Takeover Day at Normanby Hall Country Park

North Lincolnshire Museum Service takes part in Takeover Day every year. This year it was at Normanby Hall Country Park with three students from St Hugh’s Communication and Interaction College.

The students were working on a conservation project with Sarah Plant, the Housekeeper at Normanby Hall. The Hall is closed to the public during winter and all the items of furniture, objects and pictures are cleaned and conserved to keep them in good order for the future.  The chandeliers have to be lowered down from the ceiling and each individual glass droplet is taken off and polished. This is what the three students spent the morning doing.

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After a demonstration from Sarah the young people set about the task with a great deal of enthusiasm. As the students worked, Sarah talked about some of the history of the Hall. The young people found this really interesting and asked lots of questions. One of the girls wanted to know how long Sarah had been the house keeper and what her favourite part of the job was.

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When the students had finished cleaning the chandelier, Sarah took them to see the oldest chandelier in the dining room. The chandelier was lit up and looked spectacular. The students were amazed by it and spent several minutes looking at it.

All three students enjoyed their time at Normanby Hall and comments included ‘This place is awesome.’, ‘I would like to work here.’ and ‘I am going to come back soon.’

We would welcome future projects with St Hugh’s Communication and Interaction College as both the staff and students got a lot out of the project.

 

Rachel Holmes, Learning Officer

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Researching Children Under 5 in Museums – Part 4: Dwelling

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For the past year, the Humber Museums Partnership under 5s team have been collaborating with Abi Hackett and Lisa Proctor on a project to discover how young children experience museum space. For an introduction to this project check out Part 1.

By analysing the common themes from our observations we identified four key areas for enhancing the experience of families with young children in museums:

In the next blog posts I am outlining some of the observations we have made around each of these themes and how these have informed our practice and programming.

Dwelling

Learning officers noted the importance of spaces for families to dwell in several different museums. Using the Embodied Social section of the APSE resource, we discovered dwelling spaces promoted family relationships and intergenerational engagement with the museum or setting.

In one museum, cosy spaces were created with rugs, cushions, soft seating, alcoves and tents. These spaces were clearly marked out as places to dwell and families were confident in sitting down and relaxing together. These are often spaces for quieter contemplation and stories. We observed many inter-generational interactions in dwelling-spaces as parents and grandparents sat with small children to read stories or play with soft toys.

In our new under 5s space at North Lincolnshire Museum, we have incorporated a number of dwelling spaces. Our ‘under the sea corner’ has soft mats, cushions and soft seats. It is furnished with treasure baskets, mirrors and fabric for free play and exploration. This was designed as a safe space for babies. We often see parents seated at the side as their babies explore. Toddlers also enjoy peaking into the mirrors and experimenting with the fabric while their parents sit on the soft seating nearby. It is a space where children can play independently, with the safety of knowing their parents within reach.

A cubbyhole cut into the bottom of our storage cupboard, and lined with soft cushions has become a space for climbing into and hiding. It offers children a place to dwell on their own, a break from the adult gaze. We frequently observe children reading books or playing quietly on their own in this space.

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The archaeologist’s Den is a cosy space that families choose to dwell in together. The textured canopy, soft rug, cushions and a basket with books and soft toys invites families into the space. This is a space that we see more intergenerational interactions. Families seem to spend time here together, all engaged in reading or playing.

These three different dwelling spaces have resulted in different dwelling experiences for our visitors. We have noticed that many families spend more time at the museum than they used to now they have comfortable spaces to dwell. We are now thinking more about how to develop more dwelling spaces throughout the museum.

Dr Rebecca Kummerfeld, Learning Manager

Researching Children Under 5 in Museums – Part 3: Movement

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For the past year, the Humber Museums Partnership under 5s team have been collaborating with Abi Hackett and Lisa Proctor on a project to discover how young children experience museum space. For an introduction to this project check out Part 1.

By analysing the common themes from our observations we identified four key areas for enhancing the experience of families with young children in museums:

  • Touch (Part 2)
  • Movement
  • Dwelling
  • Immersion vs activity in exhibition spaces

In the next blog posts I am outlining some of the observations we have made around each of these themes and how these have informed our practice and programming.

Movement

Museums and heritage settings can offer children new and different spaces to explore. Observations showed that child led visits can involve running around large spaces, climbing up and down stairs, and repeated movements, getting a feel for a new environment.

In one museum we observed a toddler leading her dad up and down a set of stairs several times, until dad intervened and moved her on to look at new things. One child walked around and around a large elephant skeleton display, over and over. Another child enjoyed looking down from a third floor mezzanine, through the railings to the lower floors. In other spaces we observed children lying on the floor, playing hide and seek, and crawling on the floor.

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Observations suggest that this behaviour is important for families with young children to feel comfortable and confident in museum spaces and shouldn’t be discouraged. We have recently run training for our front of house staff on how to help make our museums under-5s friendly. This included an activity on how young children grow and develop, explaining the importance of movement and exploration. Staff have since reported feeling more confident in welcoming families and encouraging them to explore, move around and make noise.

At North Lincolnshire Museum we have also recently opened a buggy park in our courtyard. This allows families to lock their buggies up and explore the museum with greater freedom. An unexpected result of this has been seeing many more child-led visits. Where before, families would often push their younger children through the museum in their buggies, now they are out and about, dictating the direction and pace of the visit. This also allows greater interaction and discussion about displays. Our new under 5s space has also offered families a safe space where they can confidently let their children move more freely.

Dr Rebecca Kummerfeld, Learning Manager

Researching Children Under 5 in Museums – Part 2: Touch

For the past year, the Humber Museums Partnership under 5s team have been collaborating with Abi Hackett and Lisa Proctor from Sheffield University on a project to discover how young children experience museum space. For an introduction to this project check out Part 1.

By analysing the common themes from our observations we identified four key areas for enhancing the experience of families with young children in museums:

  • Touch
  • Movement
  • Dwelling
  • Immersion vs activity in exhibition spaces

In the next 4 blog posts I will outline some of the observations we have made around each of these themes and how these have informed our practice and programming.

Touch

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The importance of touch emerged as a theme in almost every observation. Sometimes touch can be problematic in museums, as some things can be touched, and others cannot. In many visits, Learning Officers asked: How do we convey what can and can’t be touched?

In one museum we visited everything you can reach, you can touch.  Anything that shouldn’t be touched was either behind glass, far behind barriers or up high out of reach. Things that could be touched were laid out, within reach. This is a model we are working towards now at North Lincolnshire Museum. Objects that should not be touched are in cases behind glass, or behind barriers.  In our Iron Stone Cottage, we have replica and period objects from our handling collection, arranged as they might have been when the cottage was used in the nineteenth century. They are out and can be touched. We find families still need a little encouragement to handle these objects. Signs with prompting questions: ‘can you pour a cup of tea?’ and marketing images of children playing in the cottage have helped families feel confident exploring and touching this part of the museum. Since putting in these signs we have observed many more families playing in this part of the museum.

One country house we visited used a teddy-bear symbol to show that certain objects could be touched. Once families were initiated into understanding this code, it was a clear way to delineate what could be touched. This worked well in the context of a country house, where objects that both can and can’t be touched may be set within reach. For example, in a period room, some items may be replica objects that can be explored, and others may be collections than cannot. A graphic symbol was an effective tool to invite families to explore where appropriate. It is a system that has now been brought in at Sewerby Hall.

The teddy symbols pointed families to ‘cabinets of curiosity’ with drawers of handling objects, books and resources to help children explore and experience the rooms. These also contained a basket at floor level with resources and objects for under 5s. As simple as it sounds, making sure under 5s can reach the things you are providing for them is key.

On some visits, we noticed that the idea of touch was more complicated than putting hands on objects, prompting us to consider: How do we think in a more in depth way about the nature and experience of touch?

In one museum we observed children touching the glass cases in which objects are housed and saying ‘Touched it! Touched it!’. Another child was lifted up to a higher case with a porcupine inside. She tentatively touched her finger towards it, looked closely, then touched the glass with her finger and excitedly proclaimed ‘a spikey one… I touch it!’. Sometimes visual access is enough.

In applying knowledge gathered through these observations, we have developed explorer packs that allow children to explore this expanded notion of touch. Resources offer ways of engaging without touch, but encourage further exploration of objects and spaces. Props such as magnifying glasses have been a useful tool for bridging the gap between touch and sight. A teddy has cards that prompt children to ‘find teddy a place to wash; a place to sleep; a place to eat’, offering an invitation to add or chance the way they see displays.

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Another way we have explored the idea of touch in our own museums is through a small world play area at the Treasure House in Beverley. A felt mat was made to look like the seashore and placed beside an exhibition about the seaside, with large seaside scenes. Baskets with seaside small world play encourage children to explore the idea of playing at the seaside, and gain a tangible experience of the images that make up the exhibition.

Dr Rebecca Kummerfeld, Learning Manager

Researching the experience of children under 5 in museums – Part 1

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For the past year, the Humber Museums Partnership under 5s team have been collaborating with Abigail Hackett and Lisa Proctor from Sheffield University on a project to discover how young children experience museum space.

We were about to embark on a project to improve our provision for under 5s and wanted a framework for undertaking observations of children in museums that was informed by theory and best practice. Our learning officers would be undertaking visits to museums across the country to assess different spaces with the intension of gathering an understanding of best practice. What would they aim to look for? How would they organise and make sense of what they saw? We also wanted to produce a resource that could be used by other museum professionals to further understandings of how children use museums.

Abi and Lisa worked with us to develop the APSE framework, a practical resource to assist our Learning Officers on their visits. On her blog Abi wrote: “The APSE resource draws on interdisciplinary theories of space / place as being experienced both in the abstract and embodied, in the physical and the social. These categories of experiencing space act as a heuristic to help us think about different ways in which museum spaces aimed at under-fives could be understood or analysed.” You can read Abi’s blog post here.

The resource draws on two different constructs of space / place common in the literature; space as either physical or social, and space as either abstract or embodied. The resources is divided into four different ways of thinking about space:

  1. Abstract physical
  2. Embodied physical
  3. Abstract social
  4. Embodied social

You can download a copy of the APSE resource here.

Learning Officers: Esther Hallberg (Hull), Christine Rostron (East Riding) and Rosalind Macaulay (North Lincolnshire) took the resource on visits to over 20 different museums across the north of England. They found it useful for interrogating different aspects of the museum experience for children. It was often most useful to focus on one section of the resource, as this allowed for deeper thinking and closer observation. Visiting in pairs meant that the different sections of the resource could be divided between the Learning Officers, then shared after the visit.

The resource often prompted LOs to consider questions they might otherwise have forgotten. For example, in the section on ‘Abstract Physical’ there is a question about noise levels and whether sound is used purposefully. Noise levels seemed particularly significant in observations of country houses, and were not something that might otherwise have been considered. In one country house that was very quiet, children were ‘shushed’ by their parents, as there seemed to be a pressure to maintain a sense of quiet for other visitors. In other spaces where there was a purposeful use of noise, children appeared to have more freedom to make sounds as they liked.

One limitation in using the resource on our visits was that sometimes there were very few families with young children to observe. Without orchestrating families to observe, we relied on choosing times to visit places when we thought we might encounter families with young children. On some occasions, with no families to observe, we had to look at the spaces alone and consider the abstract physical and abstract social factors only.

After collecting notes from their visits, Learning Officers met with Abi and Lisa to analyse and draw out key themes in their observations. To find out more about how we undertook this analysis you can read Abi and Lisa’s blog post: Findings from the APSE toolkit.

Dr Rebecca Kummerfeld, Learning Manager

Creative Families Award

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During April we invited three families to help us pilot a new programme for families with children aged 1-4 years called the Creative Families Award.

We worked in partnership with Cape UK and Dr Abigail Hackett, with the Centre for the Study of Childhood and Youth to develop the award. They also supported us in piloting it at North Lincolnshire Museum and across the Humber Museum Partnership.

Creative Families is a precursor to the Arts Award programmes for older children and young people and is a wonderful first step for young children to engage with the arts and express their creativity.

There are four strands that run through the award:

Discover arts all around

Making and creating

Experience artists work

Share what they have experienced with someone else

At North Lincolnshire Museum we explored the museum on an art scavenger hunt looking for big, shiny, beautiful and noisy things.

We explored our current exhibition featuring the work of artist Harold Gosney, looking for animal sculptures, making animal noises, pretending to be animals and exploring materials like feathers and horse hair.

We experimented with air drying clay to make our own sculptures and also enjoyed making junk models of the children’s choices of two ducks and a T-Rex!

Our families worked hard to complete their own log books documenting their experiences during the sessions with notes, photos and children’s artwork.

We thoroughly enjoyed running these sessions and are excited about how we can develop this programme in the future.

Rosalind Macaulay, Learning Officer Under 5s

Let’s go under the sea…

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Our new under 5s space at North Lincs Museum, Dudley’s Den, will include an ‘Under the sea’ themed corner perfect for babies and toddlers to explore with soft mats, sensory resources and a beautiful textile canopy created by a group of local families with children aged just 2-3 years.

We worked with local artist Nicky Dillerstone to run four family workshops over four weeks to create the canopy.

We worked in partnership with NLC  Adult Community Learning to identify families who would benefit from these sessions. Sarah Johnson, Family Learning Development Assistant attended sessions and assisted in their smooth delivery. We were also very grateful for the support from Rae Twidale at Westcliff Drop- in who helped to recruit families and provided free transport.

During these workshops the families got stuck into exploring new materials, learning new skills and techniques and creating wonderful pieces of artwork.

We made felt balls, jellyfish with ribbons and strings, 3D fabric fish and wire and wool seaweed among others. A particular favourite with the children was the gluing activity where they spread lots of PVA glue onto polythene then stuck a range of materials with different textures and colours onto the glue to create large pieces for the canopy.

Each week Nicky was able to show us artwork we had done the previous week and begin to attach pieces together to form a canopy.

We welcome you to come and see the finished canopy in Dudley’s Den when it opens later this year.

Rosalind Macaulay, Under 5s Learning Officer