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, , , , , , , , , , , , ,

The sands of time: ancient Egypt and early film

Bryony Dixon, curator of silent film, British Film Institute

From Cairo to the Pyramids ( Pathé, 1905).

From Cairo to the Pyramids ( Pathé, 1905).

The British Museum’s new exhibition Ancient lives, new discoveries uses the latest imaging technology to help us understand the realities of life and death in ancient Egypt. We have all seen computer-generated images of mummies brought to life in film and TV, for example in The Mummy film franchise that produced 6 films between 1998 and 2012. But if we go back to the late 19th and early 20th century, the Museum visitor would have had a similar preparation. When cinema was born in the 1890s, audiences that came to see the latest novelty would already have been thoroughly familiar with images of ancient Egypt after a century of Egyptomania – Napoleon’s conquest of Egypt in 1798, high profile excavations, public mummy unwrappings and Champollion’s well publicised decipherment of the hieroglyphs on the Rosetta Stone in the 1820s.

Illustrations of pyramids and tombs littered the illustrated press, and mummies and other artefacts displayed in museums all meant that the iconography of ancient Egypt was instantly recognisable, just as it is today. Elements such as palm trees, sphinxes, hieroglyphs, lotus flowers, the eye of Horus, feathered fans, camels and papyrus scrolls were endlessly recycled for interior décor and stage and film sets. The imagery is very adaptable and very reducible. A simple backdrop of sand, a pyramid and a palm tree and there you are! In the 1890s, ancient Egypt was a source of fascination across the Western world, but particularly in the United States, which adopted it to represent a continuity between ancient civilisation and the emerging status as a superpower: Egypt was preferable to the iconography of ancient Greece and Rome as it neatly side-stepped the legacy of the later civilisations of Europe; the USA wanted something new and unfamiliar, and so ancient Egypt rather ironically becomes associated with modernism. The Western Electric Company built an Egyptian Temple display, complete with glowing electric lights at the Chicago World’s Fair of 1893, complete with telephone exchange operated by scantily clad Egyptian maids, and a group of men of the same period laying telegraph lines. Ancient Egyptians seem to have been blessed (or cursed) with the power of time travel for hundreds of years. In England, the connection between ancient Egypt and early film is neatly encapsulated in the fact that the first building in England to be influenced by the Egyptian style – the legendary Egyptian Hall in Piccadilly (completed 1812, demolished 1905) – was the site of the public showings of some of the earliest films.

Not only a decorative scheme, ancient Egypt was packed full of stories with great potential for literature and the screen: Bible stories about pharaohs and Exodus, but particularly queenly power, such as the figure of Cleopatra incorporating the exotic, the erotic, and a certain level of allowable nudity. Other narratives had a horror element: talented architects (such as Imhotep) who end up walled up inside tombs, over-mighty kings, slaves, obsession with death and the afterlife (reserved for the powerful), mummification and reincarnation. A recurring theme is one of magic and transformation – mummies come alive, they turn into other things, scarabs and jewels of Egyptian princesses are cursed and change people or carry people across time. Cinema’s unique property is the ability to show these transformations and visualise stories of past civilisations as if they were really happening.

As ancient Egypt was discovered through its archaeological remains, so the stories we have are very focused on architecture and particularly the architecture of death, which lends itself well to film adaptation. Film’s ability to revivify scenes lost in time, both past and future, can re-people an environment that is generally speaking one of dessiccation. Ancient Egypt is the furthest great civilisation that 19th-century man could get back to in historical terms – the point where history met myth. The bleak romance of those cold sands of time – in which a man’s footprint makes an impression that is instantly obliterated by the wind – lent a gravitas to stories which could be exploited by popular culture including film echoing the pharaohs themselves, who left no linear history of their civilisation, just an endless succession of repeated histories, each king trying to destroy the past of his immediate predecessor. Only with the supreme effort of an over-mighty ruler with thousands of slaves could some permanent impression on the landscape be made.

Statue of Ramesses II, the 'Younger Memnon'. The head inspired the poet Percy Bysshe Shelley to write Ozymandias: ... My name is Ozymandias, king of kings: Look on my works, ye mighty, and despair! Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away.'

Statue of Ramesses II, the ‘Younger Memnon’. The head inspired the poet Percy Bysshe Shelley to write Ozymandias:
… My name is Ozymandias, king of kings:
Look on my works, ye mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.’

That grandeur and melancholy about Egypt that we find in Shelley’s Ozymandias lends a gravitas to films set in Egypt, as it plays on our long-term preoccupation with our origins, the rise and fall of civilisations, and the fear that everything we hold dear will one day be dust. This epic quality is probably only equalled by stories set in the distant future, in space.

The reason that ancient Egypt is endlessly recycled through film, starting from these earliest examples, is that it plays to the strengths of cinema itself; the bringing closer of the real landscape seen in travelogues and newsreel report and cinema’s greatest magic trick, rendering the familiar stories through the instantly recognisable iconography and visualising the romanticised past.


The British Film Institute (BFI) exists to promote greater understanding and appreciation of, and access to, film and moving image culture in the UK.

Ancient lives, new discoveries is at the British Museum until 30 November 2014.
The exhibition is sponsored by Julius Baer. Technology partner Samsung

Filed under: Ancient lives: new discoveries, , , , , , , , , , , ,

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Spring cleaning with Dürer: read a new blog post about conserving the magnificent Triumphal Arch at blog.britishmuseum.org
Celebrated German artist Dürer and his team designed this dense and spectacular image on 195 woodblocks which took three years to cut and print, between 1515 and 1518. It was commissioned by the Holy Roman Emperor Maximilian I (r. 1486–1519) who took a personally close interest in its production. At over 3.5 metres tall, the incredibly detailed arch is both elaborate and immense. Maximilian harnessed the superlative skills of German woodcut designers and printers to advertise his achievements and dynastic ambition for the Austrian Habsburg family to which he belonged.
#conservation #print #Dürer Discover some of the amazing wearable treasures in our new #Waddesdon gallery on @Pinterest at pinterest.com/britishmuseum
The Grenville Jewel. Dating from about 1635–1640, this superb locket contains a portrait by David Des Granges of Sir Bevil Grenville, a Cornish Royalist General who died during the English Civil War in 1643. The case is a bravura demonstration of enamelling on gold. Minute pansies, marguerites and green leaves stand out against a black background. A large square sapphire adorns the centre, surrounded by rubies, opals and diamonds. A pendant pearl in an enamelled setting completes the piece.
Gold enamelled pendant jewel with a ruby-studded parrot. The top of the base is enamelled with shields and flowers. Two pendant pearls complete the jewel. The parrot itself may have 16th-century Spanish origins, but the rest of the jewel is largely a 19th-century construction by the French jeweller Alfred André (1839–1919). A similar parrot pendant is in the Museo Arqueológico Nacional, Madrid, where the bird is also modelled in the round and white enamel used to highlight the eyes. Here's another great photo from our instagramer event, a #tired_portrait in the Great Court by @zoecaldwell.
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Henry Moore, Two Women: Drawing for sculpture combining wood and metal. England, 1939.
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