Museum and Education

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Museum and Education

  1. 1. Munirah binti Haji Tahamit (12M8951) Ismaz Noorfaizah Haji Samat (11M8080) MASTER OF EDUCATION IN VISUAL ART AND DESIGN
  2. 2. Abstract Examine the field of museum studies and developments in museum education Investigates on how museum is used as an educational institution Strategies for teaching and learning from material culture Chose Royal Regalia Museum
  3. 3. Museum and Education
  4. 4. For Educators: Using the Museum in Your Classroom › › › › Ways to invigorate discussion in your classroom using object-based learning Students gain a deeper understanding Stimulate a lot of interaction in the classroom Object-based learning is a powerful way to encourage critical thinking (The Art institute of Chicago, 2009)
  5. 5. Background Information of The Royal Regalia › › Purpose of the Establishment of the Royal Regalia The Royal Address - His Majesty Sultan Haji Hassanal Bolkiah Mu‟izaddin Waddaulah Sultan and Yang DiPertuan of Brunei Darussalam in conjunction with the Official Opening of the Royal Regalia Building on 30 September 1992.
  6. 6. Titah in conjunction with the Royal Regalia › “The artefacts displayed will be an inspiration for the future generations, for example the Royal Regalia and be a source of pride for our people as one of the oldest nations with her own regalia that is both fine and unique. › The exhibits will motivate us to protect and safeguard the Monarchical Institution that has been inherited by and long defined the People of Brunei.”
  7. 7. Importance of Regalia in Education › Depending on what subjects we would like to use the resources for, either we are looking at the historical background of the regalia, the cultural value it portrays even the aesthetic and traditions it displays. The most important apart from mentioned above, Regalia reflects the essence of the Brunei‟s philosophy which is Malay Islamic Monarchy as emphasized by His Majesty: › “It is also with hope that this will further educate and strengthen our people’s loyalty to see Monarchy as the defender of race and nation while facing the challenges of tomorrow… to ensure all aspects of life are centred around it and not divert from the essence of the Malay Islamic Monarchy.” (Titah, 1992)
  8. 8. How these objects could become meaningful, what does it contribute? Eilean Hooper - Department of Museum Studies, University of Leicester Transmitter medium receiver (Exhibitor) (real things) (Visitor) Fig. 1 Basic Communications model from Cameron, 1968 Communication Theory in Museum (Basic Approach) INSTRUCTOR/ EDUCATOR OBJECT STUDENT/ LEARNER Fig. 2 Previous communication model for museum
  9. 9. Team of Communicators Meanings Media Meanings Active interpreters Fig. 4 A new communication model for museums, more towards feedback loop
  10. 10. Museum Education Theory to Practice; Creativity and Cultural Objects › links between creativity and the features of cultural objects › Vladimir T. (2011) cultural objects exist at two levels - first level is the external level - second level is the internal level
  11. 11. Some of these royal regalia feature a combination of precious materials, artistic merit, and symbolic or historical value that give valuable insight to the artisans and culture of the period.
  12. 12. Museum education is divided into two categories: Informal: Regular visitors who visit the museum alone. Formal activities / programs organized for the purpose of teaching and learning either for individuals or groups
  13. 13. Museum Education activities consist of various programs, including; › › › › › › › › › › Temporary exhibitions (at the museum) Special classes for specific groups Demonstration - art, science, craft, culture and other Public lectures Film Show Discussion Lecture / workshop Courses and seminars Cultural Activities Club / volunteer museum / outdoor activities
  14. 14. Activities could be used for students?
  15. 15. › Students are ask to make some sketches from the objects that they might find interesting. › 1. „You should be thinking about one of the works you saw in the museum and how you might have told its story.‟ Review symbols or meaning behind the object chosen, consider the colours, patterns, how it is used, who used the object, significant of the object and its relation to other objects – › 2. Probably could talk about common things between objects.
  16. 16. › This is a general example of the symbols behind the creation that I find interesting, › Looking at the Royal Regalia building itself portray a symbol of a Golden Monarchy. The dome is adorned with gold floral mosaics patterned to form the bunga putar (pinwheel flowers). If we think, why this pinwheel flower is chosen as a motive, we might want to consider other things - historical aspect for instance. In fact, the element was taken from a design moist on the royal attire of His Majesty - his Coronation in 1968 - as one of the main purpose of the Regalia is to mark these important event. › › ›
  17. 17. Find object(s) which has something in common - there are few examples found in the museum. Some examples are shield with door at the regalia - Common patterns used in the shield and the door. If we look at the shield, we might ask what is the purpose of the creation of this shield? Does it have the significant on the Regalia‟s door? To practise their critical thinking we might ask students why does it apply to door? Can they tell symbolic meaning behind it? Could it mean as a protection? Different objects could possibly has the same meaning.
  18. 18. In art we see these objects more than just a surface. Considering why the design is made like this and this..? From my observation these objects were created based on philosophical of the country; Malay Islamic Monarchy. Paying homage to the rich and colourful culture and ancient traditions of Brunei Malay, the handwoven carpets carry the intricate designs of the ayer muleh, a geometric and artistic take on Brunei‟s favourite flora, and the pucuk rebung, a stylised triangular pattern of bamboo shoots. Handwoven carpets depict the intricate designs of the ayer mulih, Brunei‟s national motif.
  19. 19. Royal Umbrellas
  20. 20. Problems in Brunei › Lack of qualified experts to give lectures and those who want to listen. Docent is needed in the museum. › Thinking a little bit about what you seeing. The hardest part about the education – flexible. Be prepared with whatever might come up from the students.
  21. 21. Director of Museums Awang Bantong bin Antaran Acting Deputy Director Pengiran Dr. Karim bin Pengiran Haji Osman Head of Department Archeology Malay Technology Museum The National Archives Royal Regalia Building Pengiran Haji Mohd Yamin bin PSJ Pengiran Haji Abdul Momin (exhibition curator) Brunei Museum Division / Public Relations Division Dayang Mariani binti Haji Abu Bakar Public Relations Officer Education Services Division Pengiran Haji Ismail bin Pengiran Ibrahim Education Services Officer
  22. 22. Roles Head of Department (exhibition curator) - Specialist responsible for an institution's collections and involved with the interpretation of heritage material › The curator will make decisions regarding what objects to exhibit (public relations officer) › fostering community relations through events for example diplomats visit in the museum and other involvement in community initiatives (the education service) - ensure students of school receive the opportunity for appropriate education
  23. 23. References › › › › › Fyfe, G. and Ross,M., Decoding the visitors‟ gaze. In Theorizing Museums, edited by S.Macdonald and G. Fyfe, pp. 83 – 104, 1996 (Blackwell: Oxford). Hein, G., Museum education. In A Companion to Museum Studies, edited by S. Macdonald, pp. 340 – 352, 2006 (Blackwell: Oxford). Pembukaan Rasmi Pameran-Pameran AlatAlat Kebesaran & Perhiasan Diraja. Kemajuan Negara 25 Tahun dan Perkembangan Agama. (1992). Bandar Seri Begawan: Royal Regalia. Seminar and Workshop Report Museologi. (2003) Brunei Museum Department, Ministry of Culture, Youth and Sports. The Royal Regalia of Brunei Darussalam. (2010). Bandar Seri Begawan: The Brunei Museum Department.

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