Section 2 Museums & Galleries
2.1 Introduction
Student teachers will all remember making visits to museums or galleries as children, or as part of their degree courses. In order to help them see the relevance of using such visits, they could be asked to reflect on their recollections of school visits – what was their purpose? What do they remember most? (It may be nothing to do with the educational purpose of the visit!)
Using museums, galleries and archives as part of English teaching, rather than for subject specific content-based use, takes only a slight shift in perspective. Virtually any object on display, or archived, has a narrative element, and once this realisation is achieved, student teachers can begin to see how to use museums and galleries to develop English, particularly in the form of writing or drama. Whilst large museums and galleries obviously have more to offer, student teachers should be encouraged to investigate the possibilities of using local museums, which are likely to be more easily accessible – perhaps even on foot, and through which working relationships can be forged with staff, so that a more tailored programme can be developed to suit pupil and curricular needs.
2.2 Education services
Most museums and galleries operate an education service, staffed by skilled professionals, or keen and knowledgeable volunteers, whose expertise can be used to make the most of any visit. Museum and gallery staff will have worked out the most effective ways of using their collections to enhance learning, and this can of course alleviate the need for extensive research on the part of the teacher. Where the programmes on offer fit what the teacher requires, these services are invaluable and indeed can provide in-service training, particularly the beginning teacher. However, it is not always necessary to use the museum’s own service if the teacher has their own agenda for the visit, particularly if the focus is on an aspect of English, rather than a content-based objective such as history.
Education staff may also offer outreach visits, which can be tailored to specific requirements. Student teachers should be made aware of the possible use of this service, so that an expensive out-of-school trip may not be necessary.
The use of individual museum internet sites should also be considered, where, for example, works of art can be viewed with the help of a data projector linked to a laptop computer.
2.3 Planning the visit
Careful planning for any visit cannot be over-emphasised. Certainly the teacher must visit the chosen venue well in advance, with learning objectives clearly in mind. The decision needs to be made about whether to make use of the museum education staff or to ‘go it alone’. Discussing ideas with the museum will be beneficial, whichever route is taken.
It should be borne in mind that using prepared worksheets may not always get the most from the visit as this can narrow the focus too much and leave little room for children’s individual interests. An advance visit (which is often free for a teacher planning a school trip) should enable the teacher to tailor the learning objectives to the tasks planned. Try to see the venue and exhibits from the pupil’s point of view. Is it possible that they may be more interested in the building, or the shop, than the museum itself? Can you build this interest into your plan for the day? How can you use this to advantage? A list of questions to use as the basis for a conversation with the museum staff can be extremely helpful in planning the visit.
2.4 Activity
Provide student teachers with images of paintings or artefacts – possibly postcards from a museum or gallery. Ask them to suggest English-based activities for a particular age group that could be developed from the image. Some examples, for speaking and listening, and writing, which student teachers could experience for themselves, might be:
A Portrait
- Ask pupils to adopt the stance of the person in the portrait, to walk how the person might walk; to talk how they might talk. If two different portraits are chosen, or if it is a double portrait, improvise a conversation between the two sitters.
- Improvise the conversation between the sitter and the artist whilst the portrait was being painted, or when it was delivered as a finished item.
- List questions that the sitter might ask you as a viewer, and the questions you might ask them.
- Write in the role of the sitter; a diary entry for the day the portrait was painted, or a letter commissioning the work or to the artist after the sitting.
- Use the portrait as a basis for a poem – the portrait speaks.
A Piece of Pottery
- Who might have made this pot? Imagine their working day and recreate it. Who else might have been around when the pot was made, and what might they have talked about together?
- Who might have owned this pot? Improvise a conversation between the owner and someone else at a time when the pot was in use.
- Write in role as either the maker or owner of the pot.
2.5 Useful Links
- The Museums, Libraries and Archives Council (MLA) www.mla.gov.uk is the lead strategic agency for museums, libraries and archives, sponsored by the Department for Culture, Media and Sport, working with nine regional agencies to improve people’s lives by building knowledge, supporting learning, inspiring creativity and celebrating identity.
- The Group for Education in Museums (GEM) www.gem.org.uk promotes the importance of learning through museums, galleries and other cultural organisations. Their website is designed for museum staff, but it is useful to see the suggestions they have for museums working with schools. Go to Grass Roots – Resources.
