Nice ideas by the mooc partners for after visit activities

Angela Lucia Capezzuto

In the picture we can see the precious 5 Caryatids now an exhibit in the famous Acropolis Museum which represent the original maidens that once held up the roof of the southern porch of the Erechtheion, considered the most sacred part of the Acropolis.There is a spce between them which hopefully will house the 6th one now currently housed in the British Museum in London.

My students could make the picture very interactive with Thinglink or Genially. Each Caryatid could tell a story from her point of view, which means, in groups students would have to add videos photos and text about what they learnt from the visit to the Acropolis museum.

Matanat Ahadova

Last year my students and I visited Gala – the Open-Air Museum(Baku) . Ethnographic Open-Air Museum "Gala" is about a 40-minute drive from Baku. The museum is created on an archaeological site.The village is five thousand years, nevertheless there are still some neighborhoods that have survived to the present day.During the tour we got acquainted with the ancient dwellings, with the life of that time, traditions, with methods of farming. Participants were told about the way of living of people who lived here many centuries ago, we saw the real objects of that time. But the most important thing is that visitors have the opportunity to plunge into the ancient life. In this museum visitors bake real bread cakes, sit at a loom or smear in clay, trying themselves at the potter's wheel. My students tried to make a bread, created a pot from the clay. It was amizing and extraordinary for them. After the museum visiting they had a survey about their visit and they filled the form with likes and dislikes. Then the students drew the pictures of the things which they saw in the museum. Finally they wrote an essay about " What have I liked in Gala museum?"

Michela Di Candia

The Aquarium is an exhibition of aquatic biodiversity. It offers visitors the chance to take a trip through the seas of the world and houses environments that faithfully reproduce the natural habitats of the different species represented. When I went there with my class last year, I noticed that the guided visit, although well evaluated by both students and teachers, gave us very little choice and control over the learning agenda. 

An idea to make the trip more interactive would be to have the students freely take photos during the visit and then collect them in a digital book to share with the class. Each student will explain what the picture is showing writing down a short description.

Sílvia Raposeira

A few years ago, I went to "Casa Museu dos Patudos" (a former house transformed into a museum) and the guide was quite monochordic and bored whenever students tried to make a joke about something. 

The house is full of paintings, tapestry, ceramic objects, antique furniture, decorative items, musical instruments... and the visit could have been done using a different tone. It's a former family house and the guide could have done games or riddles to engage students.

I intend to visit this house museum with my students, give them clues to solve during the visit and then recreate some of the artifacts seen.

THEOPI THEODORAKAKI

This is a sculpture of a Kouros, which was found on a piece of land in Kilkis in 1966. The statue, at a natural height of 1.80 meters, is a product of an island and probably a Cycladic workshop, as evidenced by the composition of marble origin. Kouros dates back to the end of the 6th century BC. is depicted with short hair, unlike the characteristic hair of the rest we know. According to archaeologists, Kouros of Europe was a "epitaph", a prominent citizen, a native or a colonist from southern Greece, settled in the ancient city. Its discovery in the region reveals Europe's commercial and socio-economic relations with other Greek cities. The statue is in the arcaelogical museum in kilkis and he invited us to the museum by sending us a letter in which he wanted to meet us and tell us his story. After the visit the children can create the sculpture of Kouros with clay, plaster. They can pose like it and tell its story to the rest of us , and even its feelings about our visit.We can compare his life in the past to ours nowadays(adv. and disadv.) We can share our feelings too

Nektarios Farassopoulos

After the visit to the Museum of Cycladic Art in Syros, Greece me and my students created short stop motion animation movies using some of the Cycladic figurines as heroes of the movies.

Here you can watch some examples:

THEOPI THEODORAKAKI

We can create a brainstorming map with the children (kindergarten) before and after the visit and compare them.

Before the visit:

After the visit:

28 Ancientevropos-kouros
Iro ALAMPEI

This is not a full worksheet. It is a trial of the thinglink.com, an IT tool that I discovered in this course.
The tool lets you (and your students) annotate to a picture (or a 360 picture) texts, videos and pictures.
You can use it before, while, or after the visit to create your own customised tours in the site you are about to visit. 

Our potential visit is to the tower of winds, a 1_^st BCE momument in Athens, Greece, in the so-called Roman Agora, close to Akropolis.
The monument is an ancient Weather Station (8 winds you can see on the 8 sides) and was equipped also with an hydraulic clock. 

Anna Maria Pérez Moral

I am a brave teacher. I will create a gamified experience from a technology approach (I have in mind my favourite museum in Barcelona) for lower secondary school students as end activity. The students will make a virtual visit of the museum followed by a real one, and challenge themselves grouped into teams. They will plan questions, riddles and hints based in the exhibition by using a mobile app to let them go around the exhibition free, and create 3D prints of some objects exhibited in the museum to be hidden somewhere.

The objective is to carry on a in-depth analysis of the exhibition, and the features and relationship among the objects.

Let's design one of the activities, the 3D printing of objects:

• 3D print of museum artifacts

Outcomes: 

• analyse the basic geometry of objects, 
• use ICTs to design a 3D model, 
• in-depth interaction with the contents of the exhibition, 
• understanding the relationship between the exhibition design and the relevance of the objects exhibited.

Students must research by internet the exhibition and select 3-4 artifacts
of the exhibition after a joint discussion. They must be very simple and
relevant.
They have to sketch and simplify their shape and polygon number to create
a 3D design using Sketchup software
Print them with the school’s 3D printer

It is possible to bring a sketchbook to the exhibition and design/print the artifacts after the visit.

Serenella Silenzi

When the school year begins, all the new pupils of our 1^st classes are involved in
 a welcoming/warming-up project. As they usually come from different places all over our region, they have orienting tours in our school and in town. In the city centre they usually visit one of the most important civic museums of Macerata: Palazzo Buonaccorsi.

Many students can find a museum visit overwhelming, especially if it is their first experience, so careful planning and support are needed if the learning outcomes of the visit are to be realised.

The success of their visit will depend on how the experience is integrated into the students’ classroom work, through planning pre-visit activities, explaining to the students what the visit will entail and planning relevant follow-up activities.

Civic Museums in Macerata: Palazzo Buonaccorsi

Planning the trip: pre-visit activities

Age: 14 years old

Previous knowledge: use of Internet

Time: 1 lesson of 60 min.

Cultural aims and learning objectives:

• Reinforcing pupils' cultural background and promoting active and responsible citizenship;
• Analyzing and enhancing the value of the school area;
• Increasing the awareness of the interdependence between culture and responsible citizenship;
• Intensifying the experiential dimension in a School-laboratory of new skills and competences;
• Making the pupils more motivated, responsible and active in their study, encouraging inclusion and enhancing different learning styles;
• Improving the pupils' level of knowledge, competence and skills with a more individualized and motivating work;
• Promoting social skills through "peer education" and "cooperative learning";
• Powering the use of ICT for learning;

Activities:

• Drawing the students' curiosity through a class debate (in attachment). We could ask the following questions:

1)Have you ever visited a museum before? What is a museum for?

2)How can you get the most out of the museum visit?

3)How are you expected to behave in a museum?

• Group work, reporting back, questions and answers.

According to the selected pedagogical aims of our welcoming project, pupils will be subdivided into small cooperative groups (3 or 4 pupils each). Then each group will find information on the Palazzo Buonaccorsi Museum on the Internet (map, exhibitions, rules, vocabulary, main artists). After that they will report back to the other group/whole class, be ready to answer questions from the other groups/class, prepare questions to ask the other group about their topic. Finally each group will elaborate a driving question motivating their visit in order to construct a 3D digital mini-museum (www.classtools.net ) with a special selections (landscapes, religion, battles, carriages, abstract compositions, etc) of the museum works of art and attractions. The 3D digital mini museums will be built up and finally shown as follow-up activities after the visit.

Carmela Carella

After the museum visit - a hand-on activity:

I am a teacher of English.

Last year we visited the ancient city of salt of Cervia, with its old salt mines and surrounded by a natural reserve “Po Delta Park” with many bird species.This trip takes visitors to an ancient site for the collection and refining of salt, which was carried out in Cervia through the centuries up until 1959. Both students and teachers took a lot of photos, but they could have done much more. The students of this class were aged 11.

Some of the after-visit activities could have been:

1. to set up a Padlet page devoted to the field trip, which is part of the website I create every year for my students.
2. to let them work in groups of 4, with a laptop/tablet for each group, where they have to select then upload the most interesting photos on the Padlet page.
3. then ask them to write explanatory captions under each photo, together with their first reaction when looking at it. This simple writing activity could help them remember not only what they have seen but it would be a further practice and enrichment of the English language.

1. as a second activity, I would also upload on the Padlet page a photo with the rules to follow for the visiting the Natural Park, in their mothertongue. They would work in group to turn them in the English language, in order to understand the importance of rules in order to respect Nature. They would always work in groups.
2. finally, I would ask them to create an advertisement about Cervia as an ancient city of salt, surrounded by the Po Delta Park. I would set up groups of 6, so that they could draw posters, which will be eventually hung up and uploaded on the Padlet page, with a link to the school magazine.

 

Nuria Montero Lapuente

After visiting a Mondrian exhibition our students became Co-Creators by reinterpreting this painting by Mondrian.

https://www.slideshare.net/NuriaMonteroDtoraCPC/corazones-mondrian-92572825

Angeliki Kougiourouki

During the Geography lesson and while exploring countries in Europe, my pupils of 6th grade, in an effort to a "pop up" museum at our school, brought several souvenirs from countries that they or their parents visited. They prepared the flyers for the exhibition, they wrote the labels, they invited pupils and teachers from the whole school and during the exhibition, which lasted for a week, they were there, in front of the exhibits, during the breaks, to welcome the visitors, show the collection, answer the questions. They were involved all of them, according to their skills and after the exhibition they prepared a short article with photos for the school's website.

NIKOS EFTHYMIOU

A   good Idea to make  d3 designs or printings i  if you have the technology  to do this. Further they ca draw by hand, calculate  weight of the articraft  or a statue  combining the visit and material with Physics. .

Dragana Pavičić This is what my student did after the visit ti a museum using the small  pictures we got at the museum. They were divided into 3 groups and each group  had a task: about the past, the knight game and  the their hometown.

Elena Fusar Poli

I decided to analyze one of the artifacts in the "Museo Bagatti Valsecchi" in Milan. It is a historic house museum in the heart of the town, totally refurbished and decorated with XV and XVI century paintings and decorative arts, artifacts, utensils, jewelry, arms etc. A very interesting object is this Terrestrial globe dating back to 1579. This can be used in 3rd grade (Secondary school) to discuss the geographical discoveries between the XV and the XVI century, with links to literature, geography and philosophy.

-Pre-visit: how was the Earth conceived during the antiquity and the Middle Ages? (references: Literature-Dante's Divine Comedy, Philosophy-Anassimandrus' and Aristotheles' hypothesis; History: Ptolomeus)

-During visit: how does this globe differ from modern ones? Can you say why? 

- After visit: compare maps drawn between the XII and the XIV century. What kind of philosphical or religious view of the Earth to they convey? Why was the discovery of America a cultural revolution? How does this Globe reflect it?