Fun Activities


On The Job

 

 

Research and Development - MUSEUM or ART GALLERY CURATOR

 

Offline

Examine and Catalogue the School's Art Work and/or Trophies

 

PrimaryPrimary MiddleMiddle  High SchoolSecondary

Personal and social capabilityAustralian Curriculum General Capability: Personal and social capability

 

In this activity, you are to: Melrose High School Trophy Cabinet

a. Enquire about the school's collection. Is there a collection? Is the Art Work only of student work?

If not, why not? Who would you need to talk to? Principal? Bursar? Front Office Staff?

If not, how would you go about acquiring any items? What items would you choose to enhance the collection?

b. Where is it displayed? In Classrooms, hallways, the entrance? Is there a trophy cabinet? What trophies are in it? How did these trophies come to be?

Are students paid for their art work (if the school has acquired it)?

Are they properly framed?

c. Who looks after this collection?

Is it just dusted? Or, have any items being especially looked after? How?

d. Is it catalogued? Does the school know how it was aquired? Are they engraved? Each year (for the Trophies)?

School Corridor showing art work
(Source: Student Artwork Gallery)

 

 

 

Online

 

 

bullet.gif (981 bytes)Teaching with unique Collections: Grainger Museum, University of Melbourne
TeacherTeacher
  High SchoolSecondary

Intercultural UnderstandingAustralian Curriculum General Capability: Intercultural Understanding
 

This is a collection of 48 Objects [2020] with Teaching Ideas, further reading and other intersecting objects.

Each object has an explanation of the object, its relevance to the Grainger family and a range of activities for students to complete.

 

Grainger Museum Objects

For example:

The Jacket and Dress by Chanel

Jacket & dress
House of Chanel (Paris, 1914–39, 1954– )
Gabrielle Chanel (French, 1883–1971)
Jacket and dress (spring–summer 1920)
black silk satin, faceted glass buttons
Grainger Museum
University of Melbourne
04.6816

Information

This jacket and dress ensemble was bought by Percy Grainger’s mother, Rose Grainger, from New York boutique La Mode chez Tappé, in 1920. Percy’s high esteem for his mother and her influence on his life and career are demonstrated by the way he chose to represent her throughout his museum collection. The costume collection, which comprises approximately 900 items, is of particular significance in this respect, as its content neatly encapsulates Rose’s aesthetic taste, social attitudes and cultural interests. It contains many important examples of late-19th and early 20th-century haute couture, such as this outfit designed by Gabrielle ‘Coco’ Chanel.

Coco Chanel had a modernist approach to clothing design, favouring functionality over flamboyance. World War I saw a dramatic raising of women’s hemlines, for improved practicality. Chanel built her image and her career around the sophisticated and innovative use of what is a traditional colour for mourning: black. This jacket and dress ensemble is an early and important example of her work. It is a compelling outfit for the metropolis, striking the right note for a woman negotiating the hubbub of social interaction and cities around the globe.

Teaching ideas

Avant-Garde and Postmodern Art

Examine the ways in which fashion designers and fashion houses incorporated or responded to the conditions of modernity.

Concepts and Creativity

Visit the Grainger Museum exhibitions to consider performing arts practices in a broad cultural and historic perspective of creative endeavours, including (but not limited to) visual art, architecture and performance in all forms.

The Great War, 1914 to 1918

Explore women’s fashion, to consider to what extent the Great War transformed social and moral norms, gender, race and class relations, and relationships in the global economy.

City Cultures

Explore and analyse questions of mobility, social identities, post-industrial economies and creative industries; consider how cities have become central to our theoretical understanding of contemporary cultures. Look at objects of fashion in the analysis of cultures and their representations.

Conservation and Object-Based Learning

Examine and discuss the history and manufacture of traditional and modern materials, their properties and behaviour, and the processes of their chemical and physical deterioration in cultural materials. Extract evidence from the Grainger Museum’s costume collection on its materials, techniques and wider values.

Knowledge, Learning and Culture

Visit the Grainger Museum exhibitions and consider historical, social, political and cultural influences on knowledge, and the analysis of information and ideas from multiple perspectives.

Encounters with Writing

Use objects such as clothes as memory and creative triggers to initiate and develop detailed knowledge in self-initiated creative writing projects.

Exhibition Management

Understand the complexities of exhibition management at the Grainger Museum, including costume, art, archival and social history displays, and also the display of Grainger’s ‘lust branch’ material. Examine the Grainger Museum for a venue analysis assignment.


Intersecting Objects

red dress hat

 

 

 

What will the museum of the future look like?

High SchoolSecondary

Critical
Australian Curriculum General Capability: Critical and creative thinking

Cooperative LearningCooperative Learning Activity

 

1. In pairs, read through the following article from The Conversation 27 April 2018 Reading

The Conversation

 

2. Gather the types of technologies currently being used as stated in the article and those that are being investigated. What surprised you the most? What other "jobs" are now involved in the experience of museums?

3. Go to a local museum. Look around the exhibits. Discuss with each other or join up with another pair, the sorts of technologies that could improve the experience of students in your area. Don't forget the younger students and their experience of this museum!

4. List your ideas.

5. As a class, decide which ideas are practical [eg. if there is enough monies to convert an exhibit] and which ideas are currently fanciful. Will the changes you have thought of create more income for the museum? How? For how long?

6. What would be your social media campaign to encourage visitors to your local museum? [or large city museum - if that is your closest]

 

 

 

Acknowledgement of the Histories behind Aboriginal Artefacts Acquisition & more

High SchoolSecondary

LiteracyAustralian Curriculum General Capability: Literacy

Ethical Understanding Australian Curriculum General Capability: Ethical Understanding

IndigenousAustralian Curriculum Cross Curriculum Priorities: Aboriginal and Torres Strait Islander histories and cultures

Cooperative LearningCooperative Learning Activity

 

 

1. In groups of 3 - 4 students, you are to use the Expert Jigsaw strategy to read the following articles from Reading

The Conversation. Each person in the group is to select one article to read and become an "expert" in that article. Talk over with the other group members who have this same artilce to read and reflect on. Then go back to your home group to explain what you have learnt.

Jigsaw

The Conversation

 

The Conversation 27 May 2020

The Conversation

The Conversation 2 June 2020

The Conversation

2. To quote "But if a company wants something and our [Aboriginal] heritage is standing in the way, those laws can always be bent. The value of destroying these places is much higher than the value of keeping them – at least in the eyes of our colonisers. With empathy, how could you justify the hurt Aboriginal people on this continent experience when we find out another culturally significant place has been destroyed?"

Analyse this quote. What does it mean? What does your group think about this quote in light of what you have read?

3. Debate:

Should Rio Tinto been allowed to destroy Juukan Gorge?

Provide reasons.

4. Individually, write to Jean-Sebastien [J-S] Jacques, the CEO of Rio Tinto expressing your thoughts about the destruction of Juukan Gorge. Your letter is to be measured [not rude] and provide reasons for your thoughts.

 

Pests - particularly insect pests can damage museums - under Conservator

PrimaryPrimary MiddleMiddle 

CriticalAustralian Curriculum General Capability: Critical and creative thinking

 

Websites, Games & Apps

 

Ask a Curator Day

PrimaryPrimary MiddleMiddle  High SchoolSecondary

Critical
Australian Curriculum General Capability: Critical and creative thinking



Ask a Curator Day

WebQuests

 

Australia and the Cold War: The Petrov Affair

MiddleMiddle  High SchoolSecondary

CriticalAustralian Curriculum General Capability: Critical and creative thinking

Cooperative LearningCooperative Learning Activity

 

Want to get your students to study the Petrov Affair and Cold War in detail from an Australian perspective?

Go to the Museum of Australian Democracy website and discover a Rich Task including a WebQuest that Frances Moore created some time ago for the MoAD - The Petrov Affair.

The Petrov Affair

 

Curating a Virtual Exhibit

High SchoolSecondary

Critical
Australian Curriculum General Capability: Critical and creative thinking



Curating a Virtual Exhibit

 

 

 

Did You Know?

Tower of London curator

LONDON - JUNE 12: Buildings curator of the Tower of London, Jane Spooner holds a 17th century Bellamine Jar found in the grounds of the Tower of London on June 12, 2007 in London. The remains, of what appears to be a cellar, were discovered during an operation to replace the cobbled road above. The team currently believe that this may once have been used by the Tower's Yeoman Guards, also referred to as Beefeaters. (Source: Getty Images)

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