British Museum blog

Exploring objects and sharing cultures: supplementary schools and the British Museum

Emma Taylor, Supplementary Schools Programme Coordinator, British Museum

There are approximately 5,000 supplementary schools in the UK. They usually cater for minority ethnic communities and aim to raise the attainment of children and young people by providing learning opportunities in core curriculum subjects such as Maths, English and Science, and often also provide mother-tongue and cultural teaching. On 8–9 November the Museum’s Community Partnerships Team ran a supplementary schools and families activity weekend which saw 500 supplementary school students, teachers and their families attend, taking part in a range of fun, interactive activities and visiting the Museum’s galleries.

Our supplementary schools programme began in 2012 and since then we have organised six activity weekends which support community schools and their wider communities to access the Museum’s collection, but this was the first time that the entire programme of activities has been created by young people. The journey began in May when we invited supplementary schools to enter a competition to create an artistic project based on their favourite objects in the Museum. Three supplementary schools were chosen to take part, each partnered with an artist who worked with them over a series of three workshops to create a performance or installation to be showcased at the Museum during the activity weekend.

Students from EC Lighthouse researching the objects in the Roman Empire gallery. Photo © Benedict Johnson

Students from EC Lighthouse researching the objects in the Roman Empire gallery. Photo © Benedict Johnson

Students from EC Lighhouse performing ’Reawakening Rome’ at the Museum. Photo © Benedict Johnson

Students from EC Lighhouse performing ‘Reawakening Rome’ at the Museum. Photo © Benedict Johnson

Students from EC Lighthouse, a Lithuanian supplementary school in Tower Hamlets, took part in a dance project supported b Katie Green. Responding to objects in the Wolfson Gallery: Roman Empire (Room 70), they created a performance piece examining the interconnected stories of Julius Caesar, Cleopatra and Mark Antony. With an emphasis on bringing museum objects to life through movement, the dancers began by exploring how people represented themselves in the Roman era, reawakening the statues and busts in the gallery. They then went on to work with a broad range of themes including loyalty, power, competition and conflict to create their final piece which was performed at the Museum.

Students from IYDA  learning different artistic techniques. Photo © Benedict Johnson

Students from IYDA learning different artistic techniques. Photo © Benedict Johnson

Young people from IYDA next to their art installation ’Reimagining the Palace of Persepolis’ in the Great Court. Photo © Benedict Johnson

Young people from IYDA next to their art installation ’Reimagining the Palace of Persepolis’ in the Great Court. Photo © Benedict Johnson

Students from IYDA, a youth group for children and young people in the Farsi speaking communities (predominantly Iranian and Afghan), took part in a creative arts project inspired by the stone reliefs from the palace of Persepolis, displayed in the Rahim Irvani Gallery: Ancient Iran (Room 52). Based on their visit to the gallery, the young people were asked to imagine that they were a ruler, like King Darius I, who had commissioned a new palace. They were asked to think about what murals and scenes they would include, showing the type of ruler they would be. Supported by artist Stephanie Hartman, they experimented with different art techniques and created palace tiles and a garden mural for an installation that was displayed in the Great Court.

Students visiting the nef; gaining inspiration for their storytelling soundscape

Children from the Czech School without Borders visiting the nef; gaining inspiration for their storytelling soundscape

Children from the Czech School without Borders taking visitors up to the Clocks and Watches gallery with their nef. Photo © Benedict Johnson

Children from the Czech School without Borders taking visitors up to the Clocks and Watches gallery with their nef. Photo © Benedict Johnson

Finally 12 children aged 4-6 from the Czech School without Borders, London took part in a storytelling project with author and playwright Sam Gayton, based on the mechanical nef, an automated clock in the form of a ship, displayed in the Clocks and Watches gallery. When the children visited the nef, they were mesmerised by how it was used to signal the beginning of a banquet by playing music, gliding along the table and firing its cannons, although some weren’t so sure they would like it on their table at home!

As the nef is currently part of the exhibition Germany: memories of a nation they used the case where it normally lives in the Sir Harry and Lady Djanogly Gallery: Clocks (Room 39) to inspire songs, poems and stories about the object’s imaginary journey across the Museum and beyond. Here are the lyrics to the song they wrote:

I’m a mechanical golden ship
In the British Museum I sit
But nobody’s wound me up for a bit
I’m feeling sad and lonely!

I just sit behind this glass
Watching all the people pass
I better get me outta here fast!
I want someone to play with me…
I’m feeling sad and CRYING!

All of these responses were made into a storytelling soundscape which was played during the activity weekend in the Ford Centre. At the end of each soundscape performance the children invited guests to join them and visit Room 39 with the help of their own nef.

‘Enjoyable, educational, arty, interesting and just fun’ was how one student described the Museum having taken part in the project, but I would also use these words to describe the atmosphere during the weekend. The young people all took such pride in the work that they’d produced, which really added to the communal, feel-good atmosphere of the weekend.

There is a natural affinity between supplementary schools, which cater for diverse communities, and the British Museum’s collection, which spans the history of the world’s cultures. It has always been the aim of our programme to encourage cross-cultural and thematic connections in the Museum. This project and activity weekend allowed us to continue this practice but also to branch out and facilitate a deeper form of collaborative working between supplementary schools, artists and the Museum. All three projects also received support and guidance from curatorial teams and Anisha Birk, Sackler Scholar for Ancient Iran, met with students from IYDA and provided a tour of the Ancient Iran gallery which really added to the groups understanding of the historical period. Through the feedback we received and their reactions during the activity weekend it is clear that the young people developed a real appreciation and sense of ownership of the objects and galleries they chose to focus on and I am confident that taking part in these creative learning projects has allowed us to build more meaningful and sustainable relationships with our community partners.

Filed under: At the Museum, Collection, Room 38-39 Clocks and Watches Gallery, , , , , , , , , , , , ,

Through time: the history behind your watch

detail of watchDavid Thompson, former Curator of Horology, British Museum

Do you own a watch? What does your watch look like? Is it a traditional mechanical watch made by one of the leading Swiss watch manufacturers or is it perhaps a cheap everyday item which you use just to tell the time? There is no doubt that even today, where smartphones have become a popular way of keeping time; watches are still very personal items. For many they are birthday, Christmas or anniversary presents. For others they have been specifically chosen as suitable for the owner to wear and to show to others. A person’s watch might equally have been chosen to suit a particular fashion, or in time-honoured tradition might be a retirement gift donated by work colleagues. For everyone they are an elegant combination of technology, design and decoration.

MS Gilt-brass tambour cased watch

MS Gilt-brass tambour cased watch. South Germany, around 1560

Anonymous gold and niello cased cylinder watch with digital dial and en-suite chain and key

Anonymous gold and niello cased cylinder watch with digital dial and en-suite chain and key, Geneva, Switzerland, around 1830

Louis Vautier gold and enamel cased verge watch. Blois, France, around 1630–38

Louis Vautier gold and enamel cased verge watch. Blois, France, around 1630–38

How many people, however, have any knowledge of the history behind the watch they wear? Few people probably realise that this innocent machine has a history of more than five hundred years since its first appearance at the beginning of the 16th century in South Germany. At the beginning, and for the first two centuries, watches were inaccurate timekeepers worn as items of fashion or as demonstrations of wealth. Just as today, fashions changed and watches became obsolete unless they were handed down as heirlooms from generation to generation. Then, in about 1660, the pocket in clothing came into existence and the pocket watch became an item of everyday wear. Just a little later, the introduction of the balance spring or hair spring made the watch a far more accurate and reliable machine making it an essential asset for organising the day. That is for those who could afford them, for it was not until the last years of the 19th century that cheap affordable watches became available for those with less money to spend – this thanks to the ingenious efforts in America and Switzerland which enabled watches to be machine manufactured in huge numbers at low cost.

Robert H. Ingersoll & Bro wristwatch. USA, 1915

Robert H. Ingersoll & Bro wristwatch. USA, 1915

Over the centuries, fashions changed and the technology in the watch improved making it ever more accurate and reliable. Towards the end of the 19th century, the wrist watch appeared and following the First World War, became the normal way for the watch to be worn, although to this day, there are still a few stalwarts who insist on wearing a pocket watch. In more recent times, the introduction of quartz technology has made the watch a very precise machine. Today, a radio-controlled watch has, in theory, the same accuracy as the atomic clocks used to determine the international time standard – one second in 300 million years – assuming the batteries last that long.

An interesting reference to opulent watches comes from the inventories of Queen Elizabeth I:

Item. A watch of agate made like an egg garnished with gold. Item. a little watch of crystal slightly garnished with gold with her majesty’s picture in it.
Item. a little watch of gold enamelled with sundry colours on both sides alike.

Sadly no examples of these jewelled watches are known to survive today, but there is no doubt that someone somewhere is wearing a modern watch which might have a similar description.

If you own a watch, make sure you look after it, as it will serve you well, and when you look at it bear in mind the amazing history behind it.

Ingersoll Ltd pin pallet lever watch. Ystradgynlais and London, 1952

Ingersoll Ltd pin pallet lever watch. Ystradgynlais and London, 1952

A new edition of David Thompsons’ Watches is available online from the British Museum shop at £16.99, Members’ price £15.29. The book explores the history of watches, based on the British Museum’s extensive watch collection which spans over 500 years. All the major makers of Europe and America are represented. Examples included range from 16th-century early stackfreed watches to modern 19th- and 20th-century watches made by companies such as Waterbury and Ingersoll.

Clocks and Watches (Room 38–39), The Sir Harry and Lady Djanogly Gallery

Animation: How does a mechanical watch work?

Filed under: Collection, Room 38-39 Clocks and Watches Gallery, , , , , , , , , , , , ,

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