KA201 MUSEums Inspirational Learning EBOOK

Ebook

Co-funded by the
Erasmus+ Programme
Of the European Union

Erasmus+ Project
2017-1-FR01-KA201-037239

Index

1.- Introduction, 3
Meaning of the project and the expectations.
2.- Preparation, visits and activities, 5
Preparation of the visits, the visit itself and the activities related
to the visits.
3.- Surveys and reflections, 31
After every visit we made, expose the survey and some
reflections about what to improve or what to change in our out-
of-school learning activities.
4.- Conclusions, 49
Final reflection of the project.

2

1.- Introduction

1.1. Why is this project of interest to learning communities? Project
background.

Along with the new modifications applied in the field of education, the teaching-learning
process has acquired a new meaning today. The methods and techniques used in
educational activities have changed, and the places where those activities occur, as well. In
that regard, the concept of out-of-school learning is in the lead. The strength of out-of-school
learning is that it can be done in any area of life, not just in the formal classroom as part of
an individual activity. Depending on the curriculum, out-of-school learning means, to increase
the value of the the facilities and institutions outside the school, not only during the academic
year. When teaching methods are supported by an out-of-school learning environment,
academic success increases, and demotivation decreases. Based on this premises, the idea
of a unique project emerges where all this ideas can converge to offer a better education in
agreement with the times we are living. Here is where the MUSEums project starts.

1.2. Project intentions/goals.

During this journey, we have observed out-of-school learning environments, realizing that
museums are institutions built upon collective ideas, which convey knowledges and values to
students. In other words, the limit of educational institutions has been pushed breaking the
barriers that divide education and reality. That is why, one of the objectives of this project
was also to bring the most innovative tools to students. From teacher’s perspective, we need
to be in touch with this reality trying to maximize the learning experience and stretching our
methods and knowledge to give the best education all over europe.

1.3. Working together towards new educational horizons.

This initiative is singular and special in some many ways, but the most relevant characteristic
without any doubt is that it is an Erasmus project. Because of that, we have had the
opportunity to improve our inter and intrapersonal communication and intelligence
capabilities, connecting with other people, all form different cultures but all sharing the same
passion for teaching. Working in an international team, with different experiences, has given
us flexibility, tolerance and openness of mind. That is to say, an interdisciplinary approach
that has become conscious and effective.

Specific objectives of the project:
- Create areas that can be used as learning environments beyond the walls of a class,
using the out-of-school activities and creating a natural learning atmosphere.
- Build a learning environment where students can express themselves more comfortably,
reinforcing their self-esteem and contributing to their academic success.
- Provide teachers with alternative teaching methods.
- Promoting a feeling of community among European countries.
- The progressive bureaucratization of the educational system diminishes the academic
and social success of students, since, in many occasions, teachers can get lost in a vast
curriculum. Students deserve a quality learning environment and a kind of education
which increase their academic success for the future.

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With regard to expectations:
- The active use of museums throughout Europe as educational environments with
students and teachers who report and share the results of these visits to museums.
- Future generations assume museums as natural environment where learning occur.
- Give students the opportunity to use ICT in a professional environment.
- Encourage students to develop foreign languages in addition to reading, writing and
speaking in their own language.
- Nourish a feeling of community all over Europe.

Summarising, this project has taught us that the long-life learning is possible and necessary
in a changing society.

1.4. How to set up a lesson plan for a museum visit?

STEP 1 Intro.
● Search syllabus / theme / local museums / online resources.
● 1 or 2 lessons before the visit.
● Give practical info.
● Show a film to trigger the interest of the students.
● Have them create a mindMap «picCollage» (what you already know about the
topic?).
● Have the students make some research on official websites.
● Pupils should write & share their expectations.
● Give them missions for the visit.

STEP 2 Guided visit.
Possible missions:

- Try to find the same picture but change something in it!
- Take a photo in front of the work of art that they have to find.
- Take photos and films.
- Ask them to create a question based on what they learn and discover at the museum

(divide in groups depending on which topic or where you want them to base their
questions on).
- Split the class in different groups and send them with a different task or a different
questionnaire. They will have to report to the class and share what they have learnt
on the topic they had been given.
- Keep them simple + keep the kids active (not just listening).

STEP 3 Workshop

STEP 4 Reflection

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2.- Preparation, visits and activities

Mobility
C2 Wolfsburg

Name of the Museum Gedenkstatte Deutsche Teilung Marienborn

Location Hannover-Berlin highway/ Helmstedt

This was largest and most important border crossing on the Inner German
border during the division of Germany. Due to its geographical location,
allowing for the shortest land route between West Germany and West
Berlin, most transit traffic to and from West Berlin used the Helmstedt-
Marienborn crossing.

Short information about A checkpoint was established on the site on 1 July 1945, which was on the
Museum demarcation line between the British and Soviet occupation zones. Its
scope included the interzonal railway traffic as well as the motor vehicle
traffic on the Reichsautobahn between Hanover and Berlin. The checkpoint
buildings were located directly on the zones' border, and consisted of little
more than temporary wooden buildings.

Date The most important inner-German checkpoint, the Autobahn crossing at
Helmstedt was named Alpha by the Western Allies. Its counterpart in the
Berlin southern borough of Dreilinden was named Bravo. The connection
between these checkpoints gained its importance from being the shortest
connection between the western zones and Berlin.

29/05/18

Museums visits preparation and expectations:

● We had no previous knowledge about the border crossing and we arrived without any
expectation at all.

● We used the following generic questions,
● what we know ?
● What we will find out?
● What do we know at the end?
● Also we could use
● Who was it? Why did it happen ? What happened ? Where was it? When did it happen?

Worksheets for museum visits:

We started at the base level and asked the students about their knowledge of the Cold War and the
border crossings.

All the students knew very little knowledge about the check point. The German students only study it
at 15. This was an introduction for them too.

How was the visit:

It was a really interesting visit for both the teachers and students who had never experienced this
before.

The teachers in Northern Ireland had had previous knowledge of border crossing as they grew in the

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Troubles in Northern Ireland where they had a border between them and the Republic of Ireland.

Photos from the Museum:

Follow-ups:

How to integrate in the school curriculum:
We would use the border crossing into the curriculum via History,Geography, Personal Development
and Mutual Understanding (PDMU) and the World Around US. in the following ways:

History:
● WW2 the defeat of Hitler
● Post war Germany and the split of the country between the Allies

Geography:
● Where were the check points located?
● Why did this happen
● What impact did it have on people

PDMU:
● Divided Society compare to Northern Ireland to East/West Germany
● It was ok to have differing opinions/ views
● Equality between both East and West Germany- Fair?
● Relationships between countries

The World Around us:
● Thoughts and feelings by comparing and contrasting both countries
● These with the experiences and feelings of people in both countries showing
local and global examples.

6

Mobility
C2 Wolfsburg

Name of the Museum Phaeno

Location Wolfsburg, Germany

Short information about The Phaeno science center is a museum located near the central station of
Museum Wolfsburg, Germany. It’s architectural design has a striking appearance
amidst the office buildings surrounding it. The exhibition floor is designed
Date like a moving landscape with craters, terraces and plateaus, which depicts
how knowledge is structured: Without predetermined paths, the students
could stroll from one phenomenon to another and trip over things that
they were not even looking for. In short: It is a place, where students can
encounter a variety of phenomena that stimulates their curiosity and
creativity. Their senses are put to the test by multiple experimental
stations.

01-06-2018

Museums visits preparation and expectations:

Before our visit to the Phaeno museum, the students had a vague idea of what they could expect at the
museum. They were aware of the fact that the museum would highlight certain scientific phenomena
as did the Nemo museum in The Netherlands. They did not prepare any work for the museum itself
though. But, this was in their own advantage. Not knowing much about the museum, made go into the
experience with completely open minds.

Worksheets for museum visits:

Despite the fact that we didn’t use a particular worksheet for this visit, it doesn’t eliminate the idea of
using one in the future. An idea for this museum to improve the student’s experience could for
example be a worksheet with a route through the museum added to it. Worksheet with different
routes would be handed out. This way, students can follow guided paths throughout the museum,
leading them to different phenomena and activities at different times. This would contribute to
accessibility of all activities and would prevent overcrowding of particular activities.

Another possible idea could be to give students the opportunity to share their experiences with not
only their teachers and classmates present, but also friends and family. This could for example be
incorporated into the worksheet by having students leave a digital review. A source that would allow
them to add their reviews and maybe even pictures on social media, would be an extra bonus.

How was the visit:

The museum mostly focuses on interactive activities. Students are able to literally experience
the different phenomena. This motivated them to independently stroll through the museum
and discover more secrets. It even made them search for their teachers, to tell them about
certain phenomena and pass their enthusiasm on. The fact that they had a choice in; where to
go, what phenomena to discover and how much time they spent on it, increased their
enthusiasm. Added to their free choice was the abundance of interactive phenomena.

This triggered their curiosity and desire to repeat the experience in order to understand and
master the activity.

One of the activities included a large screen and heat detection. The students were able to see

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themselves on the screen showing the warmest parts of their bodies. Following they found a
circular container with a rubber top including a hole in the centre. White smoke was collected
in the container. By pressing hard on the rubber, white smoke would appear in circles. At the
back of the museum a basketball system and special goggles, made it almost impossible to
actually shoot the ball into the hoop.
The only problem the students encountered was the accessibility of the different activities.
As all students could decide on the time they spent at each activity, some activities were
spoken for, long periods of time. This made it difficult for all students to experience each
activity.

Photos from the Museum:

8

Follow-ups:
Afterwards the students were asked to give their opinion on the museum through a questionnaire.
They were asked questions such as, what did you like most, what mark would you give this museum
etcetera. These answers were put into an overview, to show the overall opinion of the students. They
were also given the opportunity to speak about their experiences in class, to inform the other students
of their trip and visits.

How to integrate in the school curriculum:

9

This museum could easily be integrated into several subjects. Both Science and biology programs in
school, could use this museum for their practical exams. The students can prepare and experience
different science experiments, without having to actually perform them themselves inside the school.
Added it could be used for cultural programs as well. It’s a museum unlike regular art museums. A visit
to a museum like this could spark their enthusiasm for museums in general. Reviews/posters
/blogs/vlogs could be made for Art programs.

10

Mobility
TPM1 Berges

Name of the Museum Arkeos

Location 4401 Route de Tournai, 59500 Douai, France

Short information about The Arkéos museum brings together the archaeological collections of the
Museum city of Douai, some documents from the municipal archives, most of the
coins that were kept in the Douai municipal library and the archaeological
discoveries brought to light in recent years by archaeologists in the
community of Douaisis.

Arkéos contains nearly 1,500 objects (ceramic, bone, glass, stone etc) from
prehistory to the Middle Ages testifying to the daily life of our ancestors
and their environment.

Date January 2018

Preparation and expectations:

Teachers’ would be advised to take part in a pre-visit so as to familiarise themselves with the layout of
the museum. A full tour of the museum and artefacts will take approximately 2.5 hours and this could
be used as a familiarisation visit.

It is split into different historical sections and it mal be worthwhile to assign groups to each era and
give them activities to complete and facts to gather with a view to them presenting to their fellow
students as part of an overall presentation by the class on the visit, this would be a very good second
visit and would initiate follow up work back in the school.

Most of the displayed objects are local, and the text is in French and English, which we really
appreciated as we were an International Group.

Displayed objects were in amazingly good condition, with varied subjects, from early paleolithic
subjects, to later food gathering, life-styles and jewellery.

The staff were very welcoming, and parking plentiful. Good bathroom facilities.

A small room with eating tables, with snacks and hot/cold drinks in machines, this also allows visiting
groups to bring their own lunches etc. which would cut down on costs for the individual children.

There is A ‘Living History Museum’ across from the main building and this will provide an excellent
range of practical activities for school and visitor groups and could provide the basis of a third visit or
the afternoon session where a more free, whole group participation was used to complete the visit.
There are a range of activities on offer with ‘A Day With The Vikings’ sounding very interesting as they
have access to mock Long Boats!!

How was the visit:
The students that travelled with our party were split into groups and had tasks to complete linked to
the historical section that they had been assigned.

The students enjoyed the visit although everyone agreed that the audio on some of the displays was of
a poor quality and you might be better served by having one of the centre tour guides to do the initial
descriptive element related to an historical section.

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Activities about the visit:
Follow up activities included the various groups reporting back to others on the knowledge they had
gained.
Also, they could begin the process of making a pack for other school visits that would have activities
and questions linked to the various historical sections.
There should also be the opportunity to plan in groups for a day long visit to the living village where
practical activities around different historical eras would take place and students could be involved in
some pre visit investigation and linked art work.

Photos from the Museum:

Arkeos Museum

Example of a Dwelling in the Living Village

12

Entrance to The Museum

Mobility TPM 1
TPM1 Berges

Name of the Museum Musée Départemental de Flandre

Location Cassel, Flandre France

Short information about An art museum with art from France and Belgium. Especially connected to
Museum the artist Brueghel

Date 2018-01-18

Museums visits preparation and expectations:

We visited the museum with teachers and students from the school in France. During the visit we had a
local guide from the museum that showed us around. A speciality for this museum is to involve the
different senses during the visits, ie smell, taste, sound, smell, visual and touch. An example of this
during the visit was that we had to walk some old stairs without shoes and socks. At another station we
had blindfolds and was lead in to a new room without the sight sense which really excellerated the
experience.

Worksheets for museum visits:

We didn´t have any special worksheets but different stations with different assignments to do and
explore. At one station we had a task to perform an audiovisual “concert” and a short play.

How was the visit:

We really appreciated the visit and it was exiting. It gave us many experiences mainly due to the
museum pedagogic to explore with the senses.

Photos from the Museum:

13

Follow-ups:
See this link for inspirational material
https://docs.google.com/presentation/d/1biIyJNWZq0pbq9rV8USro_ggpchumBV13KItgFQpLb4/edit#sl
ide=id.p8

How to integrate in the school curriculum:
There are many ways to include the museum in the curriculum. But it depends on which countries
curriculum so it´s difficult to specify.

14

Mobility
C1 Rotterdam

Name of the Museum Anne Frank House

Location Amsterdam, the Netherlands

Short information about The Anne Frank House is a museum with a story. As a visitor, you
Museum experience this story through quotes, photos, videos, and original items.
The atmosphere in the museum is authentic and subdued.
Date
The Anne Frank House collects and looks after items that are related to the
story of the Frank family. The main objects are the building at Prinsengracht
263 and Anne’s manuscripts. In addition, they research Anne’s history and
publish their findings.

February 2018

Museums visits preparation and expectations:

In France some of the students read and studied extracts of Anne’s diary and of adapted versions of
her diary such as a graphic novel. They then created a portfolio (ex. Calaméo) of the research they did.
In Rotterdam the students created a mindmap (ex. Popplet) with the informations they knew about the
story of Anne Frank. Next they made some research on official websites in order to check what they
already knew, completed their mind maps and wrote down new questions.
The work done before the actual visit made it possible for the students to enter Anne’s life and grasp
even more the peculiar atmosphere of the house. They were eager to learn more about her life and the
events that finally lead to her death.

Worksheets for museum visits:

No worksheets or questionnaires were provided for the visit but each had an audio-guide with
testimonies of survivors to bring history back to life. This let the students experience this historical
place through its atmosphere and their emotions. It also made it possible for them to travel back in
time and experience Anne’s life and give them an idea of her feelings and emotions.

How was the visit:

It was a very emotional visit both for the students and the teachers. The visit takes you from the offices
through the secret door and up the secret stairs into the rooms where Anne and her family went into
hiding. The path you follow through the buildings brings you to experience the growing fear people
must have felt during these particular days during the Second World War.

Photos from the Museum:

15

Follow-ups:
> “Museum in the Box” (box created by students), representing which element or room that seemed
the most important for them + write an explanation of their choice
> reflections of students who experienced the visit
> presentation of the visit to fellow students by the ones who did the visit
> drama or statues that symbolise the feeling or reflection given to the visitors
> if I could write a letter to my father or mother...what would I write? Personal reflections and putting
themselves in Anne’s situation.

How to integrate in the school curriculum:
Of course the visit of Anne Frank’s House can be used in the curriculum of history (WWII and life in the
occupied countries) and even geography (location of the occupied countries). The diary of Anne Frank
has been translated in many languages so it can be studied in any language class. It is also a visit
worthwhile to talk about anti-semitism, racism and even bullying. It can be the starting point of a work
on living together, understanding some conflicts today and what some people in the world still suffer.
The past is a lesson for the youth today not to make the same mistakes and to understand better the
world they live in.

16

Mobility
C1 Rotterdam

Name of the Museum 100% Hedendaags _ Kunstmuseum

Location Rotterdam, the Netherlands _ Wolfsburg, Germany

Short information about “100% Hedendaags” is an art education platform on contemporary arts and
Museum visual culture addressed to secondary education. It is an addition to existing
teaching methods by offering free downloadable teaching materials for the
Date classroom and an art excursion, where pupils actively work with
contemporary art. This involves creating, reflecting, debating and forming
their own opinions. The platform gives teachers concrete handles to teach
about today's art and to embed contemporary art in the curriculum.

The Kunstmuseum Wolfsburg is a private and charitable foundation. With
start-up financing from Volkswagen, the city of Wolfsburg and private
donations, the realization of the Kunstmuseum Wolfsburg was started.
Since 1994 the Kunstmuseum Wolfsburg has been collecting international
contemporary art. The museum wants to share knowledge. It wants to use
contemporary digital strategies to convey its content to the widest possible
audience, to arouse curiosity and to inspire it for an (inter) active encounter
with art.

February 2018 _ May 2018

Museums visits preparation and expectations:
No preparation was done prior to our visit of “100% Hedendaags” and we had no real expectations
about what we would find. We were told we would do a workshop and then visit the ongoing
exhibition. 100% Hedendaags is not a museum as such as it doesn’t own the art work which is
exhibited. They organize different exhibitions on different themes and once these are finished the
artwork returns to the museum that owns them. Their priority is to educate the young on modern art.

For the “Kunstmuseum” again no preparation was done prior to our visit but this time before entering
the museum we picked out a postcard to create different groups. This allowed to mix everyone and not
to have friends or people that knew each other all together.

Worksheets for museum visits:

No worksheets were given for the workshop or for the visit in Rotterdam. One idea for the visit of the
exhibition was to pick out one of the art works, describe it and explain why this particular artwork
meant something to you.

In Wolfsburg we were given postcards we had to associate to a piece of art in the museum. As the
groups were made out of different people the debate and exchange of opinions about where the post
cards would go was quite animated and/or interesting. It was a very interesting way of having a closer
look at the different pieces of art.

17

How was the visit:
During the workshop in Rotterdam questions were asked and according to our answers we were
divided into four different types of artists. The Sampler, the Pionier, the Rebel and the Fantast. We
then had to create something with the material provided in the room and once finished explain to the
others our creation and how we proceeded. This allowed everyone to think about the way he saw the
world around him and how he came to create something.
The visit of the museum itself wasn’t worked on so the students wandered round the museum without
any particular idea about what the exhibition was about. The guide discusses some of the artwork.
Their main aim is to let students look closely and think of their own opinion, to open up or to decide
whether they find piece of art good/beautiful or bad/ugly.
Whereas in Wolfsburg the visit had an aim as we had to associate our postcards to the different pieces
of art. At the end of the visit the different groups had to explain why they choose to associate a
particular postcard to a particular piece of art. This allowed everyone to have another view than their
own on the exhibition and maybe to see different things or to see them differently.
The workshop was a reflection on one part of the museum’s collection, the paintings with imaginative
animals. Each one of us drew a monster in two parts, we then swapped one of our parts and had to link
the new parts together. Again it obliged us to see things differently and notice we don’t all have the
same way of dealing with art or the world around us.

Photos from the Museum:

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Follow-ups:
The workshops both in Rotterdam and Wolfsburg made us think about the way we deal with the world
around us. It might be a good idea if, at school, teachers would reflect with the students on how they
proceeded so as to help them with their learning strategies.
The visit of the museum in Rotterdam was a little disappointing as we had no real aim or activity.
(@marijke: was er geen gids met een rondleiding)?
In Wolfsburg the debate about the visit was interesting but might have been pursued a little more.

How to integrate in the school curriculum:
Both workshops in Rotterdam and Wolfsburg were very interesting and could be translated in different
languages to be used by other teachers. The topics could be used in different museums or in class to
prepare a visit or an activity.
They could also be used to have the students think about how they perceive the world around them
and be associated to a reflection on how they learn and the different types of memorising or analysing
new information.

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Mobility
C3 Seville

Name of the Museum Cordoba

Location Seville Spain

Short information about Cordóba
Museum UNESCO HERITAGE
The city is a unesco mapped place.
Date
14 -03-2019

Preparation and expectations:
The visit is suppose to bring feelings and impressions that will give all senses a possibility to
Before visit :
Prepare your visit by watching movie clips on youtube whithout sound

● What emotions and senses do the movie clips bring / Discussion , group or individual/

How was the visit:
Before visit :
Prepare your visit by watching movie clips on youtube whithout sound

● What emotions and senses do the movie clips bring / Discussion , group or individual/

After visit:
Compare your previous feelings and senses with reality during /after the studievisit . /group discussion /

Activities about the visit:

UNESCO HERITAGE
The city is a unesco mapped place, -Why is it so and what is the qualifications for being a
unesco place? Who decides this honor?
Have a open mind about your visit and what can you see, hear,feel, smell and taste when you
are at sight.
What message does the place give you as a visit.

DURING VISIT:
You will be devidid into groups before visit and each different questions to answer
a) The arctitechure and art in te Mezquita
b) Religious trace in the Mezguita
c) Message and feelings with in the Mezguita

AFTER THE VISIT
What kind of statue –drama can you express after the visit?
Can you and your group make a piture that express your visit?

If you would write a question to the people who lived in Cordoba 500 yeasrs a go what would
you say? Make a play out of this as a short sceen.
Make a table and find out what food and drink woul it have beedn on this table? What
clothing would a person from 1000 years a go have had on? What language?

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What kind of role did the men and women have?
Make a sort dialog for each group and make a play a well as a statue!
Make a video and spread your knowledge!
Do you have a similar place in your own home town and if you and your group would give this
More questions that comes in mind will of course play as big roll as the teachers made
questions.
It is a good idea to make a KAHOOIT questionary after a visit and check what is interesting for
a visitor and learn to next time what to focus on.
Make sure as well to have a review from participants what was good done and planned and
what was good as well as could be improved.

Compare your previous feelings and senses with reality during /after the studievisit . /group discussion /
Photos from the Museum:

21

Mobility
C3 Seville

Name of the Museum Reales Alcázares de Sevilla

Location Sevilla

Short information about The Alcázar of Seville is a royal palace in Seville, built for the Christian King
Museum Peter of Castile. It is a preeminent example of Mudéjar architecture in the
Iberian Peninsula. It is the oldest royal palace still in use in Europe and was
Date registered in 1987 by UNESCO as a World Heritage Site.

19.03.2019

Museums visits preparation and expectations:

Possible activities to prepare for the visit: Internet research on the Middle Ages and settlements of
different civilizations (e.g. Islamic influence in Spain); creating a timeline until the Early Modern Ages
(e.g. Columbus); history of Sevilla in general; Vocabulary work: Creating a glossary to get to know
words such as Monarchy, Caliphate, etc.

Expectations: The foreign students did not know much about the era and the history of Spain,
therefore, they expected an interesting palace similar to buildings they already knew

Worksheets for museum visits:
Smartphone-Treasure-Hunt: Students are supposed to find objects, screenshots (scenes from films, TV
series), architectural patterns and take pictures.

Design your own mosaics: Students design their own mosaics for one of the patios (to get in touch with
the artistic elements of the palace).

Note-taking: Collect information to prepare a tour through the royal palace.

How was the visit:
We did a guided tour inside the building and outside in the gardens. Our tour guide also showed
screenshots from different movies and TV series that were shot there. The building and the garden are
very impressive.

Photos from the Museum:

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Follow-ups:
For older students: Discussion of “Spain as a melting pot during the Middle Ages” → Comparison with
modern melting pots.
Art lesson: Include one of the screenshots from the films into your own artwork.
Further research on the palace and its importance today.
Creating a tourist guide about Sevilla.
Planning a day at the palace for a member of the royal family (what do they do? where do they go?...).
Religious studies: Research on the different religions, arts and iconography .
History: History of Sevilla and the role of the palace → creating a lapbook .
Students becoming a tour guide.

How to integrate in the school curriculum:
History: Middle Ages to Early Modern Ages; Reconquista; Columbus and the beginning of colonialism;
Development of Spain
Religious studies: differences between Christianity and Islam
Art: monuments, gardens
Social studies: Modern Monarchies

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Mobility
TMP2 Belfast

Name of the Museum Titanic Belfast

Location Belfast

Short information about Titanic Belfast is a visitor attraction opened in 2012, a monument to
Museum Belfast's maritime heritage on the site of the former Harland & Wolff
shipyard in the city's Titanic Quarter where the RMS Titanic was built. It
Date tells the stories of the Titanic, which hit an iceberg and sank during her
maiden voyage in 1912, and her sister ships RMS Olympic and HMHS
Britannic. The building contains more than 12,000 square metres of floor
space, most of which is occupied by a series of galleries, private function
rooms and community facilities.

10/2/2018

Museums visits preparation and expectations:

Main subjects : History and English
Industrial revolution and the urbanisation of Belfast- the way in the modern world?
The Industrial Revolution, which took place from the 18th to 19th centuries, was a period during which
predominantly agrarian, rural societies in Europe and America became industrial and urban. Prior to
the Industrial Revolution, which began in Britain in the late 1700s, manufacturing was often done in
people’s homes, using hand tools or basic machines. Industrialization marked a shift to powered,
special-purpose machinery, factories and mass production. The iron and textile industries, along with
the development of the steam engine, played central roles in the Industrial Revolution, which also saw
improved systems of transportation, communication and banking. While industrialization brought
about an increased volume and variety of manufactured goods and an improved standard of living for
some, it also resulted in often grim employment and living conditions for the poor and working classes.
Developments in the iron industry also played a central role in the Industrial Revolution.
By the early 19th century, Belfast became a major port. It played a key role in the Industrial Revolution,
becoming the biggest linen-producer in the world, earning it the nickname "Linenopolis". By the time it
was granted city status in 1888, it was a major centre of Irish linen production, tobacco-processing and
rope-making. Shipbuilding was also a key industry; the Harland and Wolff shipyard, which built the
RMS Titanic, was the world's biggest shipyard. Industrialisation and the inward migration it brought
made Belfast Ireland's biggest city and it became the capital of Northern Ireland following the Partition
of Ireland in 1922.
When the population of Belfast town began to grow in the 17th century, its economy was built on
commerce. It provided a market for the surrounding countryside and the natural inlet of Belfast Lough
gave the city its own port. The port supplied an avenue for trade with Great Britain and later Europe
and North America. In the mid-17th century, Belfast exported beef, butter, hides, tallow and corn and
it imported coal, cloth, wine, brandy, paper, timber and tobacco.
Around this time, the linen trade in Northern Ireland blossomed and by the middle of the 18th century,
one fifth of all the linen exported from Ireland was shipped from Belfast. The present city however is a
product of the Industrial Revolution. It was not until industry transformed the linen and shipbuilding
trades that the economy and the population boomed. Belfast harbour was dredged in 1845 to provide
deeper berths for larger ships. Donegall Quay was built out into the river as the harbour was developed
further and trade flourished. The Harland and Wolff shipbuilding firm was created in 1861, and by the
time the Titanic was built, in 1912, it had become the largest shipyard in the world. (source: Wikipedia)
Possible tasks for students: Internet research on the industrial revolution and its influence on Belfast;
creating a timeline; creating a poster / booklet /

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Worksheets for museum visits:
Wednesday, March 31st, 1909
RMS Titanic is finished being built in Belfast, Ireland. It is built by White Star Line.

Tuesday, April 2nd, 1912
Titanic leaves Belfast, where it was built, for Southampton, England.

April 14th, 1912, 10.00pm
The temperature is getting colder.
The Titanic gets several messages from other ships warning of icebergs.
There is a bit of mist. The crew are not using binoculars to look ahead.

April 14th, 1912, 11:40 pm
Frederick Fleet sees an iceberg. It is too late, the Titanic hits it.
Some of the Titanic’s compartments flood.
12:00 midnight
Captain Smith looks at the damage and orders his crew to send the distress signal for help and man the
lifeboats.

Monday, April 15th, 1912
12:55- 2.05am
Lifeboats are launched, some of them only half-full. The water passes the nameplate on the side of the
ship, then the deck.

Monday, April 15th, 1912
02:17 am
The ship's bow plunges under and the stern rises high above the ocean surface.
02:18 am
The lights blink once and then go out.
The forward funnel breaks off and hits the water.

Monday, April 15th, 1912
02:19 am
The Titanic breaks into 2 pieces.
02:20 am
The "unsinkable" RMS Titanic slips into the sea.

Monday, April 15th, 1912
04:10 am
The ship Carpathia picks up the lifeboats and
heads to New York with the survivors.

Thursday, April 18th, 1912
The ship Carpathia arrives in New York with Titanic's survivors.

How was the visit:
The Titanic experience took us through nine galleries, telling us the story of RMS Titanic, from her
conception in Belfast in the early 1900s, through her construction and launch, to her famous maiden
voyage and tragic end. The galleries are innovative and interactive with many features including diving
to the depth of the ocean to explore where RMS Titanic now rests.
It was an amazing museum experience for us!

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Photos from the Museum:

Follow-ups:
Follow-up and reflective sessions with students are essential after the visit. You can choose activities
that can be conducted as a team or by oneself, e.g:

- Write and perform a play based on the tragic sinking of Titanic.
- Write a summary report of the day of the sinking.
- Design a questionnaire to gather information about the Exhibition.
- Prepare a case to present your view about the causes of the sinking of Titanic.
- Plan a marketing campaign for this Exhibition.
- Make a time line of events outlined in the Exhibition.
- Make a role play of a person working in the shipyard / being a passenger on the Titanic
- Write a letter from the perspective of e.g. someone who was involved in the rescue / who

received the message of the disaster/ who survived / …
- Write a newspaper article about the tragic end of the Titanic

How to integrate in the school curriculum:
We would use the Titanic Belfast crossing into the curriculum via History and English.
Industrial revolution and the urbanisation of Belfast- the way in the modern world?
(above statement)

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MUSEUMS PROJECT/ Northern İreland MOBİLİTY
TPM2 Belfast

Name of theMuseum Giant’s Causeway

Location 60 Causeway Road Bushmılls/ Co Antrim Northern İreland

Short information about Northern Irelands’s ıconıc UNESCO World Heritage Site and Area of
Museum Outstanding Natural Beauty is home to a wealth of local history and legend

Date 06 October 2018

Preparation and expectations

The trip to Causeway was in the programme that was sent to our country before mobility. We were
informed that the placee which will be visited was declared as the world heritage site by UNESCO, one
of the wonder of nature and it is the center of attraction with its mythological story. Our Irısh partners
shared the information about necessary clothes and preparations to visit this place.

How was the visit:
The biggest advantage was that the weather was not rainy especially during the first few hours of the
visit. The tour that began with the museum guide passed like a dream both visually and descriptively. In
each point, the formation of this structure, rocks, volcanic eruptions, Geographic changes that shaped
in time were quite impressive both watching and listening. It shows that this place is a good choice as a
learning occasion out of school when we look at the number of people particularly school children who
visit this place. All the participants completed their trip with a great interest and pleasure and they
immortalized these moments with a lot of photos.

Activities about the visit:
Students did not participate Causeway trip. It was an organization that was carried out with teachers.
Firstly we prepared a clip using the videos and photos taken in Causeway after the mobility. We had the
students watch this video and take attension about Causeway. Then we wanted students research
about Causeway and bring the knowledge they found to school. We gathered the information and
created slogans. Finally we prepared a corner with these photos and slogans.

Photos from the Museum:

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Mobility
TPM3 Stockholm

Name of the Museum ABBA MUSEUM

Location Djurgårdsvägen 68, 115 21 STOCKHOLM - SWEDEN
The museum of the world famous ABBA ensemble, which won the 1974
Short information about Eurovision song contest with the track Waterloo. Many of the songs from
Museum the band 'Dancing Queen' to 'Money Money Money' are still in our
memories.
Date
ABBA Museum, which was founded in Sweden in 2013, attracted the
attention of many listeners from 7 to 70. 5 years have passed since 2013
and the ABBA Museum is setting a visitor record.
04/06/2019 - Tuesday

Preparation and expectations:

According to the program sent before the project meeting, we did research on the ABBA museum
online. A detailed explanation was given by the guide before the ABBA Museum visit. We then toured
the museum. There were many interactive applications. With these applications, the songs of the ABBA
group were performed. The songs, costumes and materials of ABBA music group were analyzed.

How was the visit:

The ABBA Museum, which broke the visitor record, presents stage costumes, instruments and
memories from band members. Visitors can also sing ABBA songs side by side with the group's real-size
hologram, revive the group's dances on the 1970s dance floor, or watch the documentary about how
the 4's came together in 1960.

There are many interactive applications in the museum and there is a hierarchical ranking. Individual
and detailed information about the group members was presented. In one application, I played Frida.
He played my friend Agnetha. In another application, we performed the songs of the ABBA group with
the hologram. I met with members of the museum ABBA group. From the childhood of the band
members, all the information about their musical experiences, careers and disintegration were
presented to us.

Activities about the visit:

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At ABBA The Museum, the story about Björn, Benny, Frida and Agnetha and their lives starts from the
very beginning, when they were kids. What was life like growing up? When did music enter their lives?
How did they meet? And how did they come together as the pop group ABBA? Here you can explore all
of this and more, while walking in the footsteps of ABBA. Exact replicas of places where ABBA lived and
worked during their career, featuring personal belongings of ABBA and other memorabilia, allow you
to experience what it was like to be ABBA. Want to know more about each ABBA member? Then we
highly recommend our recently recorded audio guide, where you can listen to the members’ own
stories and memories from their amazing career.

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Photos from the Museum:
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Mobility
TPM3 Stockholm

Name of the Museum Vasa Museet

Location Stockholm, Sweden

Short information about Vasa is a unique and well preserved warship from 1628, embellished with
Museum hundreds of wooden sculptures. She is located on Djurgården, one of the
14 islands that the city of Stockholm counts. It’s has a special architectural
Date design so you can recognize it immediately. It looks like a ship lying in a dry
dock. They build the museum around the ship with three masts on top.

The Vasa is the main piece of the museum. To start of, you can watch a film
that tells the historical story about daily live back in 1628, where the ship
sank and was found and brought up again during the 60ties. Furthermore
how they managed to preserve a ship that large and how they do the
research. Also there are several exhibitions on the different levels about all
of this.

04-06-2019

Museums visits preparation and expectations:

Before our visit to the Vasa Museet, the teachers had a small idea of what they could expect at the
museum. As a introduction we saw a short film about the museum. It was said that we would have two
guided tours. The first one was the general tour about the history and the vasa herself. The second one
was about how the education department runs/ is organized.

We had high expectations after watching the introduction film. It told us that the Vasa Museet is the
most visited maritime museum of the world. Beside that seeing something which is 333 years old
would be great experience too.

How was the visit:

The museum is one open space build around the wreck. To the sides they create levels from -
1 up to level 7 were you can have a overview from above. It is quit dark because light and
oxidon isn't that good for the vasa.

The museum focuses on the Vasa it self. Visitors can take part in a guided tours in various
language every half a hour. We started with some wandering around or watched the film. After
this our guided tour started, which took 25 minutes. Time went fast and we were allowed to ask
questions. The guide talked while we listened. There weren’t any questions left due to the clear
speech our tour guide gave us. but She transmitted her knowledge and facts without having
the visitors play a part. As a consequence, I think people only remember a small percentage of
what was said.

For the second tour a staff member of the education department showed us the special
education room. This looked almost like a playground, you could recognize different parts of a
schip. This is a room you like to be in even when you are not a kid. She told and showed us
examples of the different educational programs they have. The second room was like a being
under deck the Vasa, showing
different objects, to talk about the way of living on board in the 17th century. Kids got to taste
sold fish and experience thunder storm within the ship. It is really a space were all the senses
and imagination are stimulated. They cover all the senses in order to provide the ultimate
experience. We were told that all swedish kids know the vasa and visit it at least once during

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school time. After the tour we spend some more time to see the different exhibitions and had a
closer look at the ship again.
Visiting the Vasa was a great experience. Unbelievable a ship that size still exists.
A coworker from the education division took us to a special room specially designed for pupils.
It looked like a playground of a ship. She told us that there were several educational programs,
through several objects. Something for all. One example she gave was that of physics. How a
diving suit worked in the 60’ies. They showed us by using a bucket of water a glass and a
candle in it. Very practical.
After we went to another room which was decorated as if you were below deck. Here Several
objects were displayed such as canons, chests and clothing pieces.
Through these objects the history of the Vasa was told and talked about life on board the ship.
All senses were addressed. The pupils were given dried fish to taste and the sound of a storm
was imitated.

Photos from the Museum:

Follow-ups:
Vasa is een interessant museum waar je voor elk vak wel een aanknopingspunt hebt.
Geschiedenis - Het leven in de 17de eeuw - De macht van de koning
Art - het houtsnijwerk wat vertelt het ons. De kleuren van het schip.
Wiskunde - bouwkunde en afmetingen, hoe deden ze berekeningen.
Natuurkunde - Hoe kun je een oud schip bewaren / conserveren - Het proces van uit het water halen.
Biologie - DNA wat is er gevonden van de menselijke resten en wat vertellen ze ons.

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3.- Surveys and reflections

The survey was filled by in total, 25 teachers from 7 countries.

1. Your age range:

 20-30 :3

 31-40 :9

 41-50 :8

 51 and over : 5

Your age range:

20% 12% 20-30
31-40
36% 41-50
51 and over
32%

3 teachers from the ages of 20 to 30, 9 teachers from the ages of 31-40, 8 teachers
from the 41-50 age group, and 5 teachers from the age group of 51 and above
participated in the survey. Today, the age range of all partners' teachers in
schools in own countries is 31-50. In this respect, our survey was applied to the
target group. In addition, younger and older teachers have also participated in the
questionnaire.

2. How many years have you been teaching?

 0-10 :9

 11-20 :4

 21-30 :9

 30 and over : 3

How many years have you been teaching?

12% 0-10

36%

36% 11-20
21-30

16% 30 and over

The pre survey was applied by 0-10 years teacher number 9, 11-20 years number of
teachers 4, 21-30 years teacher number 9, 30+ years teachers number 3. Accordingly, it was
found that teachers working at 20 years and below were more relevant to the project.

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3. Your educational status:
 License : 9
 Master : 16
 PhD : 0

Your educational status:

36%

64% License
Master
PhD

The survey was applied by 9 teachers with graduate degree, 16 teachers with
master's degree, and 0 teacher with Ph.D.

4. Which of these are you using in the field of out-of-school learning
environments?

Science Centers 0
Museums 21
planetariums 0
Camps 1
National Parks 0
Zoo / Botanical Gardens 0
Aquariums 0
Industrial Establishments 0
Other: 3
..........................................

Which of these are you using in the field of out-of-school
learning environments?

12% Science Centers
4% Museums
planetariums
84% Camps
National Parks
Zoo / Botanical Gardens
Aquariums
Industrial Establishments

Museums are the most widely used out of -school learning environment with 21 votes
in the survey. The second is the other option of 3 votes in the survey. Camps ranked third
with 1 votes. The results show to us that the museums are the most preferred out of school
learning environment in 7 different countries.

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5. How many times are out-of-school learning activities planned in a school year?

Every week 0
Every month 1
Frequently 9
At least 1 15
Never 0

How many times are out-of-school learning
activities planned in a school year?

4% Every week

36% Every month
Frequently
60% At least 1

Never

Approximately half of the teachers who applied the survey have chosen the option of
"once a year". the option of "Frequently" is the second. According to these data, the number
of out-of-school learning activities is very low during the year.

6. How do you express your point of view on the museum?

I think it as a learning tool. 25
I think it as entertainment. 0
I think only objects that exhibit objects. 0
I think leisure as an evaluation environment. 0
Other: ................ 0

How would you express your point of view
on museums?

100% I think it as a learning
tool.

I think it as
entertainment.

I think only objects that
exhibit objects.

I think leisure as an
evaluation environment.

As an expression of view on museums, the learning tool option has been chosen by
all. Accordingly, all partners see the museum as a learning tool. These results overlap with
the purpose of our project. Museums is a learning tool. And it should be used more often to
improve persistence in education.

35

7. How many times a year do you go to your school / institution as a museum
learning tool?

Every week 0
Every month 2
Frequently 10
At least 1 13
Never 0

How many times a year do you go to your school /
institution and see it as a museum learning tool?

8%
Every week

52% 40% Every month
Frequently

At least 1

Approximately half of the teachers who applied the survey have chosen the option
once a year. Frequently option is second. Every month option is third. As a result of the
implementation of our project in 7 partner countries, this number is increased. It is decided
that museums would be more visited as a learning tool in partner countries after the project
completed.

8. Which type of museums do you usually visit?

Archeology 5
Artworks 2
Science and technology 6
Personal collection 2
Ethnography 0
Ancient City (Open House) 4
History of Nature 4
Other: ............ 2

Which type of museums do you usually visit ?

16% 8% 0% 20% Archeology
Artworks
16% 8% Science and technology
Personal collection
24% Ethnography

0% 8%

Science and technology museums are the first most visited museum type. Archeology
museums are second, Ancient City (Open House) and History of Nature museums are third.
It is thought to be used mostly for history lessons. The museums in which countries exhibit
their own history support the continuity of education and increase academic achievement.

36

Science 9. Which lessons you
Mathematics use museums a learning
Foreign Language 2 environment at most?
Social Studies (History, Geography) 0
Information Technologies 1
Art 19
Music 0
Sports Courses 2
National Language: 0
Other: ........... 0
1
0

In which lessons do you use museums as learning
environments the most?

8% 4% 8% 4% Science

Mathematics

Foreign Language

76% Social Studies (History,
Geography)

The results have shown that museums are the most used in social sciences lessons.
History and geography are mentioned as social sciences courses. The second is science
and the third is national and foreign language. Museums embody abstract concepts in social
sciences and all other lessons. Therefore, using it as a learning tool supports teaching in a
positive way.

10. Have you joined any learning acitivities in museum so far?
 Yes : 25
 No : 0

Have you joined any learning activities in museum so
far?

Yes
No

100%

25 teachers participating in the survey stated that they participated in a learning
activity in the museum. This result shows that teachers are willing to participate in the
learning activities in the museum. It is important to raise awareness about the museums in
the education system with our project.

37

11. Is your school / institution prepared for the lesson aim(s) before going to the

museum?

 Yes : 24

 I don’t know :1

 No : 0

Is your school / institution prepared for the lesson
aim(s) before going to the museum?

4%

Yes
No
I don't know

96%

24 teachers who participated in the survey stated that they prepared the lesson

aim(s) before the visit to the museum. This result shows that teachers visit the museum

according to the aims of their lessons. They are aware that a museum that is consciously
visited will contribute positively to the aim of the lesson. 1 teachers chose the option "I don’t
know" and 0 teachers chose the option of “No”. It is important to raise awareness about the

museums in the education system with our project.

12. Are there appropriate activities for students to reach the goals of your lessons

during visits to museums?

 Yes : 21

 I don’t know :3

 No : 1

Are there appropriate activities for students to reach
the goals of your lessons during visits to museums?

12% 4%

Yes
No
I don't know

84%

21 teachers who participated in the survey stated that they had suitable activities for
the lesson aim(s) during the museum visit. This result shows that teachers planned
programme before going to museum, and visited the museum with made appropriate
activities according to the purpose of their lessons. They are aware that a museum that is
consciously visited will contribute positively to the aim of the lesson. 3 teachers chose the

38

option of “I do not know” and 1 teachers chose the option of “No”. It is important to raise
awareness about the museums in the education system with our project.

13. Is there an evaluation after each visit to a museum?
 Yes : 23
 I do not know : 1
 No : 1

Is there an evaluation after each visit to a museum?

4%
4%

Yes
No
I don't know

92%

23 teachers stated that there was an evaluation after the visit to the museum. This
data shows that they are aware of the importance of receiving and evaluating the results of
the museum visit. This is an indication of the success of the museum visit. 1 The teacher has
selected "I do not know" option and 1 the teachers has selected "No" option. It is important to
raise awareness about the museums in the education system with our project.

14. How were the educational activities in the museums that you've visited?
 Enough: 12
 Can be improved: 13

How were the educational activities in the museums
that you've visited?

48%

52% enough
can be improved

13 teachers stated that training activities in museums should be improved. 12
teachers found it sufficient. It is thought that the activities in the museum should be
developed with the development of the technology age. Both audio and visual activities make
the museum visit more beautiful and enjoyable. The planned dramas in the museum make
the information more permanent.

39

40

15. What is the biggest lack of educational activities in museums?

Inadequate information 2
Inappropriate educational rooms 12
Exhibitions having less content for educational cirriculum 7
Other: ............ 4

What is the biggest lack of educational activities in
museums?

16% 8% Inadequate information

28% 48% Inappropriate educational
rooms

Exhibitions having less content
for educational cirriculum

"Exhibitions having less content for educational cirriculum" was selected by 7
teachers. "Inadequate information" was selected by 2 teachers. The museums are thought
to contain less information than the curriculum. "Inappropriate educational rooms" were
chosen by 12 teachers. In this respect, country administrations have a great role. To use
museums more in education, it is necessary to develop museums. Museums should have
more educational information than the curriculum. Museums should have rooms with more
activity tools.

16. What can be done to increase the connection between museums and school?

More PR (public relations) work for museums 4
Building private rooms in museums for education 10
Less formalities work for visiting museums 4
Shuffles for easy transportation to museums. 5
Other: ........... 2

What can be done to increase the connection between
museums and schools?

8% 16% More PR (public relations)
work for museums
20%
16% 40% Building private rooms in
museums for education

Less formalities work for
visiting museums

Shuffles for easy transportation
to museums.

It is important to increase the connection between schools and museums. For this
reason, teachers have selected approximately the same proportion of options in the survey.
What should be done to make more use of museums is similar among the project partners.
In order to improve these options, institutions can apply to local governments and submit

41

their requests. Also the results show that consciousness about the museums is acquired.
The project partners are aware of the importance of museums.

42

17. If you think of museums as an educational tool, how many points did you score
from 5 points?

1 point 0
2 point 1
3 point 5
4 point 4
5 point 4

If you think of museums as educational tools, how many 1
points would you score out of 5 points? 2
3
7% 4
29% 5

36%

28%

In the survey, the museums were rated as a means of learning. As a result, 4
teachers gave 4 points and 5 teachers gave 3 points and 4 teachers gave 5 points. It is
thought that museums, which are mostly seen as learning tools, will get more points when
they are developed.

43

18. Have you a clearer understanding of what Out of School Learning is as a result
of our project? Explain briefly.
 Absolutely, experiences give understanding
 Project understanding was very clear
 It is a very useful and enriching tool that provides student with more experimental
knowledge
 Learning through museums is a profound sensing. Students immerse themselves
in a more favorable and intense learning environment.
 It means learning outside the classroom, using museums, exhibitions, nature...as
tools, so the students may have a real contact with what they're learning
 Museums can make learning something natural and fun for students when the
exhibition is appropiate
 it is a way to tackle points of your school curriculum in a more effective,
memorable way. By experiencing, feeling, pupils get to learn more efficiently. the
impact is longer lasting, the motivation is greater
 Yes, it helps to remember to use and integrate these learning opportunities
 Yes, through the project I realise the variety of museums on offer can be used to
offer a range of learning activities.
 Yes, understood that students could learn better with the help of well prepared
out of school activities.
 Yes. The effectiveness of museums as an out-of-school learning environment is
better understood
 Recognition and protection of natural, historical and cultural environments by
future generations
 Yes, learning by living is more persistent and effective .
 Museums are a good way of learning.
 My understanding of Out of School Learning has increased significantly as a
result of the work done through the project. Getting to see various examples of
how it can take place within museums and the different facilities that are available
in another country was of great benefit to me. The link between the Out of School
Learning environment and the school is key in creating an educational
environment that will benefit all children.
 I think out-of-school learning environments are necessary in the educational
environment. It makes learning easier for students. The information learned is
permanent. It makes it easy to remember the information learned.
 Of course. But I think that is very important to show a practical view of the
subject.
 Yes, our Out of School Learning is now more in the focus of planning.
 In general, what out of school learning is was clear from the beginning. The
importance of out of school learning is emphasized. Also, that the preparation is
of great importance is clearer.
 The project enabled to have a larger and more complete view on the possibilities
of Out of School Learning. We were able to have a better idea of the advantages
but also the inconveniences of it.
 Yes because during the visits of the different museum we could easily recognize
the learning impact for the students and got the possibility to compare it. Usually
you can't compare this because you don't go to museums several times a week.
 Yes,more need for preparation before the visit

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19. Have you a clearer understanding of what is important regarding Out of School
Learning activities relating to Museums? Explain briefly.
 A great opportunity to have extra dimensions of teaching
 It has enhanced the children's learning experience and help them make
connections with items of stories that they only normally would read in the
classroom.
 It is quite important if we want the students to learn through their own experience
 The resources used in museums greatly facilitate the subject of study
 It is important to prepare the visit in order to make it useful and related to what
they are learning in class
 In my opinion, the election of the exhibition and the preparation of the activities
before/during and specially after the visit
 an activity should always be planned in advance and should be foreseen as a
cross curriculum that can tackle points of several intertwined school subjects. It
should put the pupil at the center and have it act, play a part, interact, take part in
the learning process, in the visit. Being a spectactor only is not enough
 yes, opportunities to touch
 Yes, being well planned, clear objectives, activities to help focus enjoyment so a
little freer time for the children to explore and experience
 Yes. The structure, preparation and evaluation of museum based learning
activities.
 Museum visits must be prepared weel such as pre-while- post activities.
 In museums, students experience permanent learning by living and seeing
 Learning by experiencing fun and lasting
 Being active and learning by living and seeing is very important for everyone.
 Interesting and enjoyable expression to small groups
 My understanding of what is important regarding Out of School Learning has
improved as a result of this project. The project has allowed me to see the
different teaching styles that museums can facilitate. It has also given me the
opportunity to look at how we can integrate and work alongside museums to give
all students the best opportunity to learn.
 The museum is the most important out-of-school learning environment. Museums
are one of the most effective institutions that provide us with the opportunity to
learn from real life in the educational process. In addition, museums are the main
non-formal education institutions that can contribute to the formation and
development of sense of taste, observation, logic, creativity and imagination.
 I think the most important think is to prepare good activities and find the right
place to put them into practice.
 Yes, I have. A good preparation at School is very important.
 The preparation, the relation to the curriculum, the relevance for students and that
the activities are good during the visit to make it more effective
 It is important to prepare the visits beforehand and visit the out-of-school learning
environment before taking the students. A close contact with the museum or out-
of-school learning environment is necessary to make the most of the visit.
 Yes because we got to know so many different approaches how to do and
prepare out of school learning that we could find out what is important. This was
possible because of the students reactions to the different museums we visited.

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 Yes they must be interactive and pitched at the appropriate level
20. Did the project facilitate opportunities to create a suitable learning environment

where students could express themselves freely? Explain briefly.
 We could have talked more about the visits especially with the students
 Pupils were allowed to give feedback .
 Yes, it did though some environments could be improved
 undoubtedly. Museums create enriching environments impossible to recreate in

schools.
 Yes, they were the protagonists
 Absolutely, in every visit our students had the chance to share the experience

with other students
 Reflecting of visits is a very difficult task for students. Having real missions

explained before the visits helped a lot. Having them prepare the visits is
essential too. An out-of-school activity for the sake of going out is definitely not
enough. Having the students be conscious of the aims is crucial. The project
helped the students and the teachers understand that a visit should be included
clearly in a lesson plan. the links to the lessons have to be clear. The project
helped a lot testing different methods to help students reflect upon the visits.
 Yes. Students have been able to express their opinions in a range of contexts. It
was interesting to see what the pupils discussed when given more freedom of
expression. It was often surprising and enlightening.
 Yes teachers and students expreienced good museum visits and enlarged
different type of views.
 Yes, certainly.
 Yes, students and teachers had opportunity to visit various museums so they
were able to have different experiences and improve themselves
 Yes. The project allowed me to see ways in which a suitable learning
environment could be created for students. Throughout our visits to different
museums we were given the chance to see and experience the museum from the
point of view of the students. We were given the chance to engage in learning
activities that they would be engaging in. The learning environment was created
through close consideration by the museum itself, contacting the school to find
out information about the students and the class it would be working with and also
preperation from the teachers in the school to ensure that enough preperation
had taken place.
 Yes. The students questioned, shared and interpreted what they had learned in
different settings. Their self-confidence increased and they expressed their
thoughts freely.
 Of course. In my city al the activities offered bu museums are impractical for them
and it is necessary to create them to conclude the learning.
 Yes, it has, especially when dealing with the inner german history.
 Yes, some interesting ideas were given and it was good to see and evaluate what
makes a visit interesting and beneficial for students.
 The project allowed us to create a club at our school where the students
experienced different forms of communication and where able to reflect on the
ways they learnt.

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 For example the museum of arts in Wolfsburg created such an enviroment when
the students where instructed to paint a picture regarding to a painting in the
museum. There they could express themselves and their feelings freely.

 Yes but Clarawood did not have children on the project so I'm babsing my
analysis on evidence of what our partners did

21. Did the project provide you with a knowledge of alternative teaching methods
in an Out of School Learning environment? Explain briefly.
 Yes, showed a variety
 We picked up some really useful ideas from the museums
 Yes, it has been a magnificent source of inspiration to use this resource more
frequently.
 Sure, it gave us the opportunity to share knowledge and experiences with other
countries teachers and find together new teaching methods using Out of School
learning
 Yes, in terms of activity preparation above all
 It definitely did. The method we used most at our school before the project was
questionnaires. Teachers would create a list of questions and have the students
look for the answers during the visit preventing them from experiencing the place,
undertsanding the whole context, making links to the reasons why they were
there, focusing only on the answers to the questions... All the activities we
experienced improved greatly our approach of what an activity should include,
how it should be prepared and what the follow-ups could be
 Yes connecting to senses
 Yes. Through the project I have grown in confidence using museums and other
out of school learning environments because I have a greater understanding of
how to use them effectively.
 Yes ,surely.. we saw differents activities and visited different kinds of museums.
 The students started to come to the school more enjoyable with the museum tour.
 the interest in the lesson has increased and the children have tried to try
 Yes, I saw how we can learn more by being active using many methods out of
school.
 I was able to see a range of alternative teaching methods in an Out of School
Learning environment. Throughout our visit we were given an in depth look at
how the museums work with children and the different facilities that they provide
to give them the best experience and learning environment possible. The use of
specially designed rooms for the children to use and learn in was an important
part of this.
 Yes. The learning environment offered through experiences. Abstract information
is embodied.
 Definitely. I will try to put them into practice for the learning of my subject.
 The different mobilities allowed us to visit different museums with different
methods and to compare them. The conversations between the partners were
very rich and taught us a lot.
 Yes. We got to know different methods e.g. in Spain we learnt a lot in school
because we go a workshop by a teacher. At the other activities we we got to
know different acitivites in the museums themselves.
 Yes, particularly use of resources and guides

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22. Do you feel the museums visits fostered positive educational environments?
Explain briefly.
 The students also learn social skills at a museum, as how to behave etc
 definitely enhanced the learning environment of our children.
 It did it sometimes
 Yes. The mood of the students improved, as did the interest in learning more
about the reason for visiting the museum.
 Yes, the students had a great time during the visits.
 It did, specially in those museums connected with our aducational curriculum
 Yes, I do. It was important to fight the idea that a out of school visit should not be
seen as a reward but as a real pedagogical action. When you learn something in
a classroom, it remains in a way "virtual". Having the students see and feel the
topic of learning "for real" created a very positive environment for active and
efficient long lasting education
 Yes, always good to get out of the classroom, also interact with members of the
unlicensed who are choosing to go to gain knowledge understanding and
pleasure
 Yes. The project was entirely focussed on creating learning environments, how to
do so to best suit your pupils, how to ensure they got the most out of the visits
and what to do after the visit was concluded.
 Yes, my students think and museum visits are not just for entertaintment but
also educatioanal.
 Yes, pretty fun to learn outside the classroom
 Yes a positive education environment is being created in museums
 Yes, it is necessary to consolidate school subjects and to learn new information.
 Of the museums that we went to see, each offered students the opportunity to
engage in a range of positive educational activities. Each museum has carefully
thought through and planned an engaging visit for the pupils. Whether it was
through replica rooms of old ships that they students could learn in, or learning
within ancient school houses and being taught by a teacher who was acting like
they were from that time.
 Yes. The learning environment offered through experiences. Abstract information
is embodied. In addition, museums are the main non-formal education institutions
that can contribute to the formation and development of sense of taste,
observation, logic, creativity and imagination.
 Of course. Awaken sensations and help to enhance the creativity in the students.
 They were able to showcase historical events authenticly
 Some museums still have a lot to do to develop and improve their educational
activities but we also noticed that more and more museums are aware of the
importance of working with the schools and establish a close link with the school
curriculums.
 "Sure! Every museum I visited inspired me to learn more about the background
and the history of this special subject the museum was related to. Same for the
students: after the museum visits they mostly reflected the same.
 Also I felt very welcomed in the museums and therefore more likely to learn about
the subejct of the museum."
 Some museums had a good multimedia concept,which is nowerdays important for
the studends.

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 Yes, Museums in general are more aware of the need for providing the
educational environments and have made appropriate arrangements

23. Do you think the project (including museum visits) was successful in engaging
the students? Explain briefly.
 Could be improved but difficult as the students had up to two different museum
visits a day. That is a bit to much especially if you like to evaluate afterwards
 it gave the students a great opportunity to learn in a non structured way as I
observed many of them being fully engaged in the learning activities that they
encountered.
 Students are more participatory and feel more protagonists of their own learning
process.
 Sure, after the first visit they wanted to repeat!
 Yes, because the project not only is a formal way to learn but a way to meet
students from all over Europe. Besides, they can practice English and foster their
self-esteem
 Absolutely. Engaging the students was a must. testing activities without them
would have been lest fruitful for the analysis of what activities should include. The
students were very motivated and honored to be part of such a rich program. We
created a club at our school with the 14 students who took part in the mobilities
over the two years of the program. All of them came to the club every single week
over the two years, even those whose mobility was at the beginning of the project.
All the students were given the choice to take part in the Erasmus days we
organized at school to test different types of guiding and activities. 98% of them
volunteered to collaborate!!
 I did not see any students on the visit I took part in but heard very positive
feedback from others.
 Yes we know the importance of out of school activities in teaching as teachers but
by the help of this project our students learned the importance by visiting different
kinds of museums in different European countries.
 Yes,all classes at the school participated in museum trainings
 Yes students are very eager
 It was a wonderful opportunity for students not only to see new places but also to
make new friends from different countries.
 The visit that I was involved in would have given students the opportunity to
successfully engage in learning. Each museum visit had a range of activities
planned for the children and they in turn gave the students and opportunity to
engage and enjoy their learning throughout their time within the museum.
 Yes. We studied museum trainings in different countries. We received information
about the dates of the partners. We have studied the world-famous events such
as Titanic in detail and with technological tools and learned the story.
 Definitely. All the project has been very well coordínated.
 Yes, the visits are very successful!
 Yes, definitely. The exchange was a great opportunity for the students and to
experience different kinds of museums and compare them and give feedback was
important.
 Yes, because of its authenticity

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