GEM/SMC GRASS ROOTS PROJECT
Advice Notes – Session leading Skills
Developing and leading a learning session in your museum or gallery can often be a daunting experience. Where do you start? How do you make your collections appeal to different audiences? With some imagination and creativity, though, you can bring your collections alive by introducing different activities into your learning sessions. This can be done using a variety of quite simple methods, which need not be costly.
These notes will look at some areas that you might want to think about when planning a learning session. They will suggest different, creative ways to look at your collections and how you might use these methods to develop a successful learning session. They will also offer pointers to practical examples and suggestions for further reading, as well as contacts that can further support your ideas.
Techniques that you could think about using to create different learning activities in your museum or gallery might include:.
Using a handling collection with learners is a tried, tested and proven way of leading a learning session in a museum. Allowing learners to handle objects can encourage new ideas, feelings and thoughts. It can overcome the barriers of glass cases and ‘Don’t Touch’ notices and inspires curiosity, exploration and discovery. Obviously, though, the fragile and irreplaceable nature of a collection might not lend itself to being handled by the general public!
If you can’t use the real thing, then there are other options available. Replica objects can be a great way of allowing groups to get the idea of the weight, texture and feel of the real thing – especially if you are able to show them the actual objects at the same time. Sometimes it may even be possible to mix actual objects with replicas. For example, perhaps you have a fragment of a Roman pot in your collection that could be safely handled and then compared to an entire replica one – learners could try to guess which part of the pot they have handled, how it might have been made etc. The TTS ‘History in Evidence’ catalogue is one excellent source for reasonably priced replica artefacts for a whole range of periods. www.tts-group.co.uk
Similarly replica costumes for dressing-up are always popular, especially with children – even older ones. Costumes can be used to allow learners to empathise with people living in a certain period and give them a feel for the types of clothing they might have worn – maybe a rough linen Viking shirt or the dress of a Stuart lady. Obviously, you must ensure that the costumes you select support the objects and periods in your collection. They needn’t necessarily be too authentic, and obviously have to be hard wearing. Again, TTS provide a range of replica costumes, as do many specialist companies that you can find on the Internet. However, there’s no reason why you can’t source your own costumes as well – perhaps a volunteer who’s handy with a sewing machine might be willing to help out. Keep your eyes peeled at local jumble sales and thrift shops as well, for clothes and material that could easily be adapted and used.
Another alternative, if it’s not feasible to use real artefacts, is to use similar or contemporary objects that can relate to the real thing. This can be a really effective way of getting learners to consider differences between ‘old’ and ‘new’ objects or as a way of considering aspects like texture, perhaps with pieces of material. Using everyday objects is also a great way of developing questioning skills. For example, who might use an object like this? What might they use it for? How old do you think it is? What does the object feel like? All of these can develop the skills required when examining the artefacts in the collections themselves.
It is important when leading an object handling session to consider carefully what you want your learners to gain from the experience. With the right questioning and activities you can inspire your group to think carefully about the objects and provoke personal responses.
While there is no set strategy for doing this, the main things that you want people to think about when handling an object might be:
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its physical features
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its construction
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its function
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its design
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its value
All of this can lead learners to deduce information and to interpret and draw conclusions about the object. A very useful framework for this can be found in the English Heritage publication Learning From Objects: A Teacher’s Guide.
If you are planning to put together a handling collection, be sure to check our website again for advice notes on Making Loans Boxes/Handling Kits.
Other Sources:
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Learning from objects: A Teacher’s Guide published by English Heritage.
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Hands On published by the Scottish Museums Council. A guide for primary and pre-school staff on using museum objects.
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Teaching with Objects and Photographs: Supporting and enhancing your curriculum. A guide for teachers. Mathers Museum of World Cultures, Indiana University, Bloomington Indiana
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MAPS: Museums and Public Schools (Chicago) website www.museumsandpublicschools.org Click on ‘Museum Learning’ for a host of information and ideas to use with learning groups.
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V & A museum website: Every Object Tells a Story: www.everyobject.net. Looks at telling stories from objects.
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The Smithsonian website www.smithsonianeducation.org is full of ideas and lesson plans for teachers and families to use to explore objects on a museum visit.
Using simple drama techniques with a group is another way to encourage learners to look more closely at objects and artwork – and have some fun at the same time. You needn’t bring in professional performers and costumed interpreters to achieve this; simply using the imaginations of the learners and the inspiration of your collections can serve the purpose equally well.
There are a variety of different ways in which his can be done – the following are just some examples.
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Select a suitable picture from your gallery that involves people and that can be clearly seen by the whole group. Working in pairs, get the group to pose the scene. They can then imagine what may have happened immediately after and/or before the particular scene took place. Get them to act out or mime their interpretation of that scene. A further variation could be to get the pairs to act their scenes in slow motion, or in ‘rewind’.
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Sculptures and statues can also be used to inspire the group to create their own ‘living’ exhibition. Again in pairs, assign one member to be the ‘sculptor’, the other the ‘sculpture’. Give an appropriate theme – e.g. ‘Lady Taking Tea’ – and get the ‘sculptor’ to create his or her piece of art by arranging the partner, moving arms, hands, and expressions as appropriate. Again this can be varied. Select one ‘sculpture’ and get a group member to change the pose in some way. Then invite interpretations from the group as to what the new sculpture is all about.
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If it isn’t possible to handle artefacts from the collection, get your group to use their imaginations and to mime using the objects. With a little bit of research you can help the group to do this. For example, find out just how a Jacobite broadsword and targe might have been used in battle, or how a Victorian maid would fold a duster, and then teach the group how to ‘use’ them. This can again lead to pair work and the role-playing of scenes using their imaginary objects.
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Dance is another great way to help learners involve themselves with your collections. There are a lot of simple dance steps from appropriate periods that you can learn and teach groups. These can be a lot of fun and can physically involve your group in empathising with the collections in a very different way. If this is an area that really interests you, The Scottish Traditions of Dance Trust offer support, training and workshops - www.stdt.org
If you are planning a drama or dance based activity, be sure to give some thought to the physical practicalities this might involve. Ensure that you have an appropriate space in your gallery that allows for plenty of movement and nothing that is likely to get knocked over! Alternatively, if you have a suitable space in the museum away from the galleries, this might be an answer – and will minimise any potential disruption for other your visitors.
One method of interpreting your collections with groups is through simple storytelling. Using the objects in your collections and creating stories to bring them to life can be a really effective way of leading sessions with a difference. Let’s face it, no matter what age, we all love to hear a good story and, similarly, most of us love to tell a good story.
Of course, not everyone might feel they have the confidence to do this, but there is help out there.
The Scottish Storytelling Centre provides a network of storytellers across Scotland, many of them with experience of working in museums, galleries and historic sites and with all age groups. So, if you’ve got a budget and you don’t have the time, or confidence, to develop your own sessions, the Storytelling Centre is an excellent resource to use.
Alternatively, why not develop storytelling sessions of your own? It can be a lot of fun and will become a resource that you and your organisation can repeatedly use and adapt for minimal cost. The following notes were compiled for the Grass Roots project by storyteller and musician Bob Pegg, and provide an excellent guide to using storytelling as a means of communicating your collections to a wide audience:
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Storytelling– What Is It, Why Do It, And Some Ways to Skin the Cat word (65K) pdf (67K)
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Storytelling and a Sense of Place word (38K) pdf (25K)
Again, the Scottish Storytelling Centre also has a wealth of experience in providing training and advice on how to research and present your own stories.
Other useful websites that can provide advice on resources, research, storytellers and training include:
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Literature in Learning - www.literatureinlearning.org.uk
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The School of Scottish Studies - www.celtscot.ed.ac.uk
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The Scottish Arts Council - www.scottisharts.org.uk
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Stories Plus - www.storiesplus.co.uk
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Storytellers Scotland - www.storytellerscotland.co.uk
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The Village Storytelling Centre - www.thevillageonline.org.uk
Using art activities to stimulate a learning session in your museum or gallery can be a really effective means of engaging your audience closely with your collections. It’s also an opportunity to engage learners of all ages.
Among many other things, using art in a museum or gallery can:
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unlock creativity and stimulate people to explore their own creative potential,
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give people the chance to engage with art and culture,
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enhance observational skills,
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increase confidence in discussing what they think of an artwork,
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increase awareness of artists, their methods and media,
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encourage learners to think in visual terms.
Developing art-based sessions need not be expensive and with some imagination and simple resources a whole creative world can be opened to your collections. This could range from simple colouring activities for younger visitors to curatorial presentations for adults.
One very simple way of starting, for example, is to provide an ‘Art Cart’. This can be stocked with basic resources and ideas that can then be accessed freely by visitors to the gallery. Be sure to check it regularly and stock it up when required.
If you have the budget to bring a freelance artist in to develop and/or lead activities, be sure to check our Advice Notes on the GEM website on Working with Artists.
Help with finding appropriate freelance artists can be found through:
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engage Scotland - www.engage.org/scotland.aspx
Useful organisations and websites that you might want to contact for ideas and advice include:
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engage Scotland. engage are an organisation who actively promote gallery education and provide training and support to museums and galleries across Scotland. www.engage.org
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Glasgow Museums. Provide a range of art activities at their sites – check the Gallery of Modern Art (GoMA) in particular. www.glasgowmuseums.com
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National Galleries of Scotland. Check the ‘education’ and ‘events’ sections on their website in particular for ideas and activities. www.nationalgalleries.org
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The 24 Hour Museum. Provides loads of on-line activities and ideas that could be adapted for your museum or gallery. http://www.show.me.uk/index.html
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Access Art. Provides practical, online workshops, recommended resources and ideas for activities. http://www.accessart.org.uk
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The Scottish Arts Council - www.scottisharts.org.uk
Before you begin, of course, it is always important to plan your activities properly first.
1. Know your audience. Do some background research into their needs. Make sure that you make the activity relevant and appealing to the group you are targeting. There are more detailed guidelines on working with particular groups in the Working with Schools and Working with Different Groups in the Community sections of the Grass Roots web pages.
2. Work out your aims and objectives – what do you hope to achieve from the activity? What will the group achieve?
3. Think about what is required in terms of;
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funding
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facilitators
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time
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facilities and space
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any special requirements or access issues
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materials
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policies to have in place (child protection, heath and safety, etc.)
4. How will you evaluate the activity? It is very important to build evaluation in from the very first planning stages of your event – in the long run it makes evaluating a lot easier. A good framework to follow is Inspiring Learning for All. It uses generic learning outcomes which help to create a common language for evaluating the learning experience of all participants from the planning stages through to the final completion of the project. The Working with schools section of the Grass Roots website has further information on evaluation.
5. How will you market the activity? This will be different depending on what audience you are aiming at. See the Grass Roots resource on Planning educational events and the marketing section in Working with schools for simple, low-cost ideas.
Finally, if you genuinely feel that you’d like to develop any of these activities as a learning tool in your organisation, but need further direction and support, why not contact Grass Roots about our mentoring programme?
We currently have a bank of specialist volunteers in a range of areas who are willing to offer their support and guidance to museums and galleries across Scotland – for free! Find out more at our website - http://www.gem.org.uk/grassroots/6eGRMentoring.html
or contact the Learning Development Officer directly at
01383 727343 or
gem.scotland@btinternet.com