Jocelyn Dodd, RCMG, University of Leicester UK

1. Inspiration and creativity- learning in museums Jocelyn Dodd, RCMG, University of Leicester UK

2. What are the characteristics of effective learning? • What tools can we use to help embed learning into museums? • How do we know when effective learning had happened – what is the impact of learning in museums?

3. School of Museum Studies University of Leicester UK Research Centre for Museums and Galleries (RCMG) social role, impact and agency of museums and galleries, themes –learning, education disability, representation,

4. “Everyone has the right to freely participate in the cultural life of the community, to enjoy the arts, and share in scientific advancement and its benefits”. UN Universal Declaration of Human Rights, 1948

5. What are the characteristics of effective museum learning?

6. Museum and school collaborative programme development

7. Secondary school history Was the workhouse so bad? DownhamMarket High School & The Roots of Norfolk at Gressenhall

12. Museum learning – using challenging collections

13. Madonna of the Pinks by Raphael, National Gallery Touring exhibition

14. ‘I like this picture, because the way I look at my son, it is like the way Madonna looks at her son’ Katie and her son Jack

15. Katie Katie, Books and Babies project, South Wales

17. Middleton in Teesdale School at the Bowes Museum

20. Pupil, Middleton in Teesdale I think he [Raphael] must have done some…..he might have done a few mistakes, but then like covered, like made then into something else or something like that. And he might have practised before he did it.

21. Ka

22. Museum learning – real experiences of working museums

25. Museum learning and contemporary social issues

26. Image and identity

27. Frames of refuge, Lightbox, Woking

30. The young people admitted that before the project they had rarely stopped to think about refugees and asylum seekers. It is not a daily part of their lives, as Tom explained “I didn’t really think that much about them. Nothing really no… it hadn’t really affected me”

31. Insights into human rights “I can disagree with the government, everyone can have their views and stuff and everyone’s able to vote, but these people can’t, they do not have that freedom”

32. Understanding the wider world “I started to realise how much it makes you understand the world around you and that’s why I carried on doing it”

33. A maturing experience – head teacher It’s been a very emotive experience for them. And it’s also been a maturing exercise for them... And I think that has shocked and enriched at the same time

34. Museum learning –life changing experiences

35. Image and Identity – Manchester Art Gallery

36. Lisa’s social worker ‘It has had a holistic effect. The project has impacted on her in every way - emotionally, on her mental health, physically and on her ability to manage situations, it has really impacted on her in every way’. Lisa has looked and analysed, and learnt skills which have helped her to express who she is. This has built her confidence, as for example when she has confidently talked to large groups of adults. Her most recent representation of her identity illustrates a considerable move forward, and now she is thriving and achieving in every direction; in school, making friends, doing very well at swimming, cycling and dancing.

37. What are the characteristics of effective museum learning? • collaborative • meets real needs of users • it uses rich, original & sometimes difficult sources • unique - it does what cannot be done elsewhere • skilfully and inspiringly facilitated • integral to the museum (not an additional add on)

38. Barriers to museum learning

40. Cost – travel • Cost of sessions • Risk assessments • internal barriers in schools • museums who do not think of the needs of schools • lack of skilful and appropriate facilitation • lack of understanding that museum learning is about the whole museum – it is not just ‘delivered’ by museum educators • Lack of belief in the value of museum learning

41. life long learninginformal learning formal learning no curriculumall museum visitors

42. Learning in Museums, Libraries and Archives Learning is 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, 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. MLA Museums, Archives and Libraries Council Inspiring Learning for All framework

44. Inspiring Learning http://www.inspiringlearningforall.gov.uk/

45. Inspiring Learning • organisational change – to embed learning in museums • impact and outcomes of learning in museums

46. Inspiring Learning organisational change – to embed learning in museums

47. Generic Learning Outcomes impact and outcomes of learning in museums

48. What is the impact of effective museum learning?

49. Teachers views of the GLOs ‘For each of the following potential outcomes from the use of the museum, please could you rate the importance of each one in your view?’ Teachers ticking ‘very important.’ 3478 teachers 2003-07

50. Areas of the school curriculum covered by museum visits Curriculum areas covered by teachers. Comparing DCMS/DCSF2: 2007, RR2:2005, DCMS/DfES1: 2004 and RR1:2003 (reclassified)