Around the World to Manchester: Clarendon Sixth Form College Photography Exhibit

Each year Manchester Museum sets a brief for BTEC National Diploma Photography students from Clarendon Sixth Form College with instruction to take inspiration from our collection and create images linked to a particular theme. This year the theme was ‘journeys’ and the seven students who produced images discovered numerous ways to expand on what they saw when they visited the Museum back in February 2018.

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Clarendon Sixth Form College’s Exhibit: Around the World to Manchester – in The Study at Manchester Museum until July 2018

During their visit students were introduced to the collection through a gallery tour, led by one of our fantastic visitor team members, and had the unique opportunity to get a peek behind the scenes with our curators. Hearing about all the ways various cultural artefacts arrived at the Museum and the journeys our insect specimens made during their lifetimes started the students on their creative process. After the visit, they took their knowledge and impressions about the Museum’s collection and applied it to their own experience; with some of them creating personal pieces of work that link directly into who they are and where they have come from.

Each student started this brief at the Museum, exploring our collection and discovering new things, but as their ideas progressed they have all forged their own path to very different creative outputs and they should be very proud of the resulting images.

If you can, drop by Manchester Museum and see their work in person. The exhibit is located in The Study on the 3rd floor and will be on display until the end of July 2018.

Also see: Photography Students’ work exhibited at Museum – from Clarendon Sixth Form College website
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Expressions of interest invited: ‘Discover India’ Music Day at Manchester Museum

Milapfest, in partnership with Manchester Museum and Band on the Wall, are inviting expressions of interest in a day of Indian Arts Workshops on 19 March 2018 10am-2.30pm at Manchester Museum.

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Classes will spend the day learning one of four art forms, culminating in a final performance for other students and the public at the end of the day.

Workshops may include:

  • Tabla (North Indian Classical Percussion)
  • Bharatnatyam (South Indian Classical Dance)
  • Storytelling with hand and facial gestures (mudras)
  • Rangoli Art
  • Kathak (North Indian Classical dance)

These workshops will be delivered to suit the ages and abilities of the class, and are designed to be fully inclusive and interactive. The tutors for these workshops are sourced by Milapfest based on their expertise and experience in their field, several of whom are world-renowned artists and tutors.

The day is arranged through New North and South and is kindly funded by Arts Council England. It is also supporting development of Manchester Museum’s new South Asia Gallery as part of the Courtyard Project.

We have space for a limited number of students, from Reception to KS4.

Please click here to express your interest in the event before 5pm on Friday 16 February 2018.

Selected classes will be notified by 2 March. Priority will be given to schools who can explain how this day would enrich their wider curriculum.

The day’s activities are fully-funded, though schools will need to provide their own transport. For questions please contact amy.mcdowall@manchester.ac.uk.

 

Remembering the impact of Partition

 

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Cedar Mount Pupils in the Memories of Partition exhibition

With the 70th anniversary of the independence of India and Pakistan happening earlier this year, Manchester Museum worked with members of Manchester’s South Asian community to explore the experiences and legacies of the creation of India and Pakistan in 1947, with a dedicated exhibition space up on our third floor to share this between August 2017 and January 2018.  Memories of Partition is a collaboration between Manchester Museum, Manchester BME network, Royal Exchange Theatre and Ahmend Iqball Ullah Race Relations Resource Centre. The exhibition showcases six films featuring community members sharing their connections to Partition.

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Trinity CofE School pupil in Memories of Partition

Partition is not an easy subject area to discuss, with an estimated 15 million people being displaced in possibly the largest mass migration in human history, especially not with pupils who cannot understand why this topic might be relevant for them even if they are of South Asian heritage. This is why Cat Lumb, Secondary and Post-16 Coordinator (Humanities & Arts) and Amy McDowall (Primary Coordinator) decided to invite a small number of Primary and Secondary pupils to visit the exhibition and also speak with the community participants involved; to see if it would make a difference to the way they thought about this tumultuous and difficult time in history and to help them write a response detailing their own impressions to share with those whom Partition has impacted.

Pupils had an opportunity to spend time on the Memories of Partition exhibition and make connections with the objects presented there, as well as watch some of the oral history films created to accompany the exhibition. All of these films – featuring community members either directly, or indirectly, affected by Partition – are available on the Museum’s YouTube channel and one with Dr. Gandhi (who spoke with all school groups) is highlighted below. [Please note: content is sensitive and may be upsetting.]

 

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Primary School pupils collected images of ways that artist Reena Kallat represented ‘borders’ through nature

After seeing the exhibition, pupils were also able to view the stunning artwork of acclaimed artist Reena Saini Kallat, whose newly-commissioned sculpture Chorus can be seen alongside works that include a series of hybridised animals that represent various nations in conflict.

This thought-provoking exhibition animates the museum with new meanings and inquiries into ideas of identity, memory, history and the natural world, and links in with the topic of Partition.

 

 

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Cedar Mount Pupils crafting their responses

 

 

It was in this creative environment pupils were asked to collate a response to share with community participants.

For the Secondary students, this was done before speaking with any of them, and demonstrates their newly developed empathetic responses to an event that many knew about but had little understanding of:

 

 

 

 

“Now that I’ve learnt about Partition I feel disgusted and really upset imagining people being murdered and witnessing so many deaths at a young age” – KS3 Pupil

“I feel that although it was a time of suffering and sadness some people used it as the start of a new life with new experiences. It was a chance to learn new things as people moved abroad, however I still feel sad that the experience was a stressful time” – KS4 Pupil

“I’ve learnt that this is bigger than I thought because they had to go elsewhere and there was a lot of conflict.” – KS3 Pupil

Their written response was detailed and we can only share small snippets here, but some are insightful and particularly astute:

“I went through pain and conflict; being separated, abandoned and lonely; scenes of fighting, killing torturing; but we never knew why at the time; because we were young.”

“I went through many challenges, emotions and struggles; such as leaving home, and leaving our possessions like jewellery, money and memories behind. I was filled with fear as many were being killed. I went through pain and suffering as well as misery and grief. There was lots of bloodshed.”

“I came to a different country. I felt upset and uncomfortable. I missed my old house along with my family. It was confusing and scary.”

“Now I feel happy that I am living in such a developed country which not only has improved me it has improved a lot of other people, but even though I am happy, I am still sad that I have lost something un-priceable [sic.] like my childhood memories.

The Primary School pupils created a group poem following their interview with Dr. Gandhi, which can be seen here: I came from a city full of rumours. 

Some teachers also shared their thoughts about the day:

“[The activities] gave the children the chance to think about the same issue from a different perspective. It was like it gave them layers of depth to the issue.”

“It gave the Indian/Pakistini children a sense of their own history and culture. It was also interesting to hear that some people thought partition was a good thing.”

“The children came away with a greater depth and understanding of partition. It was fantastic. Thank you so much.”

With thanks to University of Manchester’s Widening Participation Department who helped to fund this project. 

At Face Value: Manchester Museum, Common Cause Foundation and TeachFirst

Guest blog by Eleanor Ridley, TeachFirst Ambassador and Teacher at The Willows Primary School. 

When I originally saw that there was an opportunity via TeachFirst Summer Projects to work with the Manchester Museum, I sent my application in roughly as fast as a lightning strike. The main purpose of my time here has been to work with Secondary and Post-16 Coordinator, Cat Lumb, and Common Cause Coordinator, Shanna Lennon to investigate what type of values are communicated on the Manchester Museum’s pages about learning as part of the Museum’s work with Common Cause Foundation.

What is Common Cause Foundation?

Common Cause Foundation is an organisation which studies cultural values and explores how we can understand these in order to help us respond to current social and environmental challenges. One of the main findings is that 74% of people place more importance on compassionate values than on selfish values. However, 77% of the people interviewed believe that other people hold selfish values to be more important. Essentially, we have a gap between what we actually value, and what we believe about what people value, and it makes the world a lonelier place, where people are less likely to feel connected to their local and global community. The questions for major social institutions are: How are we going to communicate our values to help reduce this gap? And what are our values in the first place?

The Values of the Learning Team

At the beginning of the project, Cat sent me to go and find out what the values of the Learning Team were to see whether everyone was on the same page or not. The result was that yes, the Learning Team really do have shared values and a shared vision, and a shared understanding of the value of learning at Manchester Museum. The team members separately proclaimed the following  unanimous beliefs, in roughly the same order, every time.

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Some word art displaying the core values of the Learning Team when interviewed

1. The value of curiosity and self-directed learning and getting the chance to explore for yourself.

2. The authentic experience of being in a museum and handling real objects from the museum collections.

3. The importance of access to this cultural capital for students from all backgrounds and all abilities to the collections.

4. The museum as somewhere which can inspire aspirations, enabling students to see personal possibilities and their potential for the future.

Through every meeting and discussion that I witnessed, these values have been transparent. It is very obvious, even in two weeks, that the people working in the Learning Team care deeply and consistently about reaching out to a wide demographic (literally taking the museum to the people if the people can’t make it to the museum). It is also clear that they have a profound belief in the value of the experiences that they can offer through Manchester Museum collections, educationally and emotionally. Communicating these values will be the icing on the cake.

Education and Museums

Those working in education know the huge challenges that are to be faced in fighting educational inequality, which can be hugely daunting. As the Common Cause Foundation research shows, the feeling that benevolence is not widespread can lead to a feeling of apathy and helplessness. Organisations such as TeachFirst and Manchester Museum have tremendous power in communicating common goals and helping spread the message that students should get access to rich educational experiences, regardless of their socio-economic background, and inspiring more people to join the conversation.

This project has been an inspiring and heartening insight into the hearts and minds behind the educational programmes at Manchester Museum, and I wish the team the best of luck in continuing to promote their message.

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Come to the Museum to be Rainforest Investigators!

Today we officially launch our exciting new ‘Rainforest Investigators’ session here at the Manchester Museum. This a brand new environmental education session based on the differing rainforest habitats and developed for Key Stage 2 pupils, which is for upper primary/age 7-11 year olds. It links strongly to National Curriculum Year 4 Science ‘Living things and […]

via Rainforest Investigators — FROG BLOG MANCHESTER

Early Years & Childhood Studies Placement

In January we were pleased to welcome a placement from Manchester Metropolitan University to work with us over the course of three weeks. Eve got a chance to see a selection of the learning offer by observing a variety of workshops and work alongside those in the Learning Team. At the end of the placement Eve was kind enough to write a post for us, and here it is:

My name is Eve Bokor and I am an Early Years and Childhood Studies student at Manchester Metropolitan University. Working at Manchester Museum has been simply a pleasure. I have worked with the Early Years, Primary and Secondary school team on a variety of workshops that have been excellent to observe, engage and even learn myself. Any school that has experienced having a workshop at the museum is lucky. The school workshops include a large variety of topics, examples of the ones I saw were ancient Egypt, Stone Age, ancient History, Animal Explorers and Baby Explorers. These workshops aid children to explore the different topics in a create informal manner. A common theme I observed in the workshops were all children were well behaved, curious and eager to provide the knowledge they have or give suggestions to what they think. All the staff that worked with the children were friendly and enthusiastic, offering support and expert knowledge for the children. What I particularly admire is the level of involvement the children have in workshops which includes being about to handle the artefacts (which is there is quite a selection of them).

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Eve’s favourite gallery was the Vivarium

I worked there for three weeks,and  in that time I have seen a fair amount of the artefacts in the Museum, but I know there is so much more to see: Endless information about the vast number of topics. Another part of the Museum that I admire is the environmentally friendly example it sets for the citizens of Manchester. Offering information about current issues that are endangering the living species and the environment we live in. There is practical advice on how an individual can help which I think is vital in the current climate. Overall this Museum is a spectacular place for all ages and abilities, because it is a well of knowledge that feeds the population of Manchester.

‘Extinction or Survival?’ – new video resource for schools

We have a new and exciting resource to share with you today, created by 60 Year 3 children from Crab Lane Community Primary School in Crumpsall.

This short video is designed to be used inside the  fabulous ‘Extinction or Survival?’ exhibition, at Manchester Museum until 20 April 2017.

The exhibition contains some difficult stories about the many species that are no longer with us, from the dodo to the Tasmanian tiger. But it also tells a story of hope: what can we do to help endangered species?

It will be of special interest to KS2 teachers who are working on ‘Living Things and their Habitats’.

To use the video, we recommend bringing tablets to the Museum and sharing them between small groups of children with an adult. You can load the video via this page, and pause it each time you see the name of a species to allow you time to find it in the exhibition. You can also pause at the ‘Over to you’ questions, as a chance to get the children thinking more deeply about the exhibition’s themes. The video can also be used outside the Museum if needed.

The children of Crab Lane would love to know what you think of their video! Let us know  by adding a comment below.

If you would like to visit ‘Extinction or Survival?’ you can do so for free, but please let us know you are coming by completing the booking enquiry form on our website. This helps ensure a great experience for you and for the other schools visiting our (very busy!) museum that day. You might also want to consider our popular KS2 session ‘Habitats and You’.

The story behind the video …

Every year, Kids in Museums ‘Takeover Day’ invites children into meaningful roles in museums and galleries. As our ‘Extinction or Survival?’ exhibition was due to open in September 2016, we thought it would be great if some children could create a really useful resource for other schools visiting the exhibition.

Using  contacts through the wonderful Schools Network Choir, we found two Year 3 teachers from Crab Lane who were really excited to do something a bit different with their classes that term.

We met up and planned an amazing series of activities for the kids: first, both classes came separately to visit the museum, to research the exhibition and to learn what makes a great tour. We all practised saying in big loud voices, “WELCOME TO MANCHESTER MUSEUM!!!”

Then, back in school, the children worked in small groups with their teachers to devise their own tours. This means that the tours are all the children’s own words – amazing.

In the meantime, staff at the Museum were busy arranging loads of great activities for Takeover Day itself. Almost every department was involved, from conservation and collections to marketing, volunteers and even the Vivarium team!

368c259d-4466-4d5e-ad31-f54c4674b335On 18 November – a cold and snowy day – all 60 kids descended on the Museum for a pretty full-on day! All the children gave their tours LIVE for members of the  public. This was incredibly brave but they had lovely clear voices and even took questions from the audience! They were also total pros being filmed by Steve from the Museum.

As well as their tours, the kids made a giant rainforest collage, helped clean objects in the conservation studios, went behind the scenes in the Entomology stores, and welcomed visitors.

At the very end of the day, all the children said they would love to work in a museum when they grow up. We can’t wait!

Manchester Museum would like to say a huge THANK YOU to all the children, teachers and other staff involved in making the project such a success. We hope you enjoy their video!

Using Collections to Write Poems: a Museum Staff Workshop by Helen Clare

Our Poet-in-Residence, Helen Clare, invited Museum staff to engage in a workshop to help them to create their own poem.  She shared with us the techniques she has used in creating her own poetry, which included the creation of ‘poemlets’ that we blogged about earlier this year. The activity also demonstrates that these techniques can be shared with visitors to facilitate using the collection as inspiration for creative writing.

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Helen on Manchester Gallery sharing her poem writing techniques with staff

Using this poemlet technique as a starting point staff were asked to find 3 or 4 objects that inspired them on from our Manchester Gallery and then use a line from their resulting poemlets to develop a longer rhyming poem. In the spirit of sharing, here’s three of my poemlets and the resulting poem I developed using various lines from each.

Once upon a time in Manchester,
Sharp and clean but only now;
A giant cat sauntered here.  – Lion’s Tooth

Illegal, bad and guilty,
A thing of beauty: look at me!
Some things were not made for blood. – Dagger

Spices, smells, so many options built over time.
Fill me, use me, breathe in my tangy scent.
Cultures clashing: a pinch of spice for everyone. – Spice Rack

Poem: Culture Clash
Some things are not made for blood,
Sharp and clean, now used for good.
The owner, once a feared man, lost in history, all but gone.
Cultures clashing: a pinch of spice for everyone.

A thing of beauty: look at me.
Come slowly closer, what might you see?
A forgotten daughter, parents and abandoned son,
Cultures clashing: a pinch of spice for everyone.

I have to say, for a Monday morning activity I am surprisingly pleased with my effort given that we only had around 40 minutes to spend on our poems. The techniques are easy enough to suggest to visitors as an activity, and we got to hear some of Helen’s Museum-inspired poetry, which is always a treat.

It can be daunting [to write poetry] but actually it was quite inspiring. It was a safe environment and Helen was very encouraging. To start out the week creating something was lovely.” – feedback from staff member.

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Staff share some of their poemlets on Living Cultures

The instructions for the staff workshop can be found on Helen’s blog, but you don’t have to be a member of staff to have a go yourself. And if you can’t make it to the Museum, check out our Flickr account to see pictures of many of our objects and galleries for inspiration.

Feel free to share your work in our comments section below.


Helen will be showcasing her new schools workshop developed from this Arts Council funded project during the October Half Term.

Juice from Oranges, Rocks from Space
Wed 26 Oct
11.30am – 12.15pm & 1.30-2.15pm
A new poetry performance from Helen Clare, about exhibits from around the museum; where they came from and the journey they’ve made. There will be happy poems, sad poems, gory poems and fun poems – and opportunities for children to join in and create too.

Find out about the giant carved tusk, a moth, bloodworms, a man who was murdered and left to rot in a bog, a Greek God, Stan the T. Rex, and an ancient rock from out of space.

For children aged 8-12 and their parents/carers
Free, book on mcrmuseum.eventbrite.com or 0161 275 2648

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Creating a School-Museum Comic

During the end of the Summer Term we were delighted to work with Cedar Mount Academy on a HEFCE National Networks for Collaborative Outreach (NNCO) Funded project. This funding allowed us to engage with a new, external partner to work with. We decided to embed the project within the Literacy framework by teaching pupils about story structure so we approached The Society of Authors Children and Illustrators Group who were able to recommend one of their amazing Writers and Illustrators: Shoo Rayner.

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Shoo Rayner sharing a story with Cedar Mount pupils

Shoo has written and illustrated hundreds of children’s books and when we told him that we wanted to create a collaborative pupil-led comic  strip he was more than up for the challenge. With Shoo on board we then organised a planning day with Cedar Mount Academy’s tutors to decide on how best to prepare the chosen pupils for their task.

It was important for us to try and find a technique of sharing the basics of story structure across multiple levels, as we wanted to involve a cross section of pupils from the whole of Year 7. This is because one of our legacy aims is to create a teacher resource to demonstrate how this approach could be utilised in the classroom, using museum collections as a prompt.

With 20 pupils identified we spent a day planning an action-packed visit to the Museum that would see them learn about story structure (using Romeo & Juliet and Harry Potter as examples), explore the collection, choose potential characters for their stories and, finally, work closely with Shoo to produce two short comic strip stories that he could then illustrate over the summer.

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Cedar Mount Academy pupils with Stan the T-Rex

The pupils visited the Museum on Friday 8th July and had a lot of fun coming up with a whole series of fantastic ideas for what our Museum specimens could get up to! To say they only spent four hours with us they were brilliantly creative and having Shoo facilitate their ideas in preparation to illustrate them was a great motivator. As a thank you for all their hard work each pupil was gifted a book to read over the summer to encourage them to read outside of school.

The final illustrated stories will be printed up and create a pocket-sized comic that we hope to share with other school children that visit the Museum in 2016. In September we’ll also be asking the pupils about the stories in the books they were gifted in the hopes that learning about story structure has given them a means to summarise stories and potentially given them a scaffold to create their own stories too.

Watch this space for our reveal of the final comic book!
In the meantime, have a look at this video from Shoo’s YouTube page to hear more about the project and see one of the stories he’s been working on…

 

Poet-in-Residence Guest Blog: Poemlets

Over 2016 we’ve been incredibly lucky to have Helen Clare as a Poet-in-Residence as part of the Learning and Engagement Team. Helen wanted to develop some learning experiences using poetry and was fortunate enough to receive funding from the Arts Council to work with us on developing this.

Helen has been recording her progress on her personal blog – so if you want to know more about the project do take a look.

In the meantime, here’s a short post Helen has written for us on how to create your own ‘poemlets’.

“Over the past few months I’ve been lucky enough to spend a lot of time at the museum, writing children’s poems and learning materials as part of an Arts Council England funded project. I’ve spent a lot of time looking at things, visiting galleries and seeing those things I first missed and then looking again and again.

That opportunity to look again and again is both inspiring and dizzying, and it’s the basis of the the little writing exercise that I’m offering to the blog.

It involved ‘zooming in’ on just one object at once and asking it three questions.

  1. What do we say about the object?
  2. What does the object say about itself?
  3. What does it really mean?

Look at it really carefully and try and think about other senses as well – does it make a noise? What would it feel like if you could touch it?  Does it smell? If it moved how would it move? You might want to think about its history – and all the lives it’s been in contact with. You might also find that it has opinions quite similar to your own and that’s ok. But equally it might surprise you with what it has to say!

And that’s it. There’s no need to fancy it up. When the wind blows right it forms a perfect little poemlet all of it’s own – although you may also wish to use it as the basis of something more substantial.

Here’s an example:

I am alien. I am earth.
We are all spacedust.

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Iron Core of Meteorite: Campo del Cielo (Field of Heaven) Argentina, 16th Century

You can see that I’ve used the first question as the title – and that the title is bigger than the poem! You could use that first question in the poem – or you could take it off altogether and make a riddle.

Look at my huge feet, how easily they carry my weight.
It was a long way. It has been a long time.

Can you guess what this is in the Museum?* I’ll put the answer at the bottom of the blog.

It’s fun to take pictures to accompany your poemlets as well.

This is my tree. I have not moved all week.
I am more threatened than threatening. Let me sleep.

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Green Tree Python

There are more of these poemlets on my personal blog at http://bucklesandbutterflies.blogspot.co.uk/2016/01/week-2.html

 You can tweet your poems and your photos and tag the museum @mcrmuseum, the learning team @learningMM or me @haclare.

Have fun!

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*Did you guess right? It’s Maharajah, the elephant skeleton from Manchester Gallery