knowledgeable about the monarchs of the period and the reformation. The sessions focused on what the buildings at Charterhouse told us about life within the site and in London generally during the period. The main learning objectives for the visit were as follows:
• To gain a greater knowledge and feel for the Tudor period • To gain an insight into the lives of the Tudors at Charterhouse and the real effects the dissolution of the monasteries had on them • To gain greater knowledge and understanding of the different strata of Tudor society and everyday life in London during that period • To inspire and enthuse further learning about the period
Observations
Throughout the tour students were clearly intrigued and impressed by the buildings. All students in the group I led appeared fully engaged and curious. They asked lots of questions as we walked round and were able to answer questions posed to them about what clues the buildings gave us about life during the Tudor period. Information given during the tour was linked more to everyday life for different people living and working within the site rather than specific narratives about the actual owner/occupiers. However, those narratives were drawn in where they could be linked to students’ existing knowledge about the Reformation, plots to overthrow Elizabeth, religious life etc. As the tour progressed students became more confident in building upon the information given, and using their existing knowledge, to make inferences for themselves.
Notably many of the pupils’ questions were about the brothers who live there now. They seemed very intrigued by the community and I think they would have enjoyed meeting one or two of the residents. They also particularly enjoyed investigating the schoolboys’ graffiti in the chapel. Although this is obviously of a later date than the Tudor period it did give students both a sense of how the use of the buildings has changed through time and a vivid connection to the lives of people in the past.
Despite our best efforts to be clear and re-enforce a sense of chronology through the sequence of the tour and in the information we gave, in feeding back and responding to questions it was clear many students did not completely grasp this. I think it’s an important learning point to highlight the changes in society during the Tudor period – illustrated by the Charterhouse’s residents – from monastery to nobility to self-made entrepreneur. Pupils should go away being clear on this.
30 minutes for the tour seemed just right – students listened well but had it been any longer or more in-depth, I think their level of engagement would have waned after that point.
The object handling activity also engaged the students and, at 30 minutes, was timed appropriately. This aimed to reinforce the concept of Tudor hierarchy and the changes that
took place during the period, whilst also encouraging students to draw conclusions from primary evidence and engage imaginatively with it. The students in the group I led reported back in a lively manner on their character’s lifestyle, using the objects as evidence to support their inferences. However, as mentioned with the tour, the concept of the social changes that took place during the period may have been harder for them to grasp.
At the end of the morning one teacher commented that he very much liked the emphasis of the study day being on the everyday lives of Tudors. He said that much of the teaching in school focussed on the political events of the period and that our approach helped to bring it to life for the students.
Meeting a costumed interpreter within the surrounds of the Great Chamber was visibly exciting and engaging for students who managed to listen and remain engaged for far longer than I would have anticipated, given that the session overran by 45 minutes and was not active enough considering its length. It surprised me that students were still full of questions at the end and it’s a real shame that more time was not dedicated to this. Had this session stuck to time (one hour) and the content been more interactive, I think the impact would have been great.
Size of group and facilities
With the current facilities it is difficult to envisage how more than one group could be accommodated, particularly without more staff. The tour and object handling can certainly be facilitated by internal staff/a museum host which would reduce costs. A costumed drama does really complement and enhance the impact of the Great Chamber and I would recommend a session of this type being developed for this.
Lunch room facilities would be better in an uncarpeted room. Having tables already set up, rubbish bins, access to drinking water and cleaning staff would be essential for running further sessions. Toilets and their proximity to the lunchroom was very important ; particularly with so few cubicles it meant students could go to and fro throughout their lunch break rather than all trying to go at once, which may have caused problems. There were a couple of fan heaters put in to warm the room up but it was still fairly cold ;adequate heating would also be needed to make this a comfortable room for school groups.
Recommendations for future sessions
Although there is no doubt that KS3 groups would be excited and inspired by the site, there would be a limited amount of schools that could book for this age group as many schools would struggle to be able to bring just one class out – often school trips have to include the whole year group. It may be that visits would be booked largely by Free/Prep/Independent schools that are more able to bring small groups, or for Gifted and Talented groups. If the new ‘chronological’ history curriculum is introduced in 2014 this will limit appeal further for secondary schools as the Tudor period will no longer be covered beyond Primary school. However, with so many secondary schools rapidly changing into academies, it may be that many won’t adopt the new curriculum. At the moment, it’s quite difficult to predict how the above changes will play out in reality.
Visits focused on disciplines other than history could also be considered, such as art. However, this would require a strong and targeted marketing drive on top of the Museum’s usual marketing so extra budget would need to be allocated.
Another avenue that is worth exploring, and would perhaps be more suitable number- wise for Charterhouse, is days aimed at the Post 16/A Level audience. Currently OCR Exam Board’s History A Level includes several units on the Medieval and Early Modern period. Content focuses on topics such as: Henry VIII to Mary I, 1509–58; Church and State 1529–89; England under Elizabeth I, 1558–1603; English Government and the Church 1066–1216; Rebellion and Disorder under the Tudors 1485–1603. Content for the day would need to draw closely on exam board specifications.
At this level the tour and sessions would be better lead by a specialist in the period, possibly a museum curator, perhaps an academic from a university or better still, a combination of both. I would recommend, that the day include object handling and an activity that allows students to explore the site and work independently as well as a tour and talk.
Evaluation of SEN pilot session at the Charterhouse
Date of session: Mon 4 Feb 2013 Background to the pilot session On 4 February 2013, a group of 15 students from Waltham Forest College attended a session at the Charterhouse. All of these students had a range of moderate to severe physical and learning difficulties including Downs Syndrome, autism, speech and language difficulties and learning delay. Most were aged 19-21 and they were from two Life Skills classes at Waltham Forest College. As the name suggests, the primary aim of such classes is to prepare young people with learning difficulties for the transition from full-time education to independent life in the adult world, helping them to feel more confident performing those day to day tasks which the majority of people take for granted. The Museum of London had been working with these students over four weeks in January 2013 at their college on a Tudor-themed drama project, during which the students had handled objects and replica costumes from our collection; created Tudor characters for themselves (e.g. soldiers, cooks, a witch, Shakespeare and even Elizabeth I herself); investigated aspects of Tudor life; and created and rehearsed a simple play involving all their characters. Between each museum session, the college tutors had done follow-up work, creating costumes with the students and props such as papier mâché food. From before the very first session, the students had been told that they would be performing their play in front of an audience at the Charterhouse and it would be filmed. They were shown photos of the Charterhouse and were all very excited (but also nervous!) at the prospect. This really helped to build anticipation for the final session on 4 Feb.
The main objectives of the session were for the students to: • gain a greater understanding of life in the past and how it differed from the present day • develop confidence interacting socially in unfamiliar surroundings • build their communication and interpersonal skills • have the opportunity to showcase their creativity in an appropriate setting • take pride in their achievements • be inspired and to enthuse further learning
Observations on the session 1. Unlike the primary and secondary pilot sessions, there was no formal tour of the Charterhouse offered as part of the SEN date on 4 Feb. This was for two reasons. Firstly, the nature of the students’ needs meant that a formal tour in the form of a ‘lecture’ about the history of the site simply would not have been appropriate. Secondly, we knew that we would be quite pushed for time trying to get the whole play rehearsed, performed and filmed in the time available, so we decided to concentrate solely on this aspect of the visit. However, during those parts of the day when small groups of students were free, the accompanying adults took the students around informally to look at the chapel, Wash House Court, etc. This
informal, more relaxed approach works better with smaller SEN groups and it is best to remain flexible like this where possible. 2. All the students were noticeably excited upon their arrival and impressed by the buildings and were keen to get their costumes on quickly ready for the filming. Staff at the Charterhouse (especially Donna Birkwood) couldn’t have been more helpful and it was very handy to have had access to the Great Chamber the Friday before so we were able to dress the main set in advance. This meant that when the students arrived in the unfamiliar surroundings, they were greeted by the familiar sight of the props that they had made back at college. This element of familiarity and reassurance is very important for young people with SEN. 3. We were also very grateful to have free use of the Norfolk Cloister, the corridor outside the chapel, the stair up to the Great Chamber and the Great Chamber itself to rehearse and film parts of the story. This meant that we were able to take individual students away to film while the others remained behind in the Wesley Room or accompanied an adult in small groups on an informal walk‐round. 4. Between the group’s arrival and their lunch, we filmed short scenes with individual students and small groups and rehearsed the main scene of the play with all the students in the Great Chamber. After lunch, all the students gathered in the Great Chamber for the main filmed performance with an audience. It was wonderful and much appreciated that Charterhouse staff attended the performance and great too that several of the students’ parents and relatives were also able to attend. Thanks again to the Charterhouse for being so accommodating in this matter too. The students rose to the occasion magnificently and delivered a wonderful performance which included some great acting, some comedy, a lot of drama, magic tricks, music, an evil spell, and a Tudor dance as the grand finale. Every single student looked completely ‘at home’ performing in the Great Chamber which really was the perfect setting for the culmination of all their hard work over the previous few weeks.
Facilities The Wesley Room was just the right size for this group although an uncarpeted room would have been better as they were eating their lunch there. A couple of extra tables, rubbish bins, access to drinking water and cleaning staff would all be essential for future sessions. The fan heaters in the room were appreciated but it was still quite cold in there. All of this group were mobile (although a couple were slow walkers and one had some mobility impairment). Access is obviously a key issue to consider for future bookings, not just for SEN groups. Recommendations for future sessions 1. Given the success of this pilot session, there is a great deal of scope for running future sessions at the Charterhouse as part of longer‐term bespoke SEN projects. As well as five‐week drama‐themed projects, I also offer storytelling projects, art projects, music projects and more general history projects, any of which would potentially lend themselves to incorporating a session at the Charterhouse if the theme of the project was suitable. 2. The term ‘SEN’ obviously covers an immensely broad spectrum of needs. Many of the groups I work with have quite moderate learning difficulties and could be
offered a session at the Charterhouse more akin to a mainstream group i.e. with a tour, object handling and meeting a brother. However, for other groups, a much more multisensory and interactive session would be required. This could include dressing up and role‐play (feasible given the small group sizes involved with SEN sessions), Tudor music and dance, Tudor food and/or a whole range of art activities. 3. There is obviously much uncertainty at present whether the new history National Curriculum will be introduced. Although special schools are still obliged to follow the curriculum, they can be more flexible than mainstream schools and SEN sessions can be offered as adaptable for any age group so there is less concern about the Tudors only being covered at primary school in the new curriculum. So I would personally recommend quite bold and creative planning for any future SEN sessions. The pilot session shows that teachers really appreciate such wonderful opportunities for their students.
Noel Hayden SEN Programme Manager Museum of London 29.05.13
APPENDIX F NATIONAL GARDEN SCHEME SURVEY RESULTS
NATIONAL GARDEN DAY - 6TH JUNE 2013
Q1 – Please rate your enjoyment of today’s event [TICK ONE] Frequency Percent Very Enjoyable 60 77.9 Enjoyable 17 22.1 Neutral 0 0.0 Un-enjoyable 0 0.0 Very Un-enjoyable 0 0.0 Total Respondents 77 100.0
Q2 – What did you enjoy or not enjoy about today’s event?
Enjoyed Frequency Beauty of the garden 29 Peacefulness/ Tranquility 20 Plants/ flowers/ plantings 17 Historic setting/buildings 11 Meet the Brothers 10 See Charterhouse/ behind closed doors 8 Friendly helpers/ welcome 8 Atmosphere/ ambiance 8 Wine 8 Getting to know the history of the place 3 Weather 3 Able to relax 2 Birdsong 2 Revisit a memorable place 1 Meeting the head gardener 1 Mulberry Trees 1
Suggestions for Improvement Frequency More info on types of plants 3 More planting on new buildings 1 Concern of over commercialising VC 1
“25 years ago I wandered into this garden 'by mistake' on a summer’s afternoon. It was a magical experience I shared with an old friend and my younger daughter. I have always longed to come here again but I have never found it open - until it reported on the 'net; it was open today! So I have come from Hereford specially.”
“The gardens were very beautiful and it was a real privileged to be let into such a sacred place. It really cheered me up after a hard day and everyone I met was very friendly”
Q3 – What was your motivation for visiting today? [TICK YOUR TOP 3 OPTIONS]
Frequency Percent Support the National Gardens Scheme to support their beneficiary charities 30 39.0 See gardens which are not normally open to the public 69 89.6 See a new garden that I’ve not been to before 46 59.7 Hear the talk from the Gardener 1 1.3 Get a behind the scenes look at the Charterhouse 37 48.1 Enjoy a nice evening / Something to do 27 35.1 Relax 7 9.1 Socialise with family or friends 10 13.0
Enjoy the atmosphere 15 19.5 Volunteer for the event 0 0.0 Total Respondents 77 100.0
Other motivations included:
• Chapel services • Curiosity • See historic buildings • Speak with head gardener • Work here • Family connection • Pick up ideas for own garden
Q4 – Is there anything about your visit that could be improved?
Frequency No/Nothing 17 Labels for plants/ areas 9 Signage to Charterhouse 4 Don't know 2 Nibbles with wine 2 Open garden more frequently 2 Leaflet about the garden 1 Simple map 1 See more areas of the Charterhouse 1 Seating 1 More wine 1 Water 1 More info on history of garden 1
Q5 – Before your visit today, were you aware of the Charterhouse? [TICK ONE]
Frequency Percent Yes, I am familiar with it and what it does 22 28.9 Yes, but I don’t know much about it 36 47.4 No 18 23.7 Total Responses 76 100.0
Q6 – Have you ever visited Charterhouse before today? Why? [TICK ALL THAT APPLY]
Frequency Percent No/Never 49 63.6 Walked By 23 29.9 Visiting a Relative/Friend 2 2.6 Group Tour 2 2.6
Individual Tour 3 3.9 Special event – e.g. Open House London, National Garden Scheme 7 9.1 Concert/Recital 2 2.6 Event/Activity 2 2.6 Corporate Hospitality Event/ Wedding 0 0.0 Business Meeting 0 0.0 Total Respondents 77 100.0
Q7 – After your visit today, how likely would you be to return for a guided tour of the Charterhouse? (Cost of an adult ticket is £10) [TICK ONE] Frequency Percent Very Likely 34 44.2 Likely 32 41.6 Neutral 8 10.4 Unlikely 2 2.6 Very Unlikely 0 0.0 Don’t Know 1 1.3 Total Responses 77 100.0
Q8 – Why or why not?
Reasons Why Frequency Interest 12 Find out more 7 Historical/ interest in history 7 Learn more about Charterhouse history 6 Share with others 6 Enjoy it already 6 See inside 6 Learn more about London history 4 See gardens 3 Exclusive/hidden 2 Interest in architecture 1 See great hall 1 See library 1
Reasons Why Not Frequency Expensive 2 Not often in the area 2 Limited opening 2
Cross Tab – Q5 & Q6 with Q7
Very Very Don't Total Q7 - Likely to Return Likely Likely Neutral Unlikely Unlikely Know Responses Q5 – Not Previously Aware 8 6 3 1 0 0 18 44.4% 33.3% 16.7% 5.6% 0.0% 0.0% 100.0% Q6 - Never Visited 23 19 6 1 0 0 49 46.9% 38.8% 12.2% 2.0% 0.0% 0.0% 100.0%
NEW VISITOR CENTRE AND TOUR
Q8 – How likely would you be to visit each option? [TICK ONE FOR EACH] Very Very Don’t Total Likely Neutral Unlikely Likely Unlikely Know Responses A) Charterhouse Visitor Centre only (free) 53.0% 31.8% 7.6% 4.5% 3.0% 0.0% 66 B) Charterhouse Guided Tour only (paid) 40.9% 47.0% 9.1% 1.5% 1.5% 0.0% 66 C) Both A & B (paid) 43.5% 40.3% 9.7% 4.8% 1.6% 0.0% 62 D) A full visit including a guided tour of the Charterhouse and the Museum of London 27.7% 32.3% 18.5% 13.8% 6.2% 1.5% 65 on various themes (paid) E) A walking tour including a guided tour of the Charterhouse and the Clerkenwell area 39.7% 36.8% 14.7% 8.8% 0.0% 0.0% 68 (paid)
PARTICIPANT PROFILE
Q9 – What is your gender? [TICK ONE] Q10 – What is your age? [TICK ONE]
Frequency Percent Frequency Percent Male 19 25.3 Under 16 0 0.0 Female 56 74.7 16-24 1 1.3 Total Responses 75 100.0 25-34 6 7.9 35-44 9 11.8 45-54 11 14.5 55-64 27 35.5 65-74 20 26.3 75+ 2 2.6 Total Responses 76 100.0
Q11 – What is your postcode?
• 75% of visitors were from London • The highest concentration of respondents lived in the N1 (12%) and EC1 (9%) postcode areas covering Angel, Barnsbury, Canonbury, Clerkenwell, De Beauviour Town, Hoxton, Islington, Pentonville, Shoreditch and Barbican, Clerkenwell, Finsbury, St Lukes • The visitors who had travelled the furthest came from Wales (3) and Bournemouth (1)
APPENDIX G TOUR PARTICIPANT SURVEY RESULTS
GUIDED TOUR VISITOR EXIT SURVEY
Q1. Please rate the following
TABLE G.1 RATE VISITOR OFFER AND TOUR ELEMENTS Very Don't Very Good Good Neutral Poor Poor know Ease of reserving a tour 53.0% 13.6% 10.6% 0.0% 1.5% 12.1% Ease of finding the Charterhouse 56.1% 25.8% 13.6% 3.0% 0.0% 1.5% Your welcome on arrival 68.2% 25.8% 3.0% 1.5% 0.0% 0.0% Helpfulness of the staff 77.3% 21.2% 0.0% 0.0% 0.0% 0.0% Ease of getting around 66.7% 28.8% 1.5% 0.0% 0.0% 0.0% Group size 40.9% 43.9% 6.1% 0.0% 0.0% 0.0% Number of rooms visited 48.5% 27.3% 0.0% 0.0% 0.0% 6.1% Overall visit to the Charterhouse 80.3% 13.6% 0.0% 0.0% 0.0% 0.0%
Q2 – How long did your tour last?
TABLE G.2 HOW LONG DID YOUR TOUR LAST Minutes Frequency Percent 60 mins 3 4.5 75 mins 5 7.6 80 mins 2 3.0 85 mins 1 1.5 90 mins 21 31.8 100 mins 5 7.6 105 mins 10 15.2 120 mins 11 16.7 135 mins 1 1.5 180 mins 1 1.5
Q3. How did you find the length of the tour?
TABLE G.3 HOW DID YOU FIND THE LENGTH OF YOUR TOUR? Frequency Percent Too Short 1 1.5 Too Long 1 1.5 Just Right 63 95.5
TABLE G.4 CROSS TAB Tour Too Just Length Short Right 60.00 0.0% 5.0% 75.00 1.7% 6.7% 80.00 0.0% 3.3% 85.00 0.0% 1.7% 90.00 0.0% 35.0% 100.00 0.0% 8.3% 105.00 0.0% 16.7% 120.00 0.0% 18.3% 135.00 0.0% 1.7% 180.00 0.0% 1.7%
Q4. Please tell is about your tour. I found my tour….
TABLE G.5 I FOUND MY TOUR…. Frequency Percent Informative 64 97.0 Engaging 51 77.3 Comprehensive 43 65.2 Interactive 14 21.2 Thought-provoking 37 56.1 Enthusiastic 43 65.2 Audible 54 81.8 Clearly presented 50 75.8 Varied 33 50.0 Interesting 57 86.4 Easy to follow 45 68.2 None of these 0 0
Other
• A wonderful atmosphere tour by someone love being here • Charming guide • Excellent - many thanks to our super guide Stephen • Fascinating and Historical • Guide was very clear and informative as well as good humoured • I tried to book this more than 2 months ago and was told there were no tours in August. On passing Charterhouse today, learned of the tours and was graciously allowed to join by Brother Duncan • London Tourist Board - could more emphasis be given to the Charterhouse to encourage visitors from abroad • Stephen and Colin were a delight - knowledgeable , courteous, and very patient as I personally was always last taking photos • The tour is delightful as it is in keeping with the Charterhouse • Tour by residents - so good, local knowledge • We also enjoyed the touches of dry humour
Q5. Please rate your enjoyment of today’s tour
TABLE G.6 ENJOYMENT OF TODAY'S TOUR Frequency Percent Very Enjoyable 50 75.8 Enjoyable 15 22.7 Neutral 0 0 Unenjoyable 0 0 Very Unenjoyable 0 0
Q6. After your visit today, do you…?
TABLE G.7 AFTER YOUR VISIT TODAY, DO YOU… Yes, Yes, a little Don't Definitely bit No Know Feel you have a keener awareness, appreciation or 93.9% 4.5% 0.0% 0.0% understanding of the Charterhouse Have a better understanding of the Charterhouse's goals and 60.6% 28.8% 4.5% 1.5% objectives Feel you got the complete story about the Charterhouse 65.2% 30.3% 1.5% 0.0%
Q7. How could the Charterhouse or the tour be improved?
• As you suggest below • Book online • Disabled Access, e.g. Old Library. Handout and plan. Tea and Scone for £5 - biscuit was a little weak. Introduction could have been more comprehensive, purpose, period of history covered by buildings present day site • Excellent • External signage from Barbican Station. Hand rails or ramps. • Fact Sheets, Display boards, Notices, External Signage, Grab Rails, Entrance to old library • Gift shop • Good as it is - leave well alone • I cant think of anything as I really enjoyed the tour and learned a lot. Thank you very much to the Brothers • I didn’t really learn about what the modern monks of today do other then pray - who pays for food etc. • I liked the informality • It would be interesting to hear more about the contemporary life of Charterhouse - its goals , objectives, the life of today’s brothers etc • Keep it as it is - wonderful
• Keep it personal as it was today. So it remains a visit to someone’s home • Make it shorter. Spend less time in each venue • More written information and perhaps some interactive computer displays • Not Really • Only by adding a leaflet, giving outline date on inside and an outline map. Shown the plans / modifications of the building • Perhaps more antidotes’ about living here or past students monks. Clearer indication of use of buildings. Focus on detail, decorations, tapestries, brickwork etc. • Perfect for the time allowed. Thank you for the opportunity to take photos and ask questions • Questions and Answers session. Paintings / artifacts better labeled • Signage • Some information to take away • Tea room shop • The clarity of the presentation could be interpreted. However the guide was very engaging. • There must be a lot more to know nut difficult to fit the time available • very grand • Wonderful Tour • You could use audio guides if there are not enough guides amongst the brothers. But it is good being taken round by a brother
Q8. Would the new project motivate you to make a return visit?
TABLE G.8 WOULD THIS MOTIVATE YOU TO MAKE A RETURN VISIT? Frequency Percent Yes 42 63.6 No 7 10.6 Don't know 14 21.2
Q9. Would you be willing to pay £15 for the new exhibition and an enhanced guided tour?
TABLE G.9 WOULD YOU BE WILLING TO PAY £15 FOR THE NEW EXHIBITION AND AN ENHANCED GUIDED TOUR? Frequency Percent Yes 22 33.3 No 14 21.2 Don't know 25 37.9
Q10. What is your gender?
TABLE G.10 GENDER Frequency Percent Male 17 25.8 Female 45 68.2
Q11. What is your age?
TABLE G.11 AGE Frequency Percent Age 16-24 1 1.5 Age 25-34 2 3.0 Age 35-44 4 6.1 Age 45-54 4 6.1 Age 55-64 12 18.2 Age 65-74 26 39.4 75+ 16 24.2
Q12. What is your post code?
APPENDIX H INTERPRETIVE CONCEPT REPORT
CONCEPT FOR THE WESLEY ROOM : LIVING IN THE CHARTERHOUSE
2 August 2013
This document outlines the thinking to date about the content of the Wesley Room displays. It incorporates the results of a brainstorm held on 30 July 2013. It is expected that this document will form the basis for several next stages : • Detailed design development • Object lists and detailed content development • Public evaluation • Fund‐raising
AIMS: WHAT DO THE DISPLAYS NEED TO DO?
The interpretive objectives for the Wesley Room exhibition are to:
• Provide a simple and fascinating overview of the five main phases that have shaped the Charterhouse, here defined as: monastery, mansion, school, hospital, home to ‘People’ the story • Place the story into the wider contexts of British / London / Islington history • Meet visitors’ expectations of a museum, through showing some compelling exhibits • Act as a taster, by simulating visitors to explore the Charterhouse in more depth through touring the building, or through the associated publications and web resources
The displays will be designed to cater for the needs of the following audiences, who will visit the Charterhouse in the largest numbers:
AUDIENCES: WHO IS IT FOR?
Priority 1 General interest adults from London and the UK, including local residents and workers, and the Brothers and their families
Priority 2 Overseas tourists with a general interest in London’s history
Priority 3 Adults with a special interest, eg in history and architecture, including adult and higher education groups.
The displays will also be visited by children in school and family groups – while interpretation will not be specifically targeted at children, layout and orientation will be very clear, text will be as intellectually accessible as possible (using the Museum of London’s guidelines) and content will reflect the National Curriculum where appropriate (including supporting an understanding of chronology through the timeline). In addition, activity sheets will be produced for schools and
families that focus on key themes and stories that will be of particular relevance and interest to children.
VALUES The challenge for the Wesley Room content is to be both ‘a museum’ and a space that echoes and reinforces Charterhouse’s special character. The interpretation has to be high-quality, effective but subtle, respecting Charterhouse’s unique feel - its highly- charged, sense of place. The interpretation will work with Charterhouse’s ‘DNA’: • Authenticity – this is a real place: the building has been a witness to history
• Intimacy – where else can you get under the skin of London’s past
• Personal - this is a place where people live – and still do
• Secret treasure – this is somewhere really special , one of London’s hidden treasures
LOOK AND FEEL
The Wesley Room aims to convey the human interest of the Charterhouse story. For most visitors, it will come after they have entered the building and encountered Walter de Manny and his tomb. The frieze in the entrance hall will have included some images of people, to whet their appetite, but visitors will still be thinking about and enjoying the building as a relatively clean modern space. The Chapel Cloister will provide a sense of going back in time, but the Wesley Room should be seen as ‘delivering’ the next part of the sequence. Here is where visitors can ‘get under the skin of the building’ and be given a glimpse into the lives of the people who lived her in the past.
The room should be rich, conveying a sense of lots of lives and human drama. It will aim to engage the visitor emotionally and spiritually, as well as intellectually.
The displays will reinforce the sense of authenticity by striving to only use objects that are specifically from the Charterhouse site. Use of more generic ‘ this is what they might have used’ material will be inevitable, particularly for the earlier periods, but we will strive to keep these to a minimum.
Generally, the objects will convey the ‘detail’ part of the story – the fascinating detail of real lives. The broader context will be conveyed through text and images, perhaps using AV. But any AV exhibits will be integrated into the displays as subtle, small- scale exhibits. The use of a large central AV exhibit has been ruled out because of the potential to dominate.
THE NARRATIVE: LIVING IN THE CHARTERHOUSE
The title ‘Living in the Charterhouse’, will position the display as being about people.
1. Key messages:
• Charterhouse has been several different sorts of institution over the last 400 years: the institution determined who lived here and what their daily experiences were
• Everyone who lived here lived, to a greater or lesser degree, in a self‐contained community, with its own daily rules and rituals.
• Despite living in a ‘closed’ precinct, the people who lived here were strongly affected by what went on in London and the wider world.
• This is an extraordinary place: its unique character reflects long periods of peaceful continuity and episodes of violent change
2. Structure
The display will take a relatively simple structure, organising the content more or less chronologically with some thematic focusses, where the objects suggest.
The chronology will be simplified into: five types of communities (Monastery, Mansion, School, Hospital, Home), interspersed with 3 episodes of violent change (Black Death, Dissolution, Blitz); although the Black Death cemetery could arguably be taken as the first ‘community’ on the site.
Cemetery 1348 - 1371 23 years MONASTERY 1371 – 1533 162 years
Dissolution 1533 – 1538 5 years MANSION 1538 – 1611 73 years
SCHOOL 1611 – 1872 261 years and Hospital
HOSPITAL 1872 – 1956 84 years
Blitz and Rebuilding 1941 – 56 15 years HOME 1956 - 2013 57 years
This chronology will be reinforced in the disposition of the displays, which will broadly have the earliest exhibits (cemetery and monastery) on the west side of the room; and the exhibits about the present day on the east.
2.1 Three catastrophes and three virtues
The west/east ends will also express a symbolic representation of the violent change / peaceful continuity contrast. At the west end there will be a Dissolution and destruction installation – provisionally The Three Catastrophes of Charterhouse - made up of broken statues and imagery of both the Carthusian martyrs and the Blitz. The Black Death will be included in this end.
At the east end there will be (provisionally) The Three Virtues of Charterhouse, a domestic ‘fireplace’ setting with, the Charity overmantle above and flanked by 2 portraits, one of which must be Thomas Sutton. The interpretation would take its cue from the overmantle representations of Faith, Hope and Charity, the 3 Christian virtues which play a strong part in the Charterhouse story, and still do.
The table (currently in the entrance hall) could play a very evocative role here as a central eye-catching exhibit, eloquently expressing age, survival, continuity but with a symbolic ‘gash’ to represent catastrophe.
2.2 A cabinet‐of‐curiosity, interactive timeline
The north wall of the room will house a long timeline exhibit running from the Black Death (west end) to the present-day (east end). The function of this timeline is to:
• Provide an overview of 600 years of change – 5 communities / 3 episodes. • Provide interactive exhibits – things to touch, drawers to pull out • Show some of the objects
At this stage, the exhibit is envisaged as an actual case with objects interspersed alongside a graphic timeline; handling objects on top and pull-out drawers underneath. These would exhibit some of the topographical prints and watercolours that Charterhouse has, plus manuscripts or charters.
2.3 The People wall
The south wall of the room will house a long floor- to-ceiling, wall-to-wall exhibit with a miscellany of fascinating objects and images related to the experience of living in the five different communities in Charterhouse. It would explore the rules and rituals of living in a community, the frustrations and the friendships, the communal activities and the private. As with the rest of the room the displays will move from the earliest inhabitants, the monks, at the west end, to the latest, the brothers, at the east.
The exhibit should look unified (‘book case’ rather than ‘fish tank’), but also express that there are 5 separate community sections. It will have to accommodate exhibits of different sizes and shapes, both 2D and 3D, for example: • A mortar‐board
• A cup • A portrait of Queen Elizabeth • Some AV screens ( non‐interactive) The case should include space for 5 ‘introductory panels’ and object captions
2.4 Cased exhibits
If there is space, the room could also usefully include some free standing (or underfloor) cases, where some subjects can be looked at in detail. Possible subjects are:
The Black Death (case in the west end of the room) where excavated material from the Black Death cemetery could be displayed – possibly human remains.
The Art of Charterhouse Case where some of the Brothers artworks could be exhibited
Thackery’s Charterhouse Displaying some of the Thackery collection
Royal Charterhouse Charterhouse’s connecitons with the monarchy, from Elizabeth 1 onwards
Charterhouse and Football (perhaps better sited in the Norfolk Cloister)
POTENTIAL EXHIBITS IN THE WESLEY ROOM
Large eye-catching / free-standing exhibits
• Statue of St Catherine • Broken statue of a woman from Minoresses, Aldgate (MOL) • Any other bits of broken stone? • De Manny coffin cast? • Charity overmantle • Portrait of Thomas Sutton • Portrait of Suzannah Salter • The iron chest • Grandfather clock • The wooden table • Chairs
Timeline exhibits (including in drawers) • Archaeology from the site • Topographical prints and watercolours • Manuscripts (the Water map + the charters ) • The watermap (possibly reproduction) • Medieval ceramics – whole jugs from Greyfriars monastery (MOL)
• Pilgrim badges
People wall exhibits • People‐related archaeological finds from the site • Trade tokens from the neighbourhood • Painting of Elizabeth I / Duke of Norfolk • Plaster Bust of Thomas Sutton • Bust of John Wesley • Silver – particularly 2 1630 communion cups • Repro oil paintings of masters and governors • Ceramics – largely 19th / 20thC • Spoon and communion cup • Ceramics, glass and metal ware (cf items listed on the 16thC inventories) • Mortar Board • School books and memorabilia • Small pictures and prints • Photographs (from the school archive and the LMA archive) • Memorabilia from the Brothers today • Small AV screens ‐ the gardens / brothers today
Smaller / underfloor case exhibits (tbc)
• Black Death cemetery finds • Thackery books and mss • Cartoons by Sid Cain • Work by Patrick Rowe
APPENDIX I GUIDED TOUR SCRIPT
Charterhouse Tour 1. Introduction Congregate in Old Library for explanation of key periods in the history of the Charterhouse (5 minutes) Walk to First Stop (2 minutes)
2. First stop Washhouse Court Exterior On West Side of Washhouse Court to view monastic Brick work (sacred heart, lettering and crucifixes). Explanation to cover that this marked the high point of the monastery (1532) and explanation of lettering etc. (3 minutes) Walk to edge of Preachers Court (1 minute)
3. Second Stop - The gardens A look at the Gardens and an explanation of life for the Brothers now to cover how to become a Brother, accommodation, infirmary and the Gardens. (4 mins) Walk to Washhouse Court (2 minutes)
4. Third Stop – Washhouse Court The life of the Lay Brothers/domestic life of the monastery (including numbers, the Chapels of the Charterhouse etc.) (4 minutes) Walk to Masters Court (2 minutes)
5. Fourth Stop – Masters Court An outline of the dissolution and the building of the Tudor Mansion. Points to note, Dissolution 16 martyrs, Henry VIII’s repository plus Bassano family, accuisition by North who built the Mansion and the geography and architecture of the Courtyard as part of the Mansion plus the Stuart Coat of Arms and the Cromwell link. (5minutes) Walk to Norfolk Cloister (3 minutes)
6. Fifth Stop – Norfolk Cloister Go to the end where new exhibits and view of the Gardens are. Explanation of Monk’s cells plus the extent of the Cloister Garth. Then Duke of Norfolk’s intervention to create a walkthrough to the real tennis courts and bowling areas plus association football rules (8 minutes) Walk to the Great Hall (3 minutes)
7. Sixth Stop – Great Hall To cover, Duke of Norfolk screen, Jacobean Fireplace plus daily lives of the Brothers and mealtimes (4 minutes) Walk to Great Chamber (3 minutes)
8. Seventh Stop - Great Chamber To cover – original layout of room, fireplace, Ridolfi Plot, James I and Elizabeth I first Court and current use plus (finally) Queen Elizabeth Walk (to be viewed on the way down) (6 minutes) Walk to Old Library (3 minutes)
9. Eighth and final stop Round up and Questions (5 minutes) Then back to reception area 1 minutes)
54 minutes
APPENDIX J LEARNING PROGRAMME MANAGER JOB DESCRIPTION
Job Description
Role title: The Charterhouse Learning Programme Manager
Department tbc Grade tbc Salary £25,524 - £27,014 per annum (pro rata for part time) Location The Charterhouse, Charterhouse Square, London, EC1M 6AN Duration tbc Reports to Responsible for All Charterhouse Learning Programmes and Learning Visitors Job Purpose The purpose of the role will be to promote and develop all aspects of volunteering at the Charterhouse.
Role description: • Welcome school groups and give them a short briefing on arrival • Help set up and clear the learning room before and after school sessions • Assist the Learning Programme Manager and/or freelancers with the delivery of school sessions • Welcome families as they arrive for activity days, helping to ensure that they have a smooth and enjoyable visit • Assist with setting up and packing away before and after family activities • Assist activity leaders during practical workshops for families, adult learners or university groups • Assist with the evaluation of the learning programme, eg giving out and analysing questionnaires, interviewing visitors, observing sessions etc • Assist with general administrative duties such as mailings to schools, management of workshop materials, sending out information about bookings • Assist with researching and drafting resource materials for schools, as time allows
Where: the Charterhouse, Charterhouse Square, London, EC1M 6AN
When: Volunteers are needed on weekdays (9.30am – 3pm) during term time to support school visits; up to two afternoons/evenings per week during term time to support adult and university sessions; and on six days per year during school holidays to support family activity days, some of which will be at weekends.
Duration: Ongoing Volunteers will need to commit to work at least one day per week during term time, and ideally for a minimum period of 3 months.
Requirements: • An interest in London’s history • Enthusiasm for supporting learning through access to heritage • An enthusiasm for working with schools, families or adult learners • Good verbal communication and organisational skills • A commitment to excellent customer service • Reliability and good time-keeping skills • Ability to work on own and in a team • Ability to use initiative
What’s in it for • The opportunity to develop your knowledge of the history of you: London and of the Charterhouse in particular • The opportunity to work in a remarkable historic building • Experience of working in a busy and creative environment • Experience of working with schools, families and adult learners • Experience of working as part of a team • Development of customer service and organisational skills • Development of communication skills • Initial and ongoing training provided by the Charterhouse and the Museum of London
Why we want • To help the Charterhouse provide the best possible experience you: for its learning audiences • To enable you to contribute your ideas and skills to the development of the learning programme • To help spread the word about the Charterhouse as a unique resource for learning
Notes: • Volunteers can claim up to £10 per day to help with travel/lunch expenses. • We understand that volunteers may only be able to volunteer at certain times and may only be interested in working with particular audiences – we are happy to discuss this with you. • The Charterhouse is committed to equal opportunities and the establishment of a diverse workforce. • Volunteers are required, as a minimum, to undergo a basic disclosure security check. A criminal record may not necessarily be a bar to working with us as volunteer, as any decision will be treated on its merits and individual circumstances subject to our obligations to protect the children and vulnerable adults in our charge, members of the public, and the safety of our staff, building and collection.
For more Learning Programme Manager information, (contact details) contact: If your application is successful you will be invited to an informal interview. This is a chance to find out more about the role and if both parties are happy an offer to volunteer will be made, subject to a security check. Because of high levels of interest we regret that not all applicants will be invited for interview.
NB This job description reflects the requirements of the museum as at September 2013. The role and duties of the post are subject to change in line with the future development of the museum. The Board reserves the rights to make such changes as are necessary and any changes required will be discussed with the post-holder as appropriate.
Person Specification
Assess Assess. Essential .Metho Desirable Method d Qualifications
A post-graduate learning/teaching or A degree in a subject relevant to the AF heritage qualification AF history and activities of the Charterhouse
Experience &
Knowledge AF/I AF/I Awareness of the potential of historic Experience of developing and delivering buildings to support the learning of learning activities for adults and families schools, families and adult learners in a heritage or arts setting AF/I/T AF/I Experience of developing and delivering Experience of managing freelancers learning activities for schools in a heritage and volunteers or arts setting AF AF/I Experience of working in a historic Awareness of the National Curriculum building, museum or gallery and current issues in the schools and AF/I higher education sectors AF Experience of evaluating learning provision
An understanding of diversity and how it AF relates to this role Experience of managing budgets
Skills/Abilities/
Competencies
AF/I Ability to write well for a variety of AF Excellent organisation and administrative audiences, eg promotional materials, skills educational resources, progress
AF/I reports, funding applications Ability to work independently and as part
of a team, and to manage own time
effectively AF/I
Strong interpersonal and communication
skills AF/I
A creative, positive approach to problem-
solving AF
Confident user of Microsoft Office
Assessment Method Code: AF – Application Form I – Interview T – Test
APPENDIX K LEARNING VOLUNTEER JOB DESCRIPTION
Volunteer Role Description
Role title: the Charterhouse Learning Volunteer
Role description: • Welcome school groups and give them a short briefing on arrival • Help set up and clear the learning room before and after school sessions • Assist the Learning Programme Manager and/or freelancers with the delivery of school sessions • Welcome families as they arrive for activity days, helping to ensure that they have a smooth and enjoyable visit • Assist with setting up and packing away before and after family activities • Assist activity leaders during practical workshops for families, adult learners or university groups • Assist with the evaluation of the learning programme, e.g. giving out and analysing questionnaires, interviewing visitors, observing sessions etc • Assist with general administrative duties such as mailings to schools, management of workshop materials, sending out information about bookings • Assist with researching and drafting resource materials for schools, as time allows
Where: the Charterhouse, Charterhouse Square, London, EC1M 6AN
When: Volunteers are needed on weekdays (9.30am – 3pm) during term time to support school visits; up to two afternoons/evenings per week during term time to support adult and university sessions; and on six days per year during school holidays to support family activity days, some of which will be at weekends.
Duration: Ongoing Volunteers will need to commit to work at least one day per week during term time, and ideally for a minimum period of 3 months.
Requirements: • An interest in London’s history • Enthusiasm for supporting learning through access to heritage • An enthusiasm for working with schools, families or adult learners • Good verbal communication and organisational skills • A commitment to excellent customer service
• Reliability and good time-keeping skills • Ability to work on own and in a team • Ability to use initiative
What’s in it for • The opportunity to develop your knowledge of the history of you: London and of the Charterhouse in particular • The opportunity to work in a remarkable historic building • Experience of working in a busy and creative environment • Experience of working with schools, families and adult learners • Experience of working as part of a team • Development of customer service and organisational skills • Development of communication skills • Initial and ongoing training provided by the Charterhouse and the Museum of London
Why we want • To help the Charterhouse provide the best possible experience you: for its learning audiences • To enable you to contribute your ideas and skills to the development of the learning programme • To help spread the word about the Charterhouse as a unique resource for learning
Notes: • Volunteers can claim up to £10 per day to help with travel/lunch expenses. • We understand that volunteers may only be able to volunteer at certain times and may only be interested in working with particular audiences – we are happy to discuss this with you. • The Charterhouse is committed to equal opportunities and the establishment of a diverse workforce. • Volunteers are required, as a minimum, to undergo a basic disclosure security check. A criminal record may not necessarily be a bar to working with us as volunteer, as any decision will be treated on its merits and individual circumstances subject to our obligations to protect the children and vulnerable adults in our charge, members of the public, and the safety of our staff, building and collection.
For more Learning Programme Manager information, (contact details) contact: If your application is successful you will be invited to an informal interview. This is a chance to find out more about the role and if both parties are happy an offer to volunteer will be made, subject to a security check. Because of high levels of interest we regret that not all applicants will be invited for interview.
APPENDIX L VOLUNTEER COORDINATOR JOB DESCRIPTION
Job title: Volunteer Coordinator
Department Grade Salary £27,000 per annum (pro rata for part time) Location the Charterhouse, Charterhouse Square, London, EC1M 6AN Duration Part-time for 2 years
Reports to Responsible for All Charterhouse volunteers Job Purpose The purpose of the role will be to promote and develop all aspects of volunteering at the Charterhouse.
Role description: • Be the first point of contact for enquiries from new and existing volunteers and work placements • Recruit volunteers for the Charterhouse to assist in areas such as gardening, collections management, conservation, etc. • Manage the group of Brothers who volunteer as tour guides • Joint responsibility will be shared with the Learning Programme Manager to oversee recruitment and management of work placements • Develop volunteer training programmes and maintain a log of all training given • Schedule meetings, prepare agendas, book meeting rooms and attend those that require minutes and distribute them accordingly • Administer the payment, authorisation and auditing procedures for volunteer expense claims • Assisting in setting up and maintaining rotas for new voluntary positions • Assist with processing invoices and maintaining budget records • Liaise closely with the Visitor Services Manager, Learning Programme Manager and the Clerk to the Brothers
Person Essential Specification: • A degree in a subject relevant to the history and activities of the Charterhouse • A minimum of 3 year’s volunteer management experience gained in a similar environment • Awareness of the potential of historic buildings to support the personal development, learning and training • Excellent interpersonal and communication skills with the ability to communicate with a broad range of people both internally and externally • A commitment to a high level of visitor care • Ability to be flexible and work as part of a team • Reliability and good time-keeping skills
• Excellent administrative skills, word processing skills and proven IT skills • Excellent organisational skills and the ability to prioritise • The ability to work unsupervised and under own initiative • Good numeracy skills
Desirable • Previous experience in a museum or gallery • An interest in London’s history • Enthusiasm for supporting volunteers develop and learn through access to heritage
Special • Occasional evening or weekend working may be required, for Circumstances which leave in lieu will be given • All posts within the museum are required, as a minimum, to undergo a National Police Computer system security check. A criminal record may not necessarily be a bar to employment, as any decision will be treated on its merits and individual circumstances subject to the museum’s overriding obligations to protect the children and vulnerable adults in its charge, members of the public, the safety of the museum’s staff and the collection
Working No special conditions Conditions
APPENDIX M
THE CHARTERHOUSE HOUSE ADULT AND HIGHER EDUCATION RESEARCH
the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013 The Charterhouse Adult & HE Research
1.1. Introduction
This research is intended to support the Museum of London in developing an adult/higher education offer as part of the Revealing the Charterhouse project. This involved four days of work including:
• a site visit to the Charterhouse
• researching which higher education institutions and adult learning providers would provide the best fit for such a learning programme – particularly in relation to location, course content and mutual areas of research interest
• identification and recommendation of appropriate HEIs and adult learning providers that the Charterhouse may wish to work with in the future
• consultation with contacts at the institutions.
1.2. Potential Higher Education Partnerships
1.2.1. Potential HE partners - geographically
When surveyed on the basis of geographical proximity the institutions in the map at Figure 1 are potential partner institutions.
Figure 1: Map of neighbouring Higher Education institutions
Source: Google Maps
1 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
In addition the strong existing links the Museum of London has with Birkbeck, University of London would seem to be an excellent fit for Charterhouse. Birkbeck also allows access both to under- and post-graduate students, and to a hugely diverse range of adult learners. As one of London’s leading adult education institutions the City Lit was added to the catchment, and architectural organisations Open City and the RIBA were also assessed. Lastly the U3A and distance learning courses were considered.
1.2.2. London Metropolitan University
London Metropolitan University has a strong reputation for its creative courses, with its architectural department in particular being held in high repute. The Sir John Cass Faculty of Art, Architecture and Design is home to art, architecture and design courses at foundation, undergraduate and postgraduate level. In addition it runs popular practical short courses, summer schools and other adult education courses throughout the year.
Links with various art and design courses are possible, most likely as either the location for a day visit or as the location for creative practice – photography and film making in particular.
There is also potential for forging strong links with the architecture department at the CASS. Undergraduates attending the Architecture BA course (RIBA Part 1) study history and theory and technology throughout their course.
The Masters course in Architectural History, Theory and Interpretation (MA)1 offers potential as a strong partner, both in terms of visiting students, and forging project links. The course combines the analysis and organisation of events, curating and editing with very specific case studies that investigate architecture, politics and media. It aims to understand architecture through direct experience as well as through formal histories and theories. An interdisciplinary approach aims to link architecture to the rest of culture. It looks at those figures in history – dictators, power brokers, liars and cheaters – that have managed to induce change without drawing a line.
CASSprojects - The Projects Office - supports students and staff in undertaking consultancy commissions and research projects, as well as providing project management support to live projects carried out by students as part of their course work. CASSprojects favours projects with a clear social purpose and is particularly suited to involvement in contemporary issues such as sustainable engagement and community participation.
Assessment
Forging links with the Sir John Cass Faculty of Art, Architecture and Design, located within the deprived London Borough of Tower Hamlets, would give access to a wide range of creative courses with students at all levels, plus summer school, short courses and adult education. The School of Architecture is well established and course links are obvious. The short courses, in addition to
1 http://www.thecass.com/courses/postgraduate/ma-arch-history-theory-and-int/
2 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
the creative degree courses, might provide fruitful creative links, or good partnerships for interdisciplinary project work and events.
1.2.3. Queen Mary University of London
The History department at Queen Mary University offers three courses which might benefit from links to the Charterhouse. Day visits are more likely than course partnerships as all three courses span a wide range of historical periods:
• BA History and Politics2 - This degree is jointly taught by the Schools of History and Politics. An appropriate year 1 module is From Reformation to Revolution: Europe and the World 1500-1800.
• BA History3 - modules including From Reformation to Revolution: Europe and the World 1500- 1800, Medieval and Renaissance Medicine, Architecture in London and Behind Closed Doors: House, Home and Private Life in England, 1660-1850.
• BA Medieval History4.
In addition MA courses taught at Queen Mary’s include Cities and Cultures5, a programme which considers how cities are socially produced, imagined, represented and contested. It engages with original texts that have informed thinking about urban spaces and cultures as well as a range of other source materials including the built environment, art practices, literature, music and film through which the meanings and politics of urban spaces can be analysed.
The History Department has a number of research groups, one of which centres around Medieval, Renaissance and Early Modern History6. In addition the thematic Cultural and Intellectual research groups span topics to which links with Charterhouse could contribute.
Staff at the Charterhouse are also in discussions with the university about an annual literary festival, based at the Charterhouse, focusing on historical literature that may be piloted in 2014.
Assessment
There is potential for undergraduate links in particular to be forged with Queen Mary’s history department. As with London Metropolitan, Queen Mary’s is based within the London Borough of Tower Hamlets, and has strong links with the local community.
There is scope for research collaboration with academics within the History Department’s research groups which might lead to Charterhouse hosting events, seminars or conferences.
2 http://www.qmul.ac.uk/undergraduate/coursefinder/courses/79954.html 3 http://www.qmul.ac.uk/undergraduate/coursefinder/courses/79886.html 4 http://www.qmul.ac.uk/undergraduate/coursefinder/courses/79949.html 5
http://www.qmul.ac.uk/qmul/courses/courses.php?course_id=329&dept_id=11&pgcours es=1&course_level=1 6 http://www.history.qmul.ac.uk/research/research-groups
3 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
1.2.4. King’s College London
Numerous partnership and collaboration possibilities exist within King’s College London, primarily:
• The Kings Cultural Institute7 - a first point of engagement for the cultural sector with the College, offering enhanced, specialist support for King’s academics in their collaborations with artists and cultural organisations
• The Arts and Humanities School • The Arts and Humanities Research Institute8 - a hub within King’s College intended to foster innovative interdisciplinary research across the School of Arts and Humanities and beyond. Its main areas of responsibility are towards the School’s interdisciplinary research centres and projects; towards its postdoctoral researchers; and to provide a platform for public engagement • The Centre for Late Antique and Medieval Studies9 – an interdisciplinary school, detailed below.
These bodies exist as discrete entities, but their work has many crossovers both within and without the College.
Centre for Late Antique and Medieval Studies
The Centre for Late Antique and Medieval Studies is one of the interdisciplinary schools at King’s College London. Its activities encompass degree courses, events, projects and social groups dedicated to the period. Degree courses include:
• MA in Medieval Studies
• MA in Medieval English: Sex, Gender & Culture
• MA in Medieval History
• MA in Late Antique & Byzantine Studies
• PhD in Digital Medieval Studies.
In 2012 the Centre staged a conference of the London Medieval Graduate Network. Its aim was as to promote conversation and collaboration among medievalists in London and the surrounding area. The Arts and Humanities School, supported by the King’s Cultural Institute also stages an annual Arts and Humanities Festival which might provide a link for one-off project collaboration.
The Centre, and indeed the wider Arts and Humanities School, have strong partnerships with several high profile cultural organisations including the Museum of London. Building on its partnership with the Museum of London, and offering a unique, alternative learning programme, would be a valuable avenue to explore.
7 http://www.kcl.ac.uk/cultural/index.aspx 8 http://www.kcl.ac.uk/artshums/ahri/index.aspx 9 http://www.kcl.ac.uk/artshums/ahri/centres/clams/index.aspx
4 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
King’s Cultural Institute
The King’s Cultural Institute would be a useful first port of call for Charterhouse to explore future collaboration with the programmes and departments detailed above. It supports and encourages the development of innovative teaching collaborations between academic faculty from King’s College London and artists, arts professionals and arts policy makers. The College currently runs seven collaborative Masters programmes or modules including:
• MA Christianity and the Arts (the Department of Theology and Religious Studies in partnership with the National Gallery),
• MA Creative Arts in the Classroom (the Department of Education and Professional Studies in partnership with the National Gallery),
• MA Creative and Cultural Industries (the Department of Culture, Media and Creative Industries in partnership with Tate Modern),
• MA Early Modern English Literature: Text & Transmission (the Department of English in partnership with the British Library),
• MA Education in Arts and Cultural Settings (the Department of Education and Professional Studies in partnership with the Southbank Centre),
• MA 18th Century Studies (the School of Arts and Humanities in partnership with the British Museum),
• MA Shakespeare Studies (a partnership between the Department of English, London Shakespeare Centre and Globe Education).
The Charterhouse is unlikely have the resources to collaborate in a full, taught degree programme, but there is potential for it to feed into a degree, particularly within a tripartite partnership. There is potential for collaboration with, amongst others, the BA and MA History courses, the MA Early Modern History10 course and the MA courses in Medieval History11 and Medieval Studies12.
Assessment
Forging links with the King’s Cultural Institute would be a valuable first step for the Charterhouse. There appear to be numerous opportunities for links to be made between arts and humanities courses both in terms of one-off projects and events and more long term course collaborations.
1.2.5. University College London (incorporating the Slade School of Fine Art)
UCL partners with various cultural institutions, including the Museum of London. The Social and Historical Sciences department and the Arts and Humanities department (within which the Slade School of Fine Art sits) are obvious contenders for collaboration with the Charterhouse, though the department of the Built Environment (The Bartlett) is also interesting.
10 http://www.kcl.ac.uk/prospectus/graduate/early-modern-history 11 http://www.kcl.ac.uk/prospectus/graduate/medieval-history 12 http://www.kcl.ac.uk/prospectus/graduate/medieval-studies
5 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
The UCL Centre for Medieval and Renaissance Studies13 offers an MA degree in Medieval and Renaissance Studies14 as well as further opportunities for PhD students. The MA has an emphasis on reading and deciphering Medieval documents. The archive held by the Charterhouse could become a valuable resource for the course, were it able to be accessed by researchers on site.
The centre is also home to a lively programme of seminars and events and is one of the UK's most prominent specialist centres for the study of this period.
Fine art degrees at under and postgraduate level are undertaken at the Slade School of Fine Art. The Charterhouse has rich resources to collaborate with students on individual projects, or to act as a stimulus and setting for creative activities. In addition most taught courses at the Slade have a history and theory of art component.
The Bartlett’s undergraduate architecture courses incorporate an architectural history module, and its MA Architectural History15 along with a PhD in Architectural History and Theory16 examine the subject in much greater detail.
Assessment
Collaboration with the Faculty of Social and Historical Sciences and specifically the Centre for Medieval and Renaissance Studies would seem to be obvious routes into UCL for the Charterhouse, alongside linking with the Slade for project work. Whilst the Bartlett teaches modules relevant to the Charterhouse the thrust of its teaching and research on the built environment is towards the radical and avant garde, and it is less of a comfortable match than London Metropolitan University’s architecture school.
1.2.6. London South Bank University
London South Bank University has many collaborations and partnerships, though these are, in the main, with other academic institutions or with business and enterprise organisations. Their focus is on careers and professional links, helping students into the employment market. The University’s research culture focuses on basic and applied research with 'real world' impact and applications.
The Institute for Social Science Research (ISSR) coordinates research activity across the Faculty of Arts and Human Sciences. The Institute houses various research centres, the most relevant of which to Charterhouse are the Centre for Media and Cultural Research and the Centre for Educational Research. Each of the centres acts as a hub for research development, activities and groups and each are closely linked to the Faculty's departments.
13 http://www.ucl.ac.uk/cmrs 14 http://www.ucl.ac.uk/mars/degree 15 http://www.bartlett.ucl.ac.uk/architecture/programmes/postgraduate/ma-architectural- history 16 http://www.bartlett.ucl.ac.uk/architecture/programmes/mphil-phd/mphilphd- architectural-history-theory
6 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
Assessment
South Bank University is not a strong contender for partnering with the Charterhouse though one-off project collaborations, at both under and postgraduate level, for creative project work via the Centre for Media and Cultural Research are possible.
1.2.7. University of the Arts London
University of the Arts London brings together various art colleges including Central St Martins and London College of Communication, both of which are within easy reach of the Charterhouse.
The University offers taught and research courses across many fine art, design and communication disciplines. In addition to working with students both making and staging projects there is potential to link with more vocational and research based courses including the MA in Narrative Environments17 which focuses on the design of visitor experiences for museums.
The colleges run summer school courses which might give access to adult education markets.
Assessment
Collaboration with the University of the Arts London on one-off projects is likely to be more fruitful than ongoing collaboration with degree courses.
1.2.8. City University
City University’s Department of Culture and Creative Industries runs a variety of courses which might benefit from a partnership with Charterhouse. Its BA in Cultural and Creative Industries18 and MA or PhD/MPhil in Culture, Policy and Management19 are obvious candidates. In addition its Centre for Creative Writing might be a fruitful place to discuss the possibility of recruiting writers in residence as the learning programme develops.
The Centre runs various MA Creative Writing courses20:
• Creative Writing (Literary Novels)
• Crime Thriller Novels
• Narrative Non-Fiction
• Playwriting and Screenwriting.
17 http://www.arts.ac.uk/csm/courses/postgraduate/ma-narrative-environments/ 18 http://www.city.ac.uk/courses/undergraduate/cultural-and-creative-industries 19 http://www.city.ac.uk/courses/postgraduate/culture-policy-and-management- pathways-programme 20 http://www.city.ac.uk/creative-writing/courses
7 the Charterhouse – Adult & HE Research Helen Butterworth, September – October 2013
Assessment
Geographically City University is well located. Its course links aren’t as obviously strong as those of other institutions but a conversation with the Cultural and Creative Industries department or the Centre for Creative Writing might be worthwhile.
1.2.9. Birkbeck, University of London
Birkbeck is renowned for offering courses at all levels with a far greater degree of flexibility than those offered by many institutions, making them popular with learners of all ages and abilities.
As well as British History, Early Modern History and Medieval History courses which might have relevance to the Charterhouse, Birkbeck’s series of London History21 courses also offer strong links including topics such as Later medieval London: society, politics and culture, 1450-1560. Courses are offered from short Certificate of Higher Education qualification up to PhD level.
The Arts and Media Management Foundation Degree22 might offer potential to partner with Charterhouse, particularly in collaboration with the Museum of London.
Assessment
Birkbeck already has strong links with the Museum of London and potential to broaden and strengthen the links at the Charterhouse are strong. Many of Birkbeck’s history course topics link strongly to the Charterhouse and the fact that they are attended by such a diverse range of students will be beneficial.
1.3. Adult Learning
1.3.1. City Lit
The City Lit is one of London’s most extensive adult education institutions. In addition to academically based courses, recreational courses which might partner with the Charterhouse include:
• Collage and photomontage23 • Drawing and painting24 • Sketchbooks, offsite and studio development26 • Photography27
21 http://www.bbk.ac.uk/history/prospective-students/explore-subjects/london-history 22 http://www.bbk.ac.uk/study/2013/undergraduate/programmes/UFAARTMM_C 23
http://www.citylit.ac.uk/search/?dept=Art_and_design§ion=Collage_and_photomont age 24 http://www.citylit.ac.uk/search/?dept=Art_and_design§ion=Drawing_and_painting 25 http://www.citylit.ac.uk/search/?dept=Art_and_design§ion=Mosaics
8 Museum of London at Charterhouse – Learning Research September-October 2013
Assessment
Linking with photography, drawing and painting courses in order to facilitate creative visits to the Charterhouse would be a good approach.
1.3.2. Bishopsgate Institute
Various courses, particularly those from the Arts and Culture department at Bishopsgate, have thematic or historical links to the Charterhouse. Examples are:
Exploring Classical Music28 (tutor Roger Thomas) – three courses: Early and Baroque, Classical and Romantic, and Modern and Contemporary Music.
Exploring London’s Past: Archives, Architecture and Oral History29 (tutor Mike Berlin): Through walks and visits to archives and using cartographic, visual and oral history sources, you will gain an understanding of the different ways in which the history of the metropolis has been understood and represented. In partnership with Birkbeck College.
History Sideways: Cultural History30 (tutor Deidre Daly) – examining resources from microhistory, history from below, anthropology and art history and discussing how these combined with traditional methods of writing history.
Sketching in the City31 (tutor Jessie Brennan) – taking students to a different art gallery, museum or architectural venue in London each week
Assessment
There is strong potential for adult learners to visit the Charterhouse as part of their studies at the Bishopsgate Institute. Working with the Institute and with individual tutors to develop links and arrange for termly/annual visits to take place would be a good starting point.
26
http://www.citylit.ac.uk/search/?dept=Art_and_design§ion=Sketchbooks%2C_offsite _and_studio_development 27 http://www.citylit.ac.uk/search/?dept=Photography 28 http://www.bishopsgate.org.uk/course/1385/Exploring-Classical-Music-Classical-and- Romantic- Music?&Keyword=classical+music&Category=Arts%20and%20Culture&TimeOfDay=& 29 http://www.bishopsgate.org.uk/course/1405/Exploring-Londons-Past-Archives- Architecture-and-Oral-History?&Keyword=exploring&Category=&TimeOfDay=& 30 http://www.bishopsgate.org.uk/course/1372/History-Sideways-Cultural- History?&Keyword=Keyword&Category=Arts%20and%20Culture&TimeOfDay=& 31 http://www.bishopsgate.org.uk/course/1438/Sketching-in-the- City?&Keyword=Keyword&Category=Arts%20and%20Culture&TimeOfDay=&
9 Museum of London at Charterhouse – Learning Research September-October 2013
1.3.3. City of London Adult Learning Service
The City of London Adult Skills and Education Service aims to provide high quality, responsive lifelong learning opportunities to city residents and workers by facilitating, a vibrant, world class, urban learning community at the heart of the City.
Adult learning courses are on a broad range of topics. Those with potential links to Charterhouse either as a host for creative subjects or partnering on delivery include:
• London through a lens (beginners and intermediate level)
• Exploring the City
• History of the City
• Hidden Treasures
• Lunchtime History Walks
• Mysteries of London: Researching London’s Past
• City of London Guides.
Assessment
With learners on the doorstep of the Charterhouse the City’s adult learning service is an obvious partner. The service has a range of courses on historical and London-themed topics, many of which take place outside the classroom. Discussing the potential for either delivering or hosting visits from learners, perhaps for bespoke tours, would be a good first step.
1.3.4. Open University
Non-accredited courses at the Open University, which are usually short courses, do not present obvious links to the Charterhouse. If reaching distance learners became a priority for the Charterhouse the Open University’s Faculty of Arts could be contacted to discuss course development and partnership options.
In addition to non-accredited course links outlined above the OU runs various degree courses with obvious links to the Charterhouse. The BA History32 course has various relevant units, including a Level 2 Course entitled Exploring History: Medieval to Modern 1400-1900.
Assessment
Open University might be an option for partnering once the Charterhouse has redeveloped and established its new learning programme. The possibilities for link-ups are less strong than for those with London-based institutions, though if the collection and archive were digitised distance learning partnerships would be far more attractive.
32 http://www3.open.ac.uk/study/undergraduate/qualification/b01.htm
10 Museum of London at Charterhouse – Learning Research September-October 2013
1.3.5. Tudor history courses – distance learning
Various distance learning courses on Tudor history might present learning links. These include:
The Tudors: History, Religion and Culture, University of Exeter33 – This online history course is offered twice-yearly. No academic qualifications or experience are required for this course and it is non-accredited.
1550-1750 Early Modern Britain: Country, Colonies and Culture34, University of Exeter.
1550-1750 Early Modern Britain: Plagues, Persecutions and Populations35, University of Exeter.
Assessment
As students of distance learning courses are likely to be geographically scattered, perhaps including international students, a coordinated visit to the Charterhouse is unlikely. Making links with course tutors in order that they make their students aware of the Charterhouse would be a good starting point. In the longer term developing a resource of online information, archival documents and images might also be attractive to distance learners.
1.4. Other Partnerships
1.4.1. Open City
The Charterhouse already participates in Open City’s annual London Open House event. Open City also runs a year-round education and training programme, a key part of which is its Architecture Education Network (AEN) which brings together teachers and architects informally to unlock the potential of architecture as an educational experience. Seminars provide teachers and architects with opportunities to explore how architecture can be incorporated into a variety of learning contexts. Open-City encourages specialists to share their expertise, communicate their ideas, and generate fresh and innovative approaches to advance architecture education.
Assessment
The Charterhouse would be an ideal host for a seminar or workshop. Historical architectural themes are an obvious starting point, but its relationship to contemporary development in the City, most pertinently the Crossrail project, might also be an interesting theme. Starting a dialogue with Open City’s education or public programmes teams would be recommended.
33 http://education.exeter.ac.uk/dll/details.php?code=DLH10A 34 http://education.exeter.ac.uk/dll/details.php?code=DLH04 35 http://education.exeter.ac.uk/dll/details.php?code=DLH03
11
1.4.2. Royal Institute of British Architects (RIBA)
The RIBA works with learners at many levels. The majority of its education programme is based around the RIBA’s own library and collections and/or supporting architecture students in-house. Its adult education programme has a series of talks on a broad range of topics, and there is potential for the Charterhouse to do outreach in this way.
Assessment
The RIBA is not a strong contender as a learning partner, but may be worth contacting regarding one-off talks and for its links to architecture schools.
1.4.3. U3A (University of the Third Age)
U3A run a series of Shared Learning Projects which provide an opportunity to work in partnership with institutions such as museums, galleries, universities, libraries, archives and stately homes. All projects are collaborative and usually involve around 12 U3A members offering their time over a period of three months to carry out research, or other activities which will be of value to the partner organisation and of interest to the project team members. Each project is unique and tailored specifically to the needs of the project.
The Museum of London has worked with the U3A on two Shared Learning Projects in recent years – one repacking objects at the London Archaeological Archive and Research Centre and staging an interactive event about the project in the Museum, and the other carrying out evaluation of the Roman London gallery.
Assessment
Developing links with the Charterhouse for project work both during and after there development would be an interesting avenue to investigate
APPENDIX N
CONSULTATION FEEDBACK
N.0 CONSULTATION FEEDBACK
N.1 Introduction
Extensive consultation has been undertaken as part of the development of the Revealing the Charterhouse project, both at Round 1 and at Round 2. The following table provides an overview of the research undertaken to support the development of the Activity Plan.
TABLE 1.1 CONSULTATION SUMMARY Type of Consultation Response Stage On-Street Survey 168 respondents at 3 locations; Charterhouse (62), Round 1 Farringdon Station (71), Museum of London (35) Teacher’s Focus Groups 13 teachers; 5 primary, 4 secondary, 4 SEN Round 1 Teacher’s Survey 71 teachers; 41 primary, 17 secondary, 5 SEN Round 1 Secondary Session Pilots 35 students (Yr8) Round 2 Primary Session Pilots 56 students Round 2 SEN Session Pilots 15 students Round 2 Adult and Higher Education Consultations 32 participants Round 2 Local Attractions Interviews 6 attractions Round 2 National Garden Scheme Survey 77 respondents Round 2 Charterhouse Brothers Focus Group 17 participants Round 2 Charterhouse Staff Tour administrator, Brothers’ administrator, Hospitality Round 2 and Events Tour Participant Exit Survey 66 responses (and the survey is continuing) Round 2 Tour Participant Observation and Discussion 24/14 participants Round 2 Clerkenwell Guides Tour and Focus Group 24 people Round 2 Barbican Residents Tours and Focus Groups 75 people Round 2
Therefore, some 682 people have been consulted as part of the development of this plan.
N.2 On-street Survey Results
An on-street survey was conducted by What’s Your View at the end of October 2012 in the area around Charterhouse, Farringdon Station and the Museum of London. The purpose of the consultation was to test the public’s awareness of the Charterhouse and the potential demand for the proposed visitor offer. A total of 203 responses were collected.
The following provides a summary of the results collected. Data tables can be found in Appendix A.
• The main reasons for being in the area included sightseeing/visiting (50.2%), followed by being employed locally (17.2%) and live locally (15.3%)
• 67% of visitors have also visited the Museum of London and 25% of respondents have also visited Smithfields Market • Overall, awareness of the Charterhouse was low at approximately 34%, and awareness was highest amongst those that live locally (61%), followed by those employed locally (43%) • 79% of respondents said they would make use of Charterhouse Square if opened to the public, including those who live locally, those employed locally and those just visiting the area. • Visitors would use the square to relax (42.4%), eat lunch (36%) or meet friends/relatives (36%) • 75% said that access to the square and information about the history of the Charterhouse would encourage them to visit, 12.6% were unsure • When interviewers described to respondents about the project’s intention to create a new visitor centre and provide a museum display and interpretation on a range of themes and topics, free of charge, 79% of respondents said they would visit the a free of charge visitor centre • The main reasons for not visiting included no interest (39.1%) and not local/not in the area often enough (39.1%) • Themes and topics of greatest interest for inclusion were: o How Charterhouse fits into the wider history of London (45.8%) o Significant moments in the 400-year history of the Charterhouse (39.4%) o Architectural development of the building and gardens (32.5%) o Life in the Tudor period (1485 to 1603) under the reign of Henry VIII or Queen Elizabeth I (30.0%) • When interviewers described to respondents that visitors would also have the opportunity to book on a guided tour of the estate lead by Museum of London guides or Brothers of the Charterhouse, 40.4% of respondents would book onto a guided tour • 34.7% of those who would not book a tour would prefer to explore the site on their own, 25% said that a guided tour did not interest them • Respondents would likely visit with their partners (35.2%), adult family members (19.3%) and 14.8% said they would visit with their children • Assuming the tour lasted 60 minutes, 65.9% of respondents said they would pay between £3 to £5 for admission (28% of those who said they would book a tour) • 46.7% of respondents said they were somewhat interested in Tudor History, with 20.8% very interested • Topics of greatest interest from the period included: o Royals like Henry VIII, Elizabeth I, Mary Queen of Scots (46.8%) o Domestic life and food (45.8%) o Tudor London (44.3%) o Difference between the rich and poor (34.5%) o Shakespeare and theatre (29.6%)
N.3 Education Professionals
In July 2012, a consultation report was issued which summed up the findings from consultation sessions held with 5 primary, 4 secondary and 4 SEN teachers at the Charterhouse in June 2012. Further to this, an online survey was sent to the Museum of London’s Learning department. They were provided with a brief document outlining the background to the project and the history of the Charterhouse to enable them to make informed choices, as well as an outline of the session names and proposed charges were put forward. There were 71 respondents in total, comprised of 5 SEN schools, 41 primary schools, 17 secondary schools, and eight primary/ secondary. A full report can be found at Appendix B.
The Consultation Report by Nicky Boyd (July 2012) provided the following conclusions and recommendations.
• Focus on Tudor themed sessions initially and consider piloting other themed sessions and sessions for KS5 students in the future once the programme has been established o Primary and secondary teachers really saw the potential for a visit to the Charterhouse focusing on the Tudors. Primary teachers wanted their students to explore the royal connections, the architecture, monastic life and dissolution of the monasteries, daily life, dress, food, games and dance. Secondary teachers wanted their students to explore the dissolution of the monasteries, architecture, art and symbols, everyday life, the poor, the aristocrats, monks, monarchy and the economy. o SEN teachers saw the potential for a whole range of interactive, multi-sensory, immersive and atmospheric learning experiences. o Teachers could also see cross-curricular links e.g. to religious education, art, design, technology and maths.
• When planning sessions factor in what will give ‘added value’ for extra appeal
• Budgets are tight in schools so session costs will need to be carefully considered o Primary teachers don’t want to pay more than £100 per session o Secondary teachers felt the costs proposed were reasonable but one teacher said it would be difficult to find the budget. o SEN teachers ranged from suggesting £3 per student to saying that £80 per session and £100 for dance sessions were reasonable charges.
• Pilot joint visits o Primary teachers felt that the time was tight for a visit both to the Museum of London Medieval Gallery and the Charterhouse in one day. o Secondary teachers were interested in a joint visit to the Museum of London and the Charterhouse but felt that the programme would need to be really well planned and not rushed with opportunities to see things on the way between sites.
• Keep the learning spaces neutral and flexible, bright, appealing and visually attractive with as much space as possible for students to move about o The learning spaces should be located near accessible toilets and an area for dealing with the wide range of personal needs that SEN students often have. o There needs to be an indoor space for lunch (if raining) and a cloakroom.
• Offer detailed pre-visit information o Provide comprehensive online presence with a virtual tour, downloadable pictures, session descriptions, a risk assessment, and links to more information and activities for students.
Overall the teachers were really enthusiastic about bringing students to the Charterhouse. Most said they were likely/very likely to make a visit.
The following summarises key findings from a survey (71 responses) which sought views from education professionals on the proposed Charterhouse education programme:
• The most popular places that schools currently take students to learn about the Tudors are the Tower of London; Hampton Court Palace and the Museum of London • Most teachers would like to see learning sessions covering daily life during the Tudor period, as well as the dissolution of the monasteries and the impact of the Reformation. Other aspects mentioned included the difference between the rich and poor in Tudor times, multiculturalism throughout British history, kings and queens, costumes and music. • 96.6% of respondents felt that it was likely or very likely that they would visit the Charterhouse with a group (assuming a session was offered that met their requirements) • 95% of people felt that combining a visit to the Charterhouse with a visit to the Museum of London would be appealing • The most important aspect of a visit to Charterhouse was deemed to be the provision of a learning specialist from the Museum of London to manage the programme, advise teachers on their visits and take bookings (avg. rating 3.34 out of 4.0) • There were varying responses to the proposed costs of sessions with most not willing to pay more than £100 per session
N.4 Secondary Student Pilot Session
In March 2013 a group of 35 Year 8 students from the West London Free School attended a study day at the Charterhouse focused on the Tudor period. A full report can be found at Appendix C. Summary findings from the pilot session included:
• Throughout the tour students were clearly intrigued and impressed by the buildings. • They asked lots of questions as we walked round and were able to answer questions posed to them about what clues the buildings gave us about life during the Tudor period.
• Information given during the tour was linked more to everyday life for different people living and working within the site rather than specific narratives about the actual owner/occupiers. As the tour progressed students became more confident in building upon the information given, and using their existing knowledge, to make inferences for themselves. • Notably many of the pupils’ questions were about the brothers who live there now. They seemed very intrigued by the community and I think they would have enjoyed meeting one or two of the residents. • They also particularly enjoyed investigating the schoolboys’ graffiti in the chapel • Despite best efforts to be clear and re-enforce a sense of chronology through the sequence of the tour and in the information given, in feeding back and responding to questions it was clear many students did not completely grasp this. • 30 minutes for the tour seemed just right – students listened well but had it been any longer or more in-depth, their level of engagement would have waned • The object handling activity also engaged the students and, at 30 minutes, was timed appropriately. However, the concept of the social changes that took place during the period may have been harder for them to grasp. • At the end of the morning one teacher commented that he very much liked the emphasis of the study day being on the everyday lives of Tudors and that this approach helped to bring it to life for the students. • Meeting a costumed interpreter within the surrounds of the Great Chamber was visibly exciting and engaging for students who managed to listen and remain engaged for far longer than I would have anticipated • With the current facilities it is difficult to envisage how more than one group could be accommodated, particularly without more staff • Although there is no doubt that KS3 groups would be excited and inspired by the site, there would be a limited amount of schools that could book for this age group as many schools would struggle to be able to bring just one class out – often school trips have to include the whole year group. It may be that visits would be booked largely by Free/Prep/Independent schools that are more able to bring small groups, or for Gifted and Talented groups. • Another avenue that is worth exploring, and would perhaps be more suitable number-wise for Charterhouse, is days aimed at the Post 16/A Level audience. Currently OCR Exam Board’s History A Level includes several units on the Medieval and Early Modern period. Content focuses on topics such as: Henry VIII to Mary I, 1509–58; Church and State 1529–89; England under Elizabeth I, 1558–1603; English Government and the Church 1066–1216; Rebellion and Disorder under the Tudors 1485–1603. Content for the day would need to draw closely on exam board specifications.
N.5 Clerkenwell Attractions
See comparator review at Section 4.5.3.
N.6 National Garden Scheme Survey
A visitor survey was conducted during the National Garden Scheme event held in early June. A total of 77 responses were collected. Detailed results tables can be found at Appendix D. The following key messages were identified:
• Most event visitors were female (75%), aged 55+ (64%) and from London (75%) with the highest concentration of respondents from N1 (12%) and EC1 (9%) postcode areas • 100% of respondents found the event enjoyable, particularly the beauty of the garden and its peacefulness and tranquillity • Words used most frequently to describe the garden was beautiful, historic setting, lovely, peaceful, friendly and an oasis of calm from the chaos of London • Most people attended the event because they wanted to see gardens not normally open to the public (87%), visit a new garden (60%) and get a behind the scenes look at the Charterhouse (48%) • Suggestions for improvement included labels for plants and more information about the house and gardens and better directional signage to the Charterhouse • Most visitors had never been to the Charterhouse previously (64%) and 30% said they had walked by • 86% of respondents said that as a result of their garden visit, they would be likely to return to Charterhouse for a guided tour. Main reasons for revisiting were interest in Charterhouse, the history of London and to find out more. Interestingly, 80% of those who were had never visited said they would return for a tour. • Type of visit – 88% of respondents indicated they would be most likely to visit the Charterhouse for a paid guided tour only. 85% would be likely to visit a free visitor centre and 84% would be likely to visit both. 77% said they would be likely to undertake a paid walking tour of Clerkenwell with Charterhouse as a stop and 60% said they would visit both the Charterhouse and Museum of London in a single visit.
N.7 Brothers’ Focus Group Feedback
The key points from discussions with the Brothers include:
• The greatest benefits of living at the Charterhouse are: o Complete reassurance and peace of mind that a Brother will be taken care of until the end of his days o The freedom to come and go as a Brother and encouragement to maintain external connections and interest within the city
o The true sense of being part of a caring, supportive and mutually respectful community o It provides a place for quite contemplation
• Having knowledge that the tours are set for a specific day and time makes it easier to plan activities and avoid the spaces that the tours will visit • There are approximately 9-10 Brothers who volunteer as guides and tours usually last approximately 1.25 hours • There are usually 2 Brothers assigned to each tour; one to lead and the other to shepherd stragglers – the latter is an essential position • The archivist has provided guides with a crib sheet of key dates and events for reference • Each tour is different depending on which Brother is giving it, and who the audience is • Brothers enjoy the flexibility of being able to tailor their tours to their own interests, visitors like this because they find it quirky and gives the tours a personal touch, particularly if anecdotal information is included • The level of tours proposed may be disruptive to the Brothers’ schedule and the tranquillity of the complex, particularly in the summer when windows are open. Different Brothers are affected in different ways depending on where their rooms are located • Many Brothers are still interested in volunteering as guides but have several concerns o Current volunteers would not be able to cover the number of tours planned and help would be required – if MoL guides are paid does that mean that the Brothers will be paid also? o Guiding must remain a volunteer activity and Brothers should remain in control of how many tours they give and on days/times of their choosing o Volunteering for the shop or ticketing is unappealing o Acting only as the back up for tours would be boring and not of interest
• Key points of interest at the Charterhouse include: o The life of the Brothers – visitors are always asking how do you get in and what’s for dinner o Religious connections with St Bartholomew and the Order of St John, and the gory details of the Reformation when the prior’s arm is nailed to the gate o The school – famous students and associations o The continuous occupation of the site since 1349 o The importance of Clerkenwell for bringing clean fresh water into the city o The theme of charity brings together all three religious houses o The concept of hospital needs to be explained at the outset
• Reactions to the inclusion of videos or projections was mixed and it was said it would depend on the design. One Brother with experience of exhibition design was quite positive and suggested there were several little corners where things could be positioned so as not to be intrusive
• It was suggested that connections could be made with the other religious houses such as St Bartholomew the Great Church and the Museum of the Order of St John. A joint ticket for a day tour was proposed
N.8 Charterhouse Staff Feedback
A discussion about the project was undertaken with the current tour administrator, the Brothers’ administrator, and the hospitality and events manager.
Tours • Brothers sign up to lead tours on the dates of their choosing • This year represents a change in tours o Previously they were scheduled for Wednesdays at 2:15pm o This year there is more flexibility and people can book a tour on any day at any time o Tours will not be booked for dates where there are events booked or filming • Ticketing o Requests to join tours taken by phone or email o No formal ticketing system – paper tickets posted out o Only able to accept 5 PayPal payments, no credit card facilities
Hospitality • Large amounts of income is generated from event bookings, hires and filming • Level of booking has increased in the past few years now that there is a concerted effort to promote this • All event bookings are kept in a central Google calendar for reference • Main spaces used include the Great Chamber, Great Hall, Old Library and Norfolk Cloister – sometimes a combination of spaces are used • Front entrance space is used for cloakroom, toilets and as a congregating area – access to this type of facility will be required • There are several clients which book in for training sessions throughout the year
N.9 Tour Participant Feedback
A short exit survey was prepared to collect responses from tour participants. A total of 66 responses were collected from the beginning of August to early September. Detailed results tables can be found in Appendix E.
• Tour participants found their overall visit to the Charterhouse very good (80%) and their visit very enjoyable (76%) • Visitors rated aspects of their visit as follows:
TABLE N.2 RATE VISITOR OFFER AND TOUR ELEMENTS Very Don't Very Good Good Neutral Poor Poor know Ease of reserving a tour 53.0% 13.6% 10.6% 0.0% 1.5% 12.1% Ease of finding the Charterhouse 56.1% 25.8% 13.6% 3.0% 0.0% 1.5% Your welcome on arrival 68.2% 25.8% 3.0% 1.5% 0.0% 0.0% Helpfulness of the staff 77.3% 21.2% 0.0% 0.0% 0.0% 0.0% Ease of getting around 66.7% 28.8% 1.5% 0.0% 0.0% 0.0% Group size 40.9% 43.9% 6.1% 0.0% 0.0% 0.0% Number of rooms visited 48.5% 27.3% 0.0% 0.0% 0.0% 6.1% Overall visit to the Charterhouse 80.3% 13.6% 0.0% 0.0% 0.0% 0.0%
• A tour lasting approximately 90 minutes was considered just right (35%), although some favoured longer tours between 100 to 120 minutes (43%) • Most participants found their tour informative (97%), interesting (86%), audible (82%) and engaging (77%) • Qualities with the lowest rating included interactive (21%), varied (50%), and thought- provoking (56%) • After their visit, participants said that they definitely felt they had a keener awareness, appreciation or understanding of the Charterhouse (94%). 61% said they definitely had a better understanding of the Charthouse’s goals and objectives and 65% said they definitely felt they got the complete story about the Charterhouse • When asked if the new visitor centre and an improved tour experience would motivate them to make a return visit, 64% said yes, 11% said no and 21% said they didn’t know • 33% of respondents would be willing to pay £15 for the new offer • Most visitors were female (68%) and aged 55+ (82%) and from South West London (24%); North West London (20%); and outside London (18%) • Suggestions for improvement included: o Access improvements; including railings, ramps etc. o External signage, particularly from the tube stations o Handouts /tour plan/ information leaflets o Better value catering o Interpretation boards o Clearer indication on use of buildings o More details about decorations o Clarity of the presentation o More anecdotes about living at the Charterhouse or past students
Further feedback gathered from a discussion session with 14 tour participants after the tour indicated that:
• Having the tour led by a Brother was unique and an essential part of the experience which made it feel very personal – ‘like a visit to someone’s home’ • Participants enjoyed the informality of the tour
• Serious work needs to be done about signage – many participants spent 10-20 minutes trying to find the main gate
Questions overheard during the tour included:
• How do you become a Brother? • Are you military men? • How many Brothers are there? • What’s on the menu for dinner?
N.10 Clerkenwell and Islington Guides Association
A guided tour was given to 24 members of the Clerkenwell and Islington Guides Association (CIGA) and concluded with a discussion session about the proposed project. The CIGA currently provide tours at the Museum of the Order of St John and of the St Bartholomew Hospital Museum. Feedback from the guides included:
• The Charterhouse was very unexpected for new visitors – they were surprised by the size of it and the quality of the spaces • In comparison to St John’s Gate, it was felt that Charterhouse had more to show and was of a better quality • From their experience, most people booking on to walking tours are already familiar with the area and are usually locals showing friends around, returning to where they used to live/grew up, or wanting to find out more about where they live • Guides were very much looking forward to giving their walking tours the opportunity to have a sneak peak of the Charterhouse when the Master’s Court is opened for public access in the Autumn 2013 • A ‘look-in’ would be the most that could be accommodated as part of their current walking tours of the area, there is already so much to see – but seeing the court is much more dramatic than talking about things hidden behind a wall • Guides would be happy to cross promote – would give visitors a taste and encourage them to come back for a paid tour • Ideal tour length is 1.5 hours – general audiences begin to lose interest if it extends beyond this, however, enthusiast audiences could be prepared to stay longer • Ideal tour sizes would be about 20 • The pricing structure should be examined in comparison to other offers. £10 seems to be the ideal as you would not charge less than you currently do. It was noted that the Museum of the Order of St John have a suggested donation of £5 and guides are very vocal about it to encourage people to pay and that the price of the St Barts Hospital Museum tours are being increased from £5 to £7. Guides felt that both tours were being undersold/undervalued and should be charged more for. It was recommended that a flexible ticket pricing scheme be adopted – family, child, concessions, day ticket, annual
ticket for locals. It was thought that a joint ticket across several Clerkenwell sites would be mutually beneficial for creating a full day visitor offer in the area • Online booking was considered a must. It was felt that pre-booking had the benefit of ensuring that staffing efforts were not wasted on the day if no one showed up but there was a strong sense that there needs to be some flexibility to allow people to turn up on the day. • It was suggest that Charterhouse should be a member of the Islington Heritage Network which will help to strengthen the visitor offer in the area • Guides were enthusiastic about the many different stories and associations that could be brought out and the amazing breadth of history contained in one place – Brothers, Monks, Tudors, QEI planning her coronation, dramatic events such as the plague and dissolutions, gore, Royal connections. General tours will be essential but there is scope to have more specialised interest tours where topics can be explored in greater detail – suggestions include; QEI and the Tudors, Religion, Carthusian Monks, architecture, kids only tours • Guides would not normally consider the Charterhouse a family attraction but children would find it enjoyable. It was suggested that tours would have to be tailored to suit children’s interests and that costumed interpreters or special family tour events could be held. Children’s day camp sessions were suggested for summer months and it was thought important to make use of square to ensure they get fresh air and are able to run about • It was also suggested that tours should be offered as part of a package deal for venue hires if it wasn’t already • In future, CIGA guides would be happy to give tours at the Charterhouse in a similar manner to the tours they give at St John’s Gate and St Barts Hospital, it was thought that their counterparts at the City of London Guides would also be interested in being involved. CIGA guides are currently paid a nominal sum of £4 per tour and payment ensures a certain level of professionalism
N.11 Barbican Residents
Three consultation sessions were held for Barbican residents at the Charterhouse in early September 2013. This consisted of a guided tour by a Brother and a group discussion afterwards. Bookings were taken on a first come first serve basis and were fully booked almost immediately, with a waiting list of over 50 people. Approximately 75 people were consulted and represented a wide range of interests, ages and backgrounds. There were younger residents attending the evening session. Of the 75, approximately 16 people (21%) had visited before for a chapel service, concert or Open House London event.
• Most residents came because of sheer curiosity – most had walked past it thousands of times and wanted to know what was here • First impressions were very good and many said that it was much bigger than expected • Residents would also like to bring friends and family to visit when they stay
• Those with children and grandchildren would consider bringing them to visit but there would have to be a tailored offer for families and children. Those without children felt that separate tours would be appreciated as children can be disruptive. It was suggested that special family days with activities and tours geared towards children be established. Topics thought to be of most interest to kids were the drama of blood, gore and ghosts • Residents were supportive of opening the square and interested in the rationale behind doing so. An opening time of 10am was suggested as the area is very residential. Litter bins in Charterhouse Square were also recommended as it was likely to be used mostly by lunchers • One participant was specifically interested in the gardens and felt that they were ‘the jewel’. She expressed frustration and disappointment at only getting a glimpse but understood the restrictions. She felt that there should be a way to allow limit access without being too intrusive. Additional recommendations included talks by the Gardener about what would have been grown (obviously was a working garden considering the size of apple trees and mulberry bushes); and connect with Chelsea Physic Garden • Residents felt that it was a very exciting project and has the potential to help improve the area. It was suggested that the Charterhouse should link with other area attractions and businesses. If there was to be no café, perhaps they could offer vouchers to a local business. • 1.5 hours was considered an ideal tour length and some had commented that their 1 hour tour felt a bit rushed. £10 currently charged seemed to be a reasonable price. It was suggested that there should be flexible ticket prices for families and concessions for pensioners. A wheelchair user felt that better planning and sequencing of the tour was needed as she was constantly missing out on what guide was saying because she moved slowly during the transition between rooms. Another resident commented that the Charterhouse seemed like a big place but no one had been seen during their visit and perhaps more needed to be done to liven it up. Candlelight or evening tours were recommended and it was suggested that a recreation of a Brother’s living accommodation like the Geffrye Museum almshouses would be interesting. More information on everything was desirable, especially about the life of a Brother and how it has changed through the ages • When asked about future activities and involvement at the Charterhouse, residents said they were very interested in any adult learning opportunities. Suggestions included regularly scheduled drop-in sessions for people to come and socialise; study days on different aspects of history; and links with music. Activities held throughout the project development and delivery process were encouraged to keep up momentum and interest. It was also suggested that the Charterhouse should make links with other city guiding associations (Clerkenwell and Islington, London City) and tie in with the City of London education programme. • It was also noted that the Barbican residents have a great deal of knowledge and expertise that could be used in helping the Charterhouse to plan
APPENDIX O
PROJECT OBJECTIVES
MONITORING AND EVALUATION FRAMEWORK
Wesley Room
The interpretive objectives for the Wesley Room exhibition are to:
• Provide a simple and fascinating overview of the five main phases that have shaped the Charterhouse, here defined as: monastery, mansion, school, hospital, home to ‘People’ the story • Place the story into the wider contexts of British / London / Islington history • Meet visitors’ expectations of a museum, through showing some compelling exhibits • Act as a taster, by simulating visitors to explore the Charterhouse in more depth through touring the building, or through the associated publications and web resources
Project Objectives per area:
Creation of New Visitor Experience
• Utilise the Museum of London's expertise in developing an appealing and professional visitor offer • Provide visitors with greater physical and intellectual access to the Charterhouse • Improve understanding of the heritage of the Charterhouse, the work of the Charity and its beneficiaries • Increase awareness of the Charterhouse • Increase the number of visitors to the site • Strengthen the role that the resident Brothers have in contributing to the Charterhouse • Secure the future conservation and sustainability of the Charterhouse
Opening of Charterhouse Square
• Improve significantly the quality of the Charterhouse precinct and its landscape setting • Reduce where possible the barriers between the Charterhouse and the public realm • Strengthen the visual and physical link between the Square's central garden and the Charterhouse • Increase the number of people and dwell time in and around the Charterhouse • Better integrate the Charterhouse and the charity with the public and surrounding community • Increase the visibility of both the Charterhouse and the Museum of London • Support the objectives for the proposed visitor experience • Obtain Green Heritage Site Accreditation, subject to eligibility
Learning Programme
• Extend audience engagement at the Charterhouse by encouraging school groups, families, adult learners and universities to visit • Develop and expand the Museum of London's learning offer • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience • Support the objectives for the proposed visitor experience
Activity Plan Objectives
Based on previous research, discussions with various stakeholder groups and consultation feedback from visitors and the Brothers, the following objectives have been outlined for the Revealing the Charterhouse Activity Plan:
• Attract more people to the Charterhouse and increase the length of time they spend onsite
• Widen and expand the types of audiences who visit and engage with the Charterhouse
• Increase awareness, appreciation and understanding of the Charterhouse, its 660 years of history (plague pit & monastery, mansion, school, hospital, home) and its place in the development of London
• Increase understanding of the goals and objectives of the Sutton Hospital Charity and the function of the Charterhouse as a home for elderly gentleman
• Ensure that visitors who engage with the Charterhouse receive a complete story
• Become a more active and visible member of the Clerkenwell community and create new partnerships with other area attractions
• Provide the Brothers with more opportunities to get involved with, care for and learn about the historic setting in which they live and gain new skills
• Provide new and expanded learning and participation opportunities for visitors to engage with the Charterhouse as a building, a historic setting and community
Target Audiences:
• General interest visitors • Tourists • Schools • Families with children • Adult and Higher Education Learners
• External volunteers
Learning Plan Objectives:
• Understanding of the history of the Charterhouse and how this reflects the history of London and the nation • Awareness of the remarkable people associated with the Charterhouse and their place in history • Empathy with the people that have lived, worshipped and studied at the Charterhouse • Appreciation of the architectural development and significance of the building • Understanding of the chronology of British history • Creativity through being inspired by the grandeur, beauty and stories of the Charterhouse • Curiosity about the events and people associated with the Charterhouse and a desire to find out more about them
Volunteering and Training Objectives:
Volunteering • Provide people with increased opportunities to share their skills and knowledge, playing a more active role in the development and maintenance of the Charterhouse • Provide greater opportunities for the public to socialise and interact with the community of Brothers • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience
Volunteer Brothers • Develop new skills • Better understand their home and surroundings • Share their experiences and knowledge with others • Take up constructive occupation increasing confidence and self-worth • Keep their minds and bodies active • Combat isolation and prevent withdrawal from society
Training • Create awareness of and appreciation for the Charterhouse and its history with new audiences, particularly a younger audience • Gain practical skills and experience that will be valuable when working in their chosen field or sector • Gain experience of working in a historic building setting • Increased understanding of the management of learning programmes, landscapes and gardens, historic building and collections, conservation principles and practices
Audience Development and Public Engagement Objectives:
• Promote as widely as possible that the Charterhouse is now open to the public • Capitalise on the public’s curiosity for what lies behind the walls and attract more people to the Charterhouse • Widen and expand the types of audiences who visit • Increase awareness, appreciation and understanding of the Charterhouse and of the Sutton Hospital Charity • Become a more active and visible member of the Clerkenwell community
Aims for Participation and Learning
• open the site to a wider audience • create more opportunities for visitors to engage with and learn about the site's extensive and exciting 660 year history • cross-promotion to a wider audience base of schools, families, adult learners and universities with Museum of London • More visitors will be accommodated with a larger tour capacity – more scheduled tour slots and extended year round tours. • continue to participate in public open days such as Open House London • free access days would continue to attract at least 500 visitors per year. • Public knowledge/understanding of the dramatic and extensive history of the Charterhouse will be increased • provision of more and new information in the displays and interpretive panels generated from additional research; • greater context achieved by bringing together the built heritage, related artefacts and stories from varying sources and locations in one place; • direct insight provided by Brothers and interaction with visitors. • Placements : opportunity to develop the skills needed to improve their professional capacity and increase their employability.
Longer-term Benefits
• for MoL to apply its curatorial expertise in order to illustrate the history of London through the Charterhouse. • Furthermore the surroundings of the Charterhouse provide an extraordinary imaginative environment for the users of the MoL learning programmes. • significant increase in the garden's day to day use • garden: designed for environmentally sustainable maintenance and minimal irrigation. The garden maintenance plan will be reviewed independently and reported upon annually.
QA CHECK CHECKED BY PJ AUTHORISED BY PJ DATE 23/9/14 Version 1.5
REF J938
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