In Support of Museum School

Written by Ann Chow, Teacher at Langdale Elementary School

"My first experience with Museum School dates back to the spring of 2008. Dr.Gillian Kydd approached me to have my grade 2/3 class participate in the pilot program. The thought of turning the Sunshine Coast Museum and Archives into my classroom for a week sounded very exciting. This spring of 2011 has been my fourth consecutive year attending Museum School, and my enthusiasm remains as high as the first time!

Although Museum School is only one week long, I have to confess that I start preparing the students months in advance. I generally choose to come later in the school year because of the weather. Dry and sunny conditions allow for being outdoors. The class spends time drawing the fishing boats down at the marina, writing in their journals on the lawn at Stonehurst or taking walks to visit the Mayor’s office and Winegarden Park.

The Sunshine Coast has a wealth of interesting people who are more than happy to share their stories or their expertise, complementing any program or focus at Museum School. I have invited a geologist to give a talk on fossils; a historian to share his passion for maps and early exploration; grandmothers to share their experience as pioneers; “Grandfather” (he just so happens to be the grandfather of one of my students) to share the hardships of early logging and let the kids experience splitting cedar shakes; an aboriginal educator to share her story of surviving residential school and finding her spirit; and artists to share the skill of weaving with cedar bark, print making, and scratch boards. Last year, my blended class asked for the same presenters as they had the year before! And here I was worried that the students would find it boring to attend Museum School two years in a row.

My Special Needs students adjust to the new schedule and setting quickly. Of course, a SETA is arranged to be available for one to one help with writing. Parent helpers are also invaluable by providing support with writing, tidying of the workspace, contributing to setting up of the class display of “Family Collections” and just being the extra hand when walking around town.

All the students are well prepared ahead of time, practicing object-based drawing and writing months before their week at Museum School. So, by the time they arrive at the Museum, the students immerse themselves amongst the hundreds of artifacts to draw and write for a good portion of the afternoon! The growth shown in the students writing is evident as they reflect in their journals and assess their work. Museum School provides plenty of opportunities for the students to use the many strategies used in their classroom - partner talking, connecting, reflecting, assessing and setting criteria. The resources at the Museum are abundant and help to fill the week with meaningful and memorable experiences. The Museum curator and staff are knowledgeable and most supportive in making it a positive and worthwhile week. As Gillian describes, at first the students are busy absorbing their new environment. By Day Three, they are starting to own their learning, and by ‘Day Five’, the students are sad that the week has come to an end."

The class dressed as early settlers on the final day of Museum School.

Students are eager to have a turn at splitting cedar shakes with Mr. Thomson.

Some of the items that Frances Nahanee brought for her presentation on the uses of cedar.

Jim and Ian Thomson posing with the class after a hard session of splitting shakes.

On Day Five, the class dressed up, made bread, learned about local food, and had a 'sleepover' at the museum (pillows, popcorn and movie but home by 7:00 pm - almost a sleepover!)

Noelle Hanuse used her quilt to tell the story of finding her spirit.