AT A GLANCE
The trainees visited the Cecil Higgins Art Gallery where they were introduced to the range of possibilities for using artefacts in a museum to stimulate literacy work.
Trainees participated in structured museum based sessions led by museum education staff and seminars held at the University led by University and museum staff. The formal assessment was attended by museum education staff as well as University staff.
ITT PROVIDER
Higher Education Institution: University of Bedfordshire
ITT course: BEd
No. of trainees involved: 27
Subject area: English – module name: Resourcing of English in the Primary School
Logistics: The project took place in November and December in the first term of the 3rd year of the trainees’ course.
Motivation: The English tutor had worked before on literacy projects using visual stimuli and this project extended that work into a setting other than the classroom. The project was an assessed module of the course.
QTS Standards particularly addressed: 1.8, 2.4, 3.3, 3.5(b), 3.6
SETTING
Names of settings: Bedford Museum and Cecil Higgins Art Gallery
Provision for learners: Bedford Museum and Cecil Higgins Art Gallery led sessions in the museum context. Seminars for students were led by university and museum education staff working collaboratively. Printed information about objects and objects from the loan collection were loaned to trainees, and trainees were given the opportunity to film within the museum.
AIMS AND OBJECTIVES
To make a short film or present a polished improvisation using a museum artefact as the stimulus and for inspiration. To present a mini lecture and create an interactive discussion with peers, supported by research.
ABOUT THE PROJECT
In November the trainees visited the Cecil Higgins Art Gallery where they were introduced to the range of possibilities for using artefacts in a museum to stimulate literacy work. They were prepared for their assignment through a programme of activity which included creative writing exercises, role play, deconstructing objects and exercises designed to explore the personification of artefacts. The students selected an object to use as the basis of their assignments and brainstormed ideas in small groups. In late November museum education staff joined University staff for half hour tutorials with each of the 11 groups of trainees to assess progress and provide help. Some students borrowed objects and others filmed in the museum. In December the trainees presented their films and drama pieces to University and museum staff accompanied by lectures to their peers explaining the educational theory supporting their work. The assignments were moderated and the films made available to museum staff for future work and reflection.
OUTCOMES
For trainees
The trainees gained a new understanding of how museums support teachers and what they can offer in the area of Primary English teaching. Trainees gained generic skills to introduce their pupils to working with artefacts in museums and in the classroom. They experienced the transferable teaching process of using artefacts and places to inspire creative writing, film-making and role play, and of the logistics and teaching styles appropriate to teaching in a setting other than the classroom. They discovered a diverse range of teaching styles and approaches for engaging pupils.
For museum staff
This was a new experience for the museum education staff, one that was demanding and stretching and which required many new activities and resources. This project developed new thinking and skills in the education team. The developmental process will feed into future English projects for pupils and build future work with trainee teachers.
SURPRISES
“How much you can do with one artefact.” Trainee teacher
KEY SUCCESS FACTORS
To help the trainees achieve the aims of the assessed module, which were:
To show how they had used and developed a resource (for example: Film, drama, puppetry, use of artefacts) in relation to the diverse needs of a range of pupils at Foundation Stage, Key Stage 1 or Key Stage 2. To select and critically evaluate the resources used, both the artefact and the means of presentation. To include all film, photographs, notes and other relevant material as part of the assessment.
