#warshipbootcamp

workshop 1Yesterday and today we are meeting with a bunch of interesting folks to look at what curriculum material we could develop for our massive new program – the Warships Pavilion. This ambitious project to develop an amazing new visitor facility on our wharf between HMAS Onslow and HMAS Vampire will feature highly interactive experiences that will reinvigorate our visitors’ relationships with our vessels, the waterfront and the broader museum precinct.

The warships experience is comprised of two interrelating components – the construction of a building (referred to as the pavilion) and the development of new interpretation for the vessels (referred to as the experience). The experience development seeks to bring the stories of our vessels to life and significantly enliven the visitors’ experience of our Royal Australian Navy (RAN) vessels. The experience seeks to be BOLD, UNIQUE and CONFRONTING.

Interesting and thoughtful presentation from Australian Curriculum, Assessment and Reporting Authority (ACARA) staff about the history and technology national curriculum were followed by Jack Ludden from the J Paul Getty Institute taking us on a journey through cool online resources and the New Media Consortium Horizon reports, with an emphasison the K-12 report; the 2014 Library Edition and the 2013 Museum Edition.

We started a Twitter hashtag #warshipbootcamp where we are posting thoughts, images, resources links so follow us and join the conversation!

More to follow…

5 thoughts on “#warshipbootcamp

  1. Here’s some thoughts from Professor Susan Groundwater Smith (a #warshipbootcamp attendee)that I wanted to share:
    “Participative research with children and young people as a means of designing and evaluating exhibitions is invaluable. We have two books coming out this year that cover the practice: Groundwater-Smith, S., Dockett, S. & Bottrell, D. (2015) Participative Research with Children and Young People. London: Sage (in press) and Mockler, N. & Groundwater-Smith, S. (2015) Engaging with Student Voice in Research, Education and Community. Rotterdam: Springer (in press). Both of these books cite cases of working with cultural institutions regarding learning beyond the classroom.

    Touching young people emotionally – visiting museums is not just a cognitive and physical experience, it is also an opportunity for them to engage emotionally with the collection. Designers of learning experiences outside the classroom (and inside, if it came to that) should be planning for how to tap into students’ emotional literacy, in particular their capacity for empathy.

    Asking good questions – young people may have questions that designers and curators have not even thought about. Giving them a chance to pose these can open up the learning for everyone.”

    Thanks Susan!

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