A hard days work at the museum

Last week, we set about the task of interviewing candidates for the new Learning Programme Delivery posts at the Museum with the help of 15 Year 5 pupils from Birchfields Primary (I expect you will hear from Jack and Gareth in person when they start at the beginning of the new school year).

Object task sheet

 

Prior to the interview, candidates were informed that in addition to the formal interview, they would be given 5 minutes to introduce and use an object to engage a group of key stage 2 pupils. Each candidate was provided with an image of a different ancient Egyptian artefact, along with a very basic description and dimensions. The rest was left up to them!

 

Under the supervision of their teacher and Elaine (from the Learning Team), the class spent the day being entertained, informed, engaged and intrigued by the candidates. After each presentation, pupils examined each object in more detail, and wrote a museum label for it.

Small Bes amulet with some labels written by the group.

Small Bes amulet with some labels written by the group.

By the end of the day, not only had the class done a fantastic job of evaluating the presentations, but they had also worked really hard to create their own mini-museum display. A huge thank you to Birchfields Year 5 group for all of their input and enthusiasm!

Year 5 pupils standing in front of their mini-display of ancient Egyptian artefacts.

Year 5 pupils standing in front of their mini-display of ancient Egyptian artefacts.

Park life…

digging

Can you dig it?

Who’d have thought it? Whitworth Park, the park situated down the road next to the Whitworth Art Gallery, turns out to be a fascinating relic from a bygone era! I am ashamed to say that I have only really glanced at the park in passing. That is, however, until last week.

If you happened to visit the park between 1st and 12th July, you may have noticed that there was something afoot! Amongst the resident sun-bathers, joggers and dog walkers, you may have spotted quite a few cheerful-looking individuals wearing high-vis jackets, wondering around the park with tools, sitting under trees (apparently doing some washing up?), or digging holes in the ground: these are The Archaeologists!

Mel Giles and Ruth Colton on site

As part of the Whitworth Park Community Archaeology and History project (for a reminder of our previous involvement, check out this post about the 2011 season), a team  of archaeologists from the University of Manchester have been carrying out a study of Whitworth Park. On the 8th and 9th July, I had the pleasure of spending a (sweltering) day in the park when two local schools came to visit the site, and in what follows, I will endeavor to pass on some of what I learned.

You may ask what a group of archaeologists was doing digging around in the park when there are surely much more exciting, exotic places to be working. Well, not only has the unusually summery weather given things a rather tropical feel, but it also turns out that beneath the surface, the park holds many clues about its own history, both physical – the various structures and features of the park – and social – the individuals and groups who visited the park.

While the park’s boundaries and acreage (18 acres!) have remained largely unchanged since it opened in 1890, the structure and features of the space have. So if, like me, you have little knowledge about the park’s history, you may be surprised to learn that it had its own lake! In 1927, the lake was turned into a children’s paddling pool, which was itself subsequently filled in and levelled. If you visit the park today, you will find absolutely no evidence to suggest that there was ever a lake in the park. So how do we know that it was really there?

Postcards and maps provide useful clues about the park’s history, revealing that not only was there a lake in the park (with a gigantic fountain!), but there was also an observatory and a bandstand, amongst other things. Although we can learn a certain amount about the park’s history from such evidence, it is only by examining what was ‘ground level’ over 100 years ago, that such features and the intricacies of park life can actually be studied directly.

How to bail out a lake!

How to bail out a lake!

Enter the archaeologists!

Here we see ‘archaeology in action’ as a member of the team watches the site manager, Nick Overton, bail out what used to be part of the lake!

However, a close-up of this image reveals that in the dark silty (and rather smelly) goo that was once the bed of the park’s lake is actually littered with bottles; it would seem that the tradition of hurling empty bottles into lakes (or streams, the sea or any body of water) goes way back.

Bottles in silt

Bottles in silt

Rather than repeat what has already been written, for those of you who want to find out more about how the dig progressed, I recommend the Whitworth Parklife blog posts and storify pages. For a quick summary, Byran’s Ancient Worlds post is also informative. To find out how the day went when year 4 pupils from Medlock Primary school came to visit the site, check out ‘Digging at the Whitworth’ (guest post, written by the Museum’s four work experience students). Likewise, a post about Manchester Academy’s day on site has been written by one of the archaeologists, Ruth, and can be found here.

So what did they find?

Amongst other things, finds from the excavation include discarded bottles, part of a shoe, buttons, broken pipes, bits of pottery, a lead soldier (unfortunately misheard by one of the students as ‘a dead soldier’!), a pencil, a whistle, and part of a dolls eye! For the archaeologists, the items that were discarded as rubbish are just as valuable as those that found their way into the archaeological record by accident since they all provide clues about the park and its users.

IMG_3610

Filling in the trenches on Friday

When I visited the site on Friday, the team were packing up all of their kit and filling in the trenches that they had been working on over the previous fortnight (thankfully with the help of a JCB).

If you visit the park now, you will find little evidence to suggest that anything out of the ordinary had been taking place. However, that is not to suggest that the project is over. A short distance down the road, in the (slightly cooler) department laboratories, the archaeologists are still hard at work. By studying the artefacts and the layers of earth in which they were discovered, the archaeologists will be able to shed more light on the park’s history.

Both the finds and the findings from the archaeological excavations in the Whitworth Park will form the basis of an exhibition at the Manchester Museum, opening in May 2014. I will keep you posted with updates as the project progresses, so watch this space but if, in the meantime, you fancy your hand at archaeology or simply want to find out more, you may be interested in the events taking place at the museum as part of the Festival of Archaeology.

Ancient Egypt visits Artscool

Picture 032

Last Tuesday and Wednesday, Manchester Museum took a selection of ancient Egyptian objects out to Artscool, an arts festival for primary school children at Manchester Metropolitan University’s Cheshire Campus in Crew. The week-long arts festival has aimed to raise the level of arts engagement in the area, and focused on the Shakespeare’s The Tempest.

Work in progress

Work in progress

Over 2 days, the museum ran 6 workshops, each for 20 primary pupils, in conjunction with Emma Thackham. While one half of the group developed their investigative skills by interpreting a selection of ancient Egyptian artefacts related to the theme of language and learning, the other half of the group worked with the artist to incorporate modern equivalents of these objects into an art installation.

Some images of the results can be found below…

A barrel of heads!

A barrel of heads!

What can I say?!

What can I say?!

A colourful arrangement

A colourful arrangement…

Check out this exciting ‘In the Mix’ weekend event run by our Student Engagement Coordinator Naomi Kashiwagi!

Come to In The Mix Hack Weekend (7-9th June) at MadLab! 3 Jun

huw-321

Are you In The Mix?
Are you a sound hacker, audio producer, or developer who’s keen to play with Manchester’s richest auditory dataset? Will your hack win one of our exclusive prizes?

Manchester has some fantastic museums and galleries; from Manchester Museum to the Whitworth Gallery – but also including the iconic Jodrell Bank and John Rylands Library. The collections are not just about storing historical artefacts; did you know Delia Derbyshire’s archive is part of the University of Manchester’s collection?

What is In The Mix Hack Weekend?
In The Mix is a project exploring the auditory layers of Manchester’s galleries – from the content of the collections to the auditory experiences around them, and the intrinsic sounds of items and the spaces themselves. What can we do with these materials when we tie them together with modern technologies and platforms? Can we use this rich mix of materials to create new soundscapes, new ways of experiencing the museums, new ways of visiting and understanding culture through sound?

What are we using?
Come along to the In The Mix weekend. We’ll be hacking on a number of tools
RjDj and the RJC1000
Processing and PD
Unity3D
AudioLibJS and Web Audio APIs
EchoNest API
Though, of course, you’re welcome to bring your own.
Breakdown
On Friday night from 7pm we’ll be hosting a social, introducing participants to each other through the medium of liquids and finding partners who may want to work with each other, as well as looking at what the museum has to offer and some interesting work in this space.
We’ll be running tutorial sessions and workshops with some of these toolkits on Saturday morning from 10, and we’ll have mini unconference happening throughout the rest of the day if you’re looking to pick up skills and ideas from other people. On Sunday is a chance to finish off your hacks to submit for the awards, which will be awarded by popular vote on Sunday afternoon.
If you are interested, sign up here for your free ticket.

Poll results

Results of the poll that I posted last month are below. As you can see, they are rather inconclusive (interesting nonetheless!).

why take a class to visit a museum

Note: The following responses were entered as ‘other’:

  • Inspiring staff, chance to share experiences and stories, bringing subject matter to the real world/ life connections, gaining empathy, enquiry and new experiences, creativity, museums aim to be fun, welcoming and enjoyed by all
  • To show them that the museum can be for them, and have something to offer them.
  • A comment that I’ve had from teachers is about relative sizes of things. e.g. how a sparrow is smaller than a crow – not obvious from watching a film or even from observing live birds as they move about & are at a distance.
  • It’s a good way to build relationships with students in a different environment.
  • Bringing the past to life – cliché but true. A shop with items from 50p upwards. What they choose might make them think about a return family visit.
  • Artefacts visually bring to life the learning & can introduce/ demonstrate so much more than a terms worth of lessons (I’m specifically thinking of Ancient Egypt & the British Museum).
  • Knowledge that the teachers don’t have or can obtain easily.
  • I work in an area of high unemployment and the chances of our children visiting a real museum without us taking them are quite slim so sometimes we try to find one that compliments our learning.
  • I take students to the museum which reflect aspects of our specification at A level. – Dinosaurs/strat/local geology etc. Also primary children for the wow factor
  • Handling real objects. Learning in a way that cannot be achieved in the classroom.

However, and as the responses to the ‘What is your role?’ question illustrate, only 7 teachers participated in the poll.

What is your role

This is not surprising, particularly considering my rather unscientific approach and the limited period over which the poll was open! I do intend to recirculate this poll again (or some version thereof) but I would really appreciate any suggestions regarding the matter of targeting teachers.

A brief introduction and a couple of questions…

First a brief introduction: I’m Hannah, I have recently joined the Learning Team at Manchester Museum as maternity cover for the Primary Learning Co-ordinator. It is all rather busy here so I am going to keep this post quite brief. Something that we are currently trying to think about is how we know our audiences, and this got me thinking… why do schools visit museums? What is it that museums offer to schools that makes them worth visiting? Personally, I assume that it has something to do with the objects and collections – isn’t it?
Well, rather than guessing, I thought it might be useful to try to find out! I have put together a very brief (2 questions) poll, and would like to gather as many responses from both teachers and museum educators as possible. I am going to start off by releasing it for just a week – cut off point is Friday 3rd May at 17:00. I’ll keep you posted with the results but please do spread the word (and the link) to any teachers / educators that you know: Click here to take survey

Children say the funniest things…

A week or so ago, I was working with a group of year two pupils who had come to the museum to take part in our Dinosaur Detectives session. As part of my introduction, I explain that the Manchester Museum is part of the University of Manchester, and that I learned about fossils here in Manchester in the University’s Department of Geology. I then asked the pupils if they knew the name for a scientist that studies fossils, and the conversation went like this…

Me                   “So does anyone know what you call a scientist who studies fossils?”

[Nothing but blank looks]

Me                   “They study fossils to find out about life in the past, things like dinosaurs. It begins with a P-“

[No response]

Me                   “It begins with P-”

[No response – so I asked the teacher if they knew what the word was]

Teacher         “Yes you do, don’t you remember? We talked about this at lunch time”

[No response]

Me                   “A scientist that studies fossils, beginning with P. Does anyone have any ideas?”

Teacher         “You know this, come on! What did I keep on saying at lunch? What did I keep on saying over and over again at lunchtime? It begins with a P! What is the name for a scientist who studies fossils?”

[A pupil finally puts his hand up]

Pupil               “Pay attention!”

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A week or so ago, I was working with a group of year two pupils who had come to the museum to take part in our Dinosaur Detectives session. As part of my introduction, I explain that the Manchester Museum is part of the University of Manchester, and that I learned about fossils here in Manchester in the University’s Department of Geology. I then asked the pupils if they knew the name for a scientist that studies fossils, and the conversation went like this…

Me                   “So does anyone know what you call a scientist who studies fossils?”

[Nothing but blank looks]

“They study fossils to find out about life in the past, things like dinosaurs. It begins with a P-“

[No response]

“It begins with P-”

[No response – so I asked the teacher if they knew what the word was]

Teacher         “Yes you do, don’t you remember? We talked about this at lunch time”

[No response]

Me                   “A scientist that studies fossils, beginning with P. Does anyone have any ideas?”

Teacher         “You know this, come on! What did I keep on saying at lunch? What did I keep on saying over and over again at lunchtime? It begins with a P! What is the name for a scientist who studies fossils”

[A pupil finally puts his hand up]

Pupil               “Pay attention!”

A lovely surprise (and thank you!)

I rarely receive any post at work, so last week, when I arrived to find a big brown envelope in my pigeonhole, I was slightly concerned. No need!

…Inside the envelope was a big pile of lovely hand-written letters from some of the year four pupils from Sharrow School who had travelled all the way from Sheffield to take part in our Dinosaur Detectives session on 29th April.

Two groups who visited were really bright and full of enthusiasm for the museum in general, and science in particular. The children all worked really hard and did a fantastic job of being palaeontologists. This was all helped by the wonderful teachers and adult helpers who threw themselves into the session; keeping the pupils on task and fully engaged.

I really just wanted to share my lovely post with you all, so here are the letters…

image, One of the letters I received

Image, An example of a letter

Image, A letter from a recent school visit

Superhero Skeletons – Primary Science and AGMS Student Seminar

On 11th May, I ran a seminar for masters students on the ‘Art Galleries and Museum Studies’ course at the University of Manchester’s Centre for Museology. The seminar was part of the ‘Science, Nature, Museums’ course ran by Dr Sam Alberti, and focused on ‘Museums and Formal Science Learning’. In order to give the students a chance to find out more about what we do in the museum, and to experience how we make use of the galleries and objects for learning, I asked them to take part in one of the tasks that forms part of our ‘Bones and Skeletons’ session.

The group was given the following instructions:

“You have 10 minutes to start designing the skeleton of a superhero based on the skeletons on display in the Birds and Mammals galleries. You can mix and match any bits that you want, but you must make a note of the creature from which they came and the reasons (skills/superpowers) that you have chosen them”.

Image, An interesting superhero devised by the students

I also gave the students some background to session, explaining that during a session, this task follows on from a discussion about the functions of the human skeleton, and object-handling in which real bones from various animals are used to find out more about teeth and diet, the different uses of hands and feet, and the ways in which different skeletal features relate to different types of movement.

Image, Some of the outputs from the session by the AGMS students

The students were fantastic and fully participated in the activity, creating some very imaginative (if not slightly scary) superhero skeletons. Even better, they let me keep hold of the pictures so that I could put them on the blog…

Image, More outputs from the workshop

Image, More outputs from the workshop

Image, More imaginative work from the students

Image, More imaginative work from the students

Image, Some of the AGMS Students work

Image, Some of the AGMS Students work

Image, Student Work

Primary Science and Outreach Team visit Scotland

On 3rd March, Menaka, Vicky, Lynne and myself visited the National Museum of  Scotland in Edinburgh and spent the morning with staff from the community outreach and learning teams to find out about their education programme, and in particular, how they have been working around the Royal Museum Project.

We also visited Dynamic Earth and met up with some of their administrator and education manager, who kindly explained their programme and showed us around some of their facilities. It was really interesting to see how different sites manage, advertise and run their learning programmes.

Vicky, who works in primary outreach, had this to say;

We had a really productive visit, exchanged ideas and met some new friends at the Zoo.  Below is a picture of a King Penguin Chick, he is about 4 months old and will stay covered in his fluffy brown feathers until he’s around 10 months old and after this time he will develop a waterproof black and white coat.

Image, A King Penguin Chick at Edinburgh Zoo