Good practice - Examples of Danish museum education aimed

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Good practice - Examples of Danish museum education aimed

2

Good Practice

Examples of Danish museum education

aimed at primary, lower secondary and

upper secondary schools

H e r i ta g e a g e n c y o f D e n m a r k


5 Introduction

7 Preface

8 Naturama

10 The Danish Museum of Media

12 The Old Town

14 Thorvaldsens Museum

16 ARKEN Museum of Modern Art

18 The Museum of Copenhagen

20 Ringkøbing-Skjern Museum

22 Museum of Electricity

24 The Museum of South West Zealand / Trelleborg Viking Fortress

26 The Museum of Art Køge Sketch Collection

28 The Danish Museum of Art & Design

31 www.museumsundervisning.dk

33 www. e-museum.dk


The teaching activities at Danish museums are cross-disciplinary and problem-orientated and encompass

a great variety of learning styles, characterised by a high academic level and social involvement.


Introduction

This publication shows examples of Danish museums' educational offers for primary through

to upper secondary schools and of how the museums collaborate with educational institutions.

By means of 11 examples from museums of cultural history, art and natural history across the

country, the Heritage Agency of Denmark wishes to focus attention on the museums’ learning

potential.

The museums’ areas of responsibility and research within cultural and natural heritage correspond

to the primary, lower secondary and upper secondary schools’ core areas. The teaching

activities at the museums are cross-disciplinary and problem-orientated and encompass a great

variety of learning styles, characterised by a high academic level and social involvement. Therefore,

the museums constitute knowledge centres and alternative learning spaces, which can supplement

teaching in the primary, lower secondary and upper secondary schools.

The publication is published along with a report on the results of the Heritage Agency’s mapping

of teaching activities at national and government-approved museums. The mapping is part of the

implementation of the Danish Ministry of Culture’s Dissemination Plan for the period 2007-2011.

On the basis of the mapping, the Heritage Agency is launching a series of initiatives, including

the establishment of a national network for museum education. The initiatives are to contribute

to the quality and development of teaching activities at the museums and ensure collaboration

with the education sector.

It is the Heritage Agency’s objective that museum education at national and governmentapproved

museums should constitute a significant contribution to all children and young

people’s primary through upper secondary education.

introduction

5

In the course of the

teaching, pupils are

activated as they collect

their own information

for further work.

Naturama, 2008


The report emphasises the significance of increased collaboration between

the schools and the ‘informal learning environments’. per b. christensen


Preface

Over the last couple of years, we have worked with children and young people as a special area

of focus in every aspect of the work of the municipalities. Not least within the school and culture

area. In this context, it is important that children and young people encounter culture through

cultural experiences in day-care, at school and in schools of culture.

I am therefore very satisfied with the central initiative concerning museum dissemination: The

Danish Ministry of Culture’s report on museum dissemination from 2006. There is no doubt

that this presents new challenges to the museums. The important issue is that the museums

in this complex knowledge and information society develop dissemination of the originality and

authenticity of our cultural heritage with updated and research-based knowledge on the specific

museum-based dissemination forms. The report emphasises the significance of increased collaboration

between the schools and the ’informal learning environments’. In this connection, I

would like to encourage the museums, schools and educational institutions to make local agreements

to collaborate on the dissemination of our cultural heritage.

This development will not happen automatically; it will require a great effort from those who

are responsible for dissemination at the museums. The Heritage Agency’s initiative, therefore,

comes at the right time and in the right place and is a significant contribution to the support and

promotion of the museums’ essential role as learning institutions.

Per B. Christensen

Director for Children and Culture in Naestved Municipality

Chairman of the Association of Children and Culture Executives

preface

7

The past becomes

tangible to the pupils

when they are allowed

to step into the role of

people who are

characteristic of a

specific period of time.

The Historical Museum

of Morsland, 2007


naturama,

Dronningemaen 30,

5700 Svendborg,

Region Southern

Denmark.

60,000 visitors

annually.

www.naturama.dk

Pupils work with PDAs

at the exhibition.

Naturama, 2008

naturama is obligated via the museum act to work for the preservation of Danish natural heritage.

Teaching

The educational offer ‘Evolution’ is an introduction

to the theory of evolution. The course includes

presentations by the instructor, group work at

the exhibition using PDAs as an educational

tool, presentations by the pupils and debate. The

museum’s architecture, exhibition scenography

and lighting are all utilised as learning tools in

the teaching in combination with specimens. The

objective of the teaching is to combine specialist

scientific knowledge with aesthetic experience.

Teaching resources

Teaching is directed at the subjects of social

science, biology and nature/technology. The

museum has elaborated printed teaching material.

Teaching is handled by the person responsible

for teaching, who holds an MSc, and a staff

of 10 qualified teachers along with four university

students with relevant academic backgrounds

(biology students and student teachers). The

teaching is evaluated systematically and focuses

on the pupils’ learning and the teachers’ satisfaction.

8

naturama

Naturama

Users

240 primary/lower secondary school classes,

1-5 upper secondary classes and 1-5 vocational

training classes annually receive teaching.

Partners and development

The museum is currently conducting a scientific

development project for the lower secondary

school with the support of the Heritage Agency

and the Ministry of Education. The purpose of the

project is to generate interest in the scientific education

programmes. The project is a part of the

efforts to strengthen the museum’s position as a

knowledge centre and to further systematic knowledge

sharing with other natural history museums.

The teaching is a good supplement. The pupils relate

to the subject academically when they visit the

museum. I sense that the course that runs continually

over a number of years has an impact on their

interest in biology. The pupils who are otherwise a bit

withdrawn and quiet blossom and speak when they

are here.

hanne stenstrup, teacher of biology


When we see what the animals actually look like, it is easier to understand what the teacher is saying.

sabine, 8 th year, and ida, 9 th year

9


the Danish museum

of media,

Brandts Torv 1,

5000 Odense C,

Region Southern

Denmark.

34,000 visitors

annually.

www.mediemuseum.dk.

The day’s news broadcast

is recorded and

produced in the

museum’s TV studio.

The Danish Museum

of Media, 2008

the Danish museum of media is obligated via the museum act to shed light on conditions and changes

in the graphic industry, the printed media and the electronic media.

Teaching

The course ‘TV news’ takes place in the museum’s

TV studio, which forms part of the exhibition

area. The pupils choose roles as journalists,

newsreaders, camera crew etc. They then work

with the production of a topical news broadcast

by gathering news and pictorial material via the

Internet. Teaching focuses on importance, news

value, identification, conflict and copyright as well

as ethical and aesthetic issues related to the composition

of a news broadcast. The programme is

recorded and published on the museum’s website.

The teaching is aimed at giving the pupils

tools for relating critically to printed and electronic

media.

Teaching resources

The teaching supplements the subjects of Danish,

history and media studies. The museum has elaborated

printed teaching material. Teaching is handled

by the person responsible for teaching along

with four teachers (TV producer, MA, teacher, BA,

leadership training). Furthermore, a number of

volunteers (retired professionals) are attached

to the museum’s live workshops. The teaching

is evaluated systematically and focuses on the

pupils’ learning and the teachers’ satisfaction.

10

the danish museum of media

The Danish Museum of Media

Users

21-50 primary/lower secondary school classes,

11-20 upper secondary classes and 1-5 vocational

training classes annually receive teaching, as do

groups of children and young people with special

needs etc

Partners and development

The museum collaborates with the Art Hall at

Brandt’s and the Museum of Photo Art in a joint

teaching and dissemination centre at Brandt’s

Textile Mill with a focus on the relationship

between children, young people and teaching.

The museum participates in the DREAM

project, which is supported by the Danish Council

for Strategic Research. In connection with the subproject

Learning 2.0: Digital Literacies and Innovation,

the museum employs a PhD in digital competences

and creative learning processes.

I think it is worth recommending, because it is easier

to learn when you complete a practical assignment.

laura, 8th year


It is better to work with the project here at the museum than at school,

because the museum has the tools that we need. johanne, 8 th year


it is the museum’s objective to document and shed light on the history of Danish market towns, and

trade, ways of life and architecture in particular.

12 the old town

The Old Town

the old town, Teaching

Viborgvej 2,

The cross-disciplinary educational offer ‘A day as

8000 Aarhus C, a child in a market town in 1864’ is an introduc-

Central Denmark tion to life in the 19

Region.

388,000 visitors

annually.

www.dengamleby.dk

th Users

250 primary/lower secondary school classes,

21-50 upper secondary classes and 6-10 vocational

century through role-play. training classes annually receive teaching. In addi-

The focus is on speech, manners, food, school, tion, day-care and after-school institutions, reme-

and the differences between girls’ work and boys’ dial classes, language schools etc.

work. The pupils meet different people who are

typical of the period, e.g. the farm hand, the maid Partners and development

and the school teacher. As they talk about life in The Department for Children and Youth, Aarhus

the market town on the basis of their social posi- Municipality, the School-Church Collaboration,

tions, the teaching gains a new perspective as his- Aarhus College of Education and the Aarhus

tory is unfolded. The purpose of the teaching is to School of Architecture. The museum works on the

topicalise the past to the individual pupil through development of the function of role-play, learning

his or her own action.

styles and learning potentials. In May 2008, the

museum advertised a position for a PhD in Dram-

Teaching resources

atised museum dissemination and living history in

Teaching is based on Teaching is aimed at the subjects of Danish, his- collaboration with Aarhus University with the sup-

role-play, and through tory, social studies, maths, nature/technology, port of the Heritage Agency.

the pupils’ own actions, visual arts, music and drama. The museum has

history comes alive. elaborated printed teaching material. Teaching is

The Old Town, 2008 handled by the person responsible for teaching The pupils are better able to imagine history when

(MA in dramaturgy and history), along with a PhD they can see things and try them out first-hand. One

in history, actors, a primary school teacher with a of the most important aspects is that they sense that

diploma degree and craftsmen. An additional 20 history is not just a good story, but our very real past.

volunteers and 4-7 freelancers are attached to the

teaching activities. The teaching is evaluated systematically

and focuses on the pupils’ learning

and the teachers’ satisfaction with the offers.

lonny olsen, form teacher


It is great fun because we can participate and try things ourselves.

amalie, 5 th year


thorvaldsens

museum,

Bertel Thorvaldsens

Plads 2,

1213 Copenhagen K,

the Capital Region

of Denmark.

62,000 visitors.

www.thorvaldsensmuseum.dk

The pupils find

inspiration for their own

dissemination product

in the collection.

Thorvaldsens Museum,

2008

thorvaldsens museum’s area of responsibility is Bertel thorvaldsen’s life’s work and collections.

Teaching

The workshop ‘The Digital Workshop’ is an introduction

to the museum’s dissemination work.

The course includes presentations at the exhibition,

independent studies, group work, and finally,

an exhibition in the virtual museum Tilbygningen

(The Annexe). During the course, the pupils elaborate

their own dissemination products inspired

by Bertel Thorvaldsen’s art. The purpose of the

teaching is to combine the museum’s professional

competence and contemporary art’s work

methods with the pupils’ own knowledge and

experiences.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

maths, visual arts and drama. The museum

has elaborated printed teaching material. Teaching

is handled by the person responsible for teaching

and four employees (graduates of college of education

and academy of arts), along with four students

with a relevant academic background (art

history, education, teacher training and communication).

The teaching is evaluated by test classes

before implementation of new offers.

Users

326 classes, primarily from the primary/lower sec-

14

thorvaldsens museum

Thorvaldsens Museum

ondary school, and 1-5 teams from vocational

training colleges annually receive teaching.

Partners and development

The virtual museum, the internet communication

tool Tilbygningen (The Annexe), has been developed

with the support of Culture Net Denmark.

The museum is currently conducting a research

project, When young people are allowed to speak

about the pupils’ use of the museum experience

outside the museum space. The project

is supported by the Heritage Agency’s dissemination

pools. The museum collaborates with

School Service Copenhagen, primary/lower secondary

schools, upper secondary schools, vocational

colleges, the Danish School of Education,

Odense City Museums, The Vejen Art Museum,

the National Gallery of Denmark, the Ny Carlsberg

Glyptotek, Louisiana Museum of Modern Art, the

Royal Danish Academy of Fine Arts and Culture

Net Denmark.

When my own talents are not enough, I go looking

for alternatives such as this. This course is very

focused on ideas. We use it as a basis for talking

about how to find inspiration, if for instance you get

stuck in the middle of a Danish assignment.

lars fabricius, teacher of danish


It is great fun to make the work of art, and you get inspired

by the collection and the works of art. oskar, 6 th year


arken museum of

modern art,

Skovvej 100,

2635 Ishøj,

the Capital Region

of Denmark.

116,000 visitors

annually.

www.arken.dk

The teaching focuses on

the pupils’ immediate

curiosity and contact

to the collection as the

basis for a works

analysis.

ARKEN Museum of

Modern Art, 2008

arken shows Danish, nordic and international pictorial art from 1945 onwards and places it in a wide,

art history context.

Teaching

The workshop ‘SPEAK UP! – An ARKcast workshop

for young people’ aims at developing art appreciation

through action. The course consists of three

elements: works analysis, knowledge collection

and production of a podcast. The course includes

discussion of exhibition and works analysis, independent

work with analysis and production of storyboards.

The pupils use an editing program for

recording the analysis and editing the production.

Finally, it is podcast via ARKEN’s website. The

purpose of the teaching is that the pupils acquire

an appreciation of art and reflect on a specific

period of time.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, media studies, philosophy,

maths, visual arts and music. The museum has

elaborated printed teaching material. Teaching

is handled by three permanent academic professionals,

one coordinator (MA in modern culture

and art history, the Danish School of Education,

academy of arts and teacher training) and 15

teachers with relevant professional backgrounds

(MA students). The teaching is evaluated systematically

and focuses on the pupils’ learning and

the teachers’ satisfaction.

16

arken museum of modern art

Arken Museum of Modern Art

Users

750 primary/lower secondary school classes, 100

upper secondary classes and 21-50 vocational

training classes annually receive teaching.

Collaboration and development

The museum collaborates with School Service

Copenhagen, Apple Education, primary through

upper secondary schools, vocational training colleges,

colleges of education, the University of

Copenhagen, public institutions and companies.

Additionally, the Danish Museum of Media, the

Museum of Contemporary Art, the National Gallery

of Denmark, the Danish Museum of Art &

Design and Nikolaj, Copenhagen Contemporary

Art Center.

The pupils are provoked. Pictures are their media,

and often they are a lot sharper than the rest of us in

their analyses. Here, they gain some tools for solving

problems in a different way to the conventional

methods. Sometimes the straight road is not the

best. The course is aimed at developing their skills

as regards the extended text concept in Danish. The

museums are a necessary supplement, because they

allow time for working with images.

allan lund, teacher of danish


It is more interesting to look at the pictures when we are allowed to express our own opinion.

kirstine, mette and eline, 8 th year


the museum of

copenhagen,

Vesterbrogade 59,

1620 Copenhagen V,

the Capital Region

of Denmark.

43,000 visitors

annually.

www.bymuseum.dk

Specific objects related

to the transition

between life and death

form the basis of

the teaching.

The Museum of

Copenhagen, 2008

it is the purpose of the museum of copenhagen to create, preserve and disseminate culture-historical

insight about the social and physical development of the capital under the inner and outer effects of

changing periods of time from the 12th century to modern times.

Teaching

The educational offer ‘Life and death – hello and

goodbye in a diverse Copenhagen’ is an introduction

to the fundamental human conditions, life and

death. The course includes presentations, dialogue

and discussion and makes use of sensory

impressions from the exhibition as an educational

tool. The purpose of the teaching is to combine

various learning styles with the museum’s subject

matter. The museum works critically with its surroundings

with the objective of participating in the

development of society. Therefore, the museum

is both a learning space and a social space that

makes use of the pupils’ own experience. In this

way, the museum bridges the gap between art history

and the individual’s life.

Teaching resources

Teaching is aimed at the subjects of history, social

studies, RE, biology, PE and nature/technology. The

museum has elaborated printed teaching material.

Teaching is handled by the person responsible for

teaching (MA in ethnology and religious studies)

along with 17 students with relevant academic

backgrounds (ethnology, history, Danish and communication).

The teaching is evaluated systematically

and focuses on the pupils’ learning and the

teachers’ satisfaction with the offers.

18

the museum of copenhagen

The Museum of Copenhagen

Users

285 classes, primarily from primary/lower secondary

schools, annually receive teaching.

Partners and development

School Service Copenhagen, primary/lower secondary

schools, upper secondary schools,

Diesel House, the Workers’ Museum, Louisiana

Museum of Modern Art, the Danish Museum of

Art & Design, Golden Days and cultural institutions

other than museums.


It is funny and exciting, because we make something ourselves.

In the classroom, often you just sit still and listen. viktoria, 6 th year


ingkøbing-Skjern

museum,

Bundsbækvej 25,

6900 Skjern,

Central Denmark

Region.

117,000 visitors

annually.

www.riskmus.dk

History comes alive

to the pupils through

role-play.

Ringkøbing-Skjern

Museum, 2008

the museum is an eco museum consisting of 11 different visiting sites.

Training

The educational offer ‘The Viking Age in Western

Jutland, ca. 800-1000 AD’ is a cross-disciplinary

course based on the re-established Bork Viking

Harbour. Teaching includes role-play and presentations

with demonstrations of copies of local

finds such as long houses, pit houses, smithy,

market place, a heathen cult place etc. Furthermore,

pupils work in workshops with e.g. cooking

and tool making. The purpose of the teaching is to

topicalise history to the individual pupil through

their own action.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, RE, biology and nature/technology.

The museum has elaborated printed teaching material.

Teaching is handled by the person responsible

for teaching, a maritime communicator, educators,

a forestry and landscape engineer and a teacher/

nature guide. The teaching is evaluated systematically

and focuses on the pupils’ learning and the

teachers’ satisfaction with the offers.

Users

100 primary/lower secondary school classes,

1-5 upper secondary classes and 6-10 vocational

training classes annually receive teaching.

20

ringkøbing-skjern museum

Ringkøbing-Skjern Museum

Partners and development

Ringkøbing-Skjern Museum has established a

knowledge centre for cultural heritage education,

which is to serve as a platform for the elaboration

of new models and strategies for teaching

of cultural heritage. As a prerequisite for this, the

museum has mapped the dissemination situation

at the museums in Central and Western Jutland.

Furthermore, a position has been advertised

for a PhD in cultural heritage education, Museums,

historical workshops and cultural environments as

learning spaces. The financial means have been

secured from the Cultural Agreement between

the municipalities of Central and Western Jutland

and the Ministry of Culture, a grant from the Heritage

Agency’s Dissemination Pool 3 for research,

as well as National Lottery funds financed by the

Danish Outdoor Council in collaboration with the

Danish School of Education. In addition, collaboration

with the local education authorities, the

Historical Workshops, the Outdoor Schools Network,

Health Centre West etc.


It’s great to dress up – it helps me understand what it was like in the old days.

Or, that is, in the Viking age. frederik, 5 th year

The museum is a very positive player and sparring partner for all schools in the municipality and makes

facilities and personnel available when required by the schools (...). The conclusion is that collaboration

is excellent and continuously being developed as opportunities arise. preben hørsted, head of teaching

ringkøbing-skjern museum


museum of electricity,

Bjerringbrovej 44,

8850 Bjerringbro,

Central Denmark

Region.

45,000 visitors

annually.

www.elmuseet.dk

The pupils participate

in the teaching by

carrying out practical

experiments.

Museum of Electricity,

2008

in keeping with the museum act, the museum of electricity collects objects that can shed light on

Denmark’s production, distribution and consumption of electricity as energy, lighting, heat and power/

engines.

Teaching

The cross-disciplinary course ‘Energy day at the

Museum of Electricity’ is an introduction about

Denmark’s energy supply in the past, present and

future. The course includes dramatised presentations

about the historical development, practical

experiments and academic dialogue. The purpose

of the teaching is to discuss the development

in society, democracy and sustainability in a scientific

context and through this make the pupils

aware of their responsibility as consumers and citizens.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, media studies, science and

nature/technology. The museum has elaborated

printed teaching material. Teaching is handled

by the person responsible for teaching and four

teachers (MA Education (science), MSc and PhD

and MA), along with 15 volunteers.

22 museum of electricity

Museum of Electricity

Users

350 primary/lower secondary school classes, 11-20

upper secondary classes and 6-10 vocational

training classes annually receive teaching.

Partners and development

Viborg Municipality, Silkeborg College of Education,

Aqua, CAND (Centre of Applied Didactics) and

VIA University College.

We use it as an introduction to a subject about

energy. The museum contributes academic knowledge,

we wait and see what the pupils react to and

go on from there. It is a good supplement to our

teaching, because we rarely have the facilities for

starting a whole lot of stuff. It is also important to be

able to see things in real life and not just read about

them in books.

lise tingstrup, teacher of nature/technology


Seeing the children so engaged is quite amazing. We use it as a launching pad for natural science theme days

and will continue working with the course tomorrow. claus bøje, teacher of nature/technology


the museum of South West Zealand is an association of museums in West Zealand with individual

areas of responsibility.

The Museum of South West Zealand / Trelleborg Viking Fortress

the museum of

South West Zealand,

Storgade 17,

4180 Sorø

Region Zealand.

43,000 visitors

annually.

www.aabne-samlinger.

dk/svm

Role-play, games and

playing are important

parts of the teaching.

The Museum of South

West Zealand /

Trelleborg Viking

Fortress, 2008

Teaching

The educational offer ‘Cultural driver’s license – history

at all times’ is a teaching concept for the primary/lower

secondary school, aimed at strengthening

the historical awareness of children and

young people. As an example, at Trelleborg Viking

Fortress, pupils are introduced to the Vikings’ lifestyle.

The course includes presentations, discussion

and role-play. The teaching makes use of the

museum’s interior as well as outdoor facilities.

The purpose is that the pupils engage in history

and in the societal role of the museum.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, RE, chemistry, biology, nature/

technology, PE and drama. The museum has elaborated

printed teaching material. Teaching is

handled by the person responsible for teaching,

four full-time staff (primary school teachers, MA

and educator) and students with relevant academic

background (prehistoric archaeology). The

teaching is evaluated systematically and focuses

on the pupils’ learning and the teachers’ satisfaction

with the offers.

Users

21-50 primary/lower secondary school classes

24

the museum of south west zealand

and 1-5 upper secondary classes annually receive

teaching.

Partners and development

The museum has established a teaching centre

with the support of the Municipality, School

Service Zealand and development grants from the

Heritage Agency.

“cultural driver’s licence – history at all times

The idea behind the project is to further the qualifications

of the personnel at day-care centres and schools and

thus increase children and young people’s knowledge of

and insight into culture, nature and the environment. The

cultural driver’s licence bridges the gap (...) between the

museums’ core services and the schools’ curricula and year

objectives for the subjects of history, Danish, RE, nature/

technology and visual arts.

With this model, we will partly comply with the obligations

stipulated in the Culture Agreement, implement elements

in local cultural policies, and in the long term establish a

permanent and future-proof model for mutually binding

and beneficial collaboration between local culture, nature

and arts resources and ‘children’s places’.

It is essential that the School Service offer can form a direct

part of teachers and educators’ daily work and the way in

which teaching is planned.”

allan velstrøm,

school consultant, sorø municipality


I think I understand things a little bit better when I am

here at the museum. maria, 2 nd year


the museum of art

køge Sketch collection,

Nørregade 29,

4600 Køge,

Region Zealand.

22,000 visitors

annually.

www.skitsesamlingen.

dk

Pupils work with

processes as problemorientated

tools.

The Museum of Art

Køge Sketch Collection,

2008

the museum of art køge Sketch collection collects sketches and models of decorations in

the public domain.

The Museum of Art Køge Sketch Collection

Teaching

The educational offer ‘Incomplete history’ is a

course that gives insight into Bjørn Nørgård’s

working process in connection with his visualisations

of Danish history in the Queen’s tapestries

at Christiansborg Castle and discusses issues

such as sources, interpretations, selection criteria

etc. in connection with history writing. The purpose

of the teaching is to create insight into the

creative process as a competency for solving problems

and as a learning tool, and also to create an

understanding of history writing as a result of e.g.

choices and rejections.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, philosophy, RE, maths, visual

arts, music, drama and nature/technology, as well

as at cross-disciplinary courses in the primary/

lower secondary schools and general study preparation

courses in the upper secondary school. The

museum has elaborated printed teaching material.

Teaching is handled by the head of the School

Service (MA) and four teachers (college and academy-trained).

26

the museum of art køge sketch collection

Users

340 primary/lower secondary classes annually

receive teaching, as do 6-10 upper secondary

classes, 1-5 vocational training classes, 10 remedial

classes and 2 classes from VUC (adult training

centres).

Partners

School Service Copenhagen, primary/lower secondary

schools, the museum’s Art School, public

institutions and cultural institutions other than

museums.

Man does not live on bread alone. It takes a lot more

than that. Children need the stimulation offered by

the museums to develop their senses and experience

basis.

søren turner, parent


It is great fun to be at the museum and it is easier to understand

when you see things in real life. anita, 8 th year


the Danish museum

of art & Design,

Bredgade 68,

1260 Copenhagen K,

the Capital Region

of Denmark.

72,000 visitors

annually.

www.kunstindustrimuseet.dk

Internet-based tools are

used in the completion

of practical assignments.

The Danish Museum of

Art & Design, 2008

the Danish museum of art & Design collects and documents contemporary development in industrial

design, decorative art and industrial art.

28

The Danish Museum of Art & Design

Teaching

The course ‘The Design Process – from decorative art

to industrial design’ focuses on design as an identity-creating

sign. The pupils analyse the objects’

social significance, and by discussing them as

results of choices and rejections, pupils gain an

understanding of design as an interpretation of

a given era’s society. The purpose is to create the

basis for experiencing and assessing design and

decorative art from parameters such as form,

function, technique and material, and to place it

in a relevant context.

Teaching resources

Teaching is aimed at the subjects of Danish, history,

social studies, philosophy, nature/technology,

visual arts, design, needlecraft and woodwork.

The museum has elaborated printed teaching

material. Teaching is handled by the person

responsible for teaching, one full-time employee

(designer and educational management training

from the Danish School of Education), along with

four students with relevant academic backgrounds

(art history, modern culture and cultural dissemination).

The teaching is evaluated systematically

and focuses on the pupils’ learning and the

teachers’ satisfaction with the offers.

the danish museum of art & design

Users

110 primary/lower secondary school classes,

130 upper secondary classes and 80 vocational

training classes annually receive teaching.

Partners and development

The museum collaborates with the Danish Design

School, the School of Architecture, upper secondary

schools, adult training centres, Trapholt

Museum, Louisiana Museum of Modern Art, the

Museum of Copenhagen, public institutions and

institutions other than museums.

The Danish Museum of Art & Design has just

completed a user survey about the educational

offers for the upper secondary programmes based

on surveys among both pupils and teachers. The

project is supported by the Heritage Agency.


It is exciting to hear about design from someone who knows a lot about it. And it is great to see the

individual objects in real life and not just in a book diana, 1 st year of upper secondary school


Network for museum education

From 2009 to 2011, the Heritage Agency provides financial support for the establishment and

consolidation of two regional centres for museum education. One centre covers Region Southern

Denmark, whilst the other covers the Central Denmark Region and Region Northern Jutland.

Both centres are located west of the Great Belt, as School Service Zealand is developing its own

network for the islands of Zealand, Lolland, Falster and Bornholm.

The centres are responsible for building museum education networks between the museums. In

addition, they are to develop collaboration between the museums and the educational institutions

and also work for quality assurance and the development of the museums’ teaching activities

at a regional and national level.

Within the framework of the Museum Act and on the basis of the joint strategy for development

of museum dissemination, the centres are to participate in constructive interplay with museum

managers, museum employees, municipalities, regions, primary/lower secondary schools, upper

secondary schools etc.

The website is expected to be active from 2010.

www.museumsundervisning.dk

network for museum teaching

31

Pupils in the arts

laboratory at ARKEN.

ARKEN Museum of

Modern Art, 2008


e-museum

e-museum is a national platform for the museums’ teaching materials for primary/lower secondary

and upper secondary schools and for the teacher training programme. Here, teachers

have free access to the museums’ educational offers by searching for a specific subject or geographic

location. The museums continually update the portal with new teaching materials.

The platform is found under the EMU, the Danish Ministry of Education’s website for digital

teaching resources available to teachers from primary through upper secondary schools and

teacher and educator programmes.

The purpose is to further the educational sector’s use of museums and science centres’ knowledge

resources.

e-museum was established jointly by the Ministry of Culture and the Ministry of Education.

In 2006 and 2007, the two Ministries awarded grants for the development of 36 new digital

teaching projects. The projects are aimed at the schools’ teaching, as they are developed in collaboration

with academic and pedagogical experts and adapted to curricula and objectives for the

different school years. In the course of 2009, it is again possible to apply for grants for the development

of new digital teaching projects.

www.e-museum.dk

e-museum

33

Reception classes are

taught about the Bronze

Age as a part of a

project on language,

culture and identity.

The National Museum

of Denmark, 2006


title / good practice – examples of danish museum education aimed at primary, lower secondary and upper secondary schools

PuBliSHer / the heritage agency of denmark

PHotoS anD creDitS / naturama, 2008, page 3, 7 / the historical museum of morsland, 2007, page 5

the danish museum of media by katrine johnsen, 2008, page 9 / the old town, 2008, page 11

thorvaldsens museum by iben salto mondrup, 2008, front page and page 13

ARKEN museum of modern art, 2008, page 15, 28 / the museum of copenhagen, 2008, page 17

ringkøbing-skjern museum, 2008, page 19 / museum of electricity, 2008, page 21

the museum of south west zealand / trelleborg viking fortress, 2008, page 23

the museum of art køge sketch collection, 2008, page 25 / the danish museum of art & design, page 27

the national museum of denmark by else marie gert nielsen, 2006, page 30

text / katrine johnsen

eDiting / the heritage agency of denmark by katrine johnsen and ida brændholt lundgaard

graPHic DeSign / marianne bisballe

tranSlation / avanti gruppen

iSBn / 978-87-91298-52-3

front Page /thorvaldsens museum by iben salto mondrup, 2008

tHank you

the heritage agency of denmark would like to thank all national and government-approved museums for their contributions to

the mapping of the museums’ teaching activities. furthermore, we would particularly like to thank the 11 museums who participate

in good practice – examples of danish museum education aimed at primary, lower secondary and upper secondary schools:

naturama, the danish museum of media, the old town, thorvaldsens museum, ARKEN museum of modern art, the museum of

copenhagen, ringkøbing-skjern museum, museum of electricity, the museum of south west zealand / trelleborg viking fortress,

the museum of art køge sketch collection and the danish museum of art & design.

tHe Heritage agency of Denmark

Museums

h. c. andersens boulevard 2

1553 copenhagen v

denmark

tel. +45 33 74 51 00

post@kulturarv.dk

www.kulturarv.dk


Good Practice

Examples of Danish museum education aimed at primary, lower secondary

and upper secondary schools

The Heritage Agency of Denmark has mapped the national and governmentapproved

museums’ teaching activities aimed at primary, lower secondary and

upper secondary schools. The teaching activities are based on the museums’

areas of responsibility and research in the fields of cultural and natural heritage

and correspond to the educational institutions’ core areas. The teaching

activities at the museums are cross-disciplinary and include a wide variety of

learning forms, which are characterised by being problem-orientated and

practice-related. Therefore, museum education can constitute a significant

supplement to the educational institutions’ teaching. The purpose of the survey

is to review how the museums understand and practise teaching and to highlight

the challenges that the museums face in relation to a professional administration

of their learning potential in the 21st century’s knowledge society.

tHe Heritage agency of Denmark

Museums

h. c. andersens boulevard 2

1553 copenhagen v

denmark

tel.: +45 33 74 51 00

post@kulturarv.dk

www.kulturarv.dk

35

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