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UPDATE: PO.RO.S is the WINNER of the Best Achievement Award 2018!!!

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UPDATE: PO.RO.S is the WINNER of the Best Achievement Award 2018!!!

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https://expresso.pt/cultura/2018-09-21-Museu-em-Condeixa-a-Nova-eleito-o-melhor-projeto-cultural-multimedia-da-Europa

https://heritageinmotion.eu/himedition/submissions-2018

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The Hague, 5 september 2018.
Today 11 finalists were announced for the Heritage in Motion Awards, the international competition for the best multimedia achievements in the field of cultural heritage in Europe. The awards are geared towards creators and producers of films, games, apps and websites on themes related to Europe’s heritage, cultural and natural, tangible and intangible.
The 11 finalists are competing for 3 awards and one overall Best Achievement Award.
The winners will be announced on Friday 21 September 2018 at the Den Gamle By(The Old Town) in Aarhus, Denmark, during the annual conference of the European Museum Academy.

The finalists for Heritage in Motion Awards 2018 are:
...
Grupoma with The Roman heritage: PO.RO.S - Museum Portugal Romano em Sicó - PORTUGAL  (https://www.poros.pt/).
Let's wait and see :)
https://www.noticiasdecoimbra.pt/museu-po-ro-s-de-condeixa-nomeado-para-premios-heritage-in-motion/

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The Roman Heritage: PO.RO.S – Museu Portugal Romano em Sicó

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The PO.RO.S – Museu Portugal Romano in Sicó is located in Condeixa-a-Nova, a municipality where many vestiges of Roman civilization are still visible.
Opened in May 2017, the PO.RO.S has 1200m2 of exhibition area. In 11 thematic rooms it is not only possible to learn, but also to experience the culture of the Roman occupation in Terras de Sicó.
2000 years ago, at the edge of the empire, the Romans established, in Conimbriga, a truly Romanized center that mirrored the customs and traditions of the capital Rome.

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2018: 23-29 April • Co-organized with @UNESCO

www.museum-week.org/register

https://www.viagensemiudos.pt/museus-gratis/ -

MUSEUS GRÁTIS AOS DOMINGOS E FERIADOS – LISTA DE MUSEUS

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MuseumWeek, one week for the culture! Join the first worldwide cultural event on social networks! During 7 days, thousands of cultural institutions around the globe will share with you amazing cultural content every day!

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DANIELA: How would you embrace some walking there? If you have been there, or made it to similar sites, how did it feel?
In Sofia / Bulgaria: https://archaeology-travel.com/bulgaria/serdika-ii-metro-station-roman-sofia/
In Rome / Italy: https://www.thevintagenews.com/2018/01/06/metro-c-station-san-giovanni/
In Athens / Greece: http://www.mesogeia.net/athens/places/monastiraki/monastarch_en.html

A special museum, organised by AMNESTY INTERNATIONAL, at https://www.humanityhouse.org/en/exposition/tens-of-thousands/

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Even after the official end of this fab MOOC hosted by the equally fab Daniela Bunea, I was surprised by yet a fifth question of the week.
DANIELA: Would you visit a museum with a robot? Read these two short articles here https://vanabbemuseum.nl/…/inclusi…/museum-visit-with-robot/ and here https://medium.com/…/we-visited-a-museum-with-a-robot-heres… and share your thoughts!
ME: I already knew about tactile expressions in museums or the 3D printing of masterpieces so that art could be accessible to all, namely that the Blind could have tactile experiences but visiting a museum with a robot is also fascinating! Again, it's an inclusion concern that should be embraced by other museums since we now have the available technology.
Robots don't replace humans, but for distant museums or wishful visitors with physical disabilities, this robot would definitely be the only possibility to provide for a (remote) visit.

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DANIELA: The Museum of Troy will open in June 2018. Spread out across 10,000 square metres and costing over US$13million to build, it showcases information and archaeological findings from Troy. One particularly interesting highlight will be a display of 24 gold pieces, said to once belong to Helen of Troy. https://www.propertyturkey.com/…/why-everyones-talking-abou… Would you go visit it? Why/Why not?
Another link:  https://www.skylife.com/en/2018-03/treasures-of-troy
ME: I would absolutely love to visit not only this brand new museum but also Turkey, Istanbul and/or Ankara. However, for time and money reasons (yes, sure) travelling from Portugal to such a distant destination will take time to prepare and besides, I just can't stand long queues...I can imagine that as soon as it opens, this remarkable and ambitious museum will be packed with dignitaries and visitors. Therefore, I'd rather wait a bit :)
Thank you.

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The link for my lesson plan is https://v.gd/v0zDQJ. Hope you like it :)

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DANIELA: Have you ever participated in the setting up of a school museum? If your answer is Yes, please share your experience(s) and post a photo taken in a school museum as well (if you have got one...). If your answer is No and you are a teacher, please read this article here http://www.scielo.org.za/scielo.php… and reflect on the pros and cons of such an undertaking. If your answer is No and you are not a teacher, have you ever visited a school museum then? How did it make you feel?
ME: I have never participated in the setting of a school museum and, to be honest, had not even thought about it. However, after reading the article, I was fascinated by the idea as it would be a way of preserving the memories and relevant artifacts created or even articles compiled throughout time and exhibiting them either permanently or at special events. As for cons of such an undertaking, I believe space, budget, time and unwilling colleagues would come up; in my school, we just have a teacher librarian with her hands full, so I can’t imagine who would be able to undergo such a task. Anyway, I guess launching the project and start setting it up would be overwhelming, but then, with time, it would probably become much faster and easier to add to the collection/exhibit.
Thank you, Alexandra

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www.amazon.com - but rather a brief practical guide to school museum planning that attempts to share with fellow school heritage buffs the challenges faced by their brethren in Maritzburg.

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M3 - 3.3: Museum take-over days and other projects

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M3 - 3.3: Museum take-over days and other projects

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Sadly, I have never participated in museum take-over days or sleepover. I have once tried to organise a sleepover in the school library, but I'm not even a teacher librarian and the obstacles that came up were so many that I eventually gave up the idea.
The examples shared are really inspiring and engaging for all involved, but always more relevant for the students themselves who earn by doing and in loco.
With my own children though, I usually celebrate International Museum Day (Friday 18th May, 2018) by taking them to an exhibition that often also includes musical performances.

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M3 - 3.3: Additional / Interesting stuff

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M3 - 3.3: Additional / Interesting stuff

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I'm a suspect as I love reading and am a bit of a booknerd...but I found the project Book Making quite interesting and that's why I'm including it here:

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M3 - 3.3: Additional / Interesting stuff

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M3 - 3.3: Additional / Interesting stuff

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What a fantastic example! I wish I could be involved in such an engaging experience with my students!

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Have you considered creating video content to document, celebrate, and promote your projects? Check out our other work. 
kingstreetimages.com/
Please feel free to contact us for a chat. 
mat@kingstreetimages.com / 07956579548

Pupils from The Broxbourne School were selected to take part in a very special mission - running Lowewood Museum for the day as part of national Takeover Day. The KS3 pupils organised object handling and guided tours of the collections, as well as marketing and educational activities. Takeover Day at Lowewood Museum was a great success, under the guidance of Audience Development Officer Francesca Pellegrino and Museum Officer Carly Hearn.

Kingstreetimages specialises in films for the arts, heritage, and cultural sectors.

Our films are created to encourage and celebrate:  Community engagement in arts, heritage, and culture.

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M3 - 3.2: Classroom collaboration projects with museums

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M3 - 3.2: Classroom collaboration projects with museums

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The projects shared are really inspiring and so are many of the ideas put forward by participants according to their age groups. Besides having left some arguments and some encouragement, I also introduced my idea for a project:
Using a pre-existing kit (only available in Portuguese though), students would research local traditions / gastronomy / objects / celebrations with the help of their community and older family members (intergenerational activity). As a transversal task, participating teachers (for example, geography, history, teacher librarian) would check on the relevance of their findings. If valid, the local stakeholders (e.g. mayor, experts) would be invited to school so that students could share their findings and ask for rapport and support. In case of validity, the result would be exhibited locally and sent to the Ethnographic Museum in Lisbon.
Well, what do you think?

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What a great opportunity to learn from each other and with one another, and reflect on inquiry-based teaching and learning! Unlike previous situations MOOCs and learning events, I was away and have just had the time to accomplish the needed tasks for each module... I am the one who has missed out such a great time to exchange ideas and thoughts about

1. How would you define inquiry-based instruction?

2. Where does inquiry fit in a teacher’s teaching day?

3. What are some of the academic benefits of using inquiry discussions in class?

4. How can training in the inquiry method help today’s young people?

5. How can museums and schools collaborate in using inquiry-based teaching and learning?

I am aware that many participants have already finished their tasks, but only now am I starting this third module...

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For this third (and last) module, we will:

explore the idea of developing collaborative classroom projects linked to museums

explore museum take-over days and sleepovers

reflect on other creative museum-based projects

draft the final course product

review your peers’ final course product

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DANIELA: Keeping in mind the importance of intercultural learning nowadays as presented so eloquently in our Tuesday's webinar, imagine the following scenario: in a museum, art that was created or donated by immigrants is removed from view to allow visitors to focus on what we lose when we lose immigrants; how do you think you and your students would feel while visiting such a museum, and why? Please answer as a reply to this post, thank you.
https://www.mnn.com/lifestyle/arts-culture/blogs/museum-goes-art-less-highlight-role-immigrants-our-lives
ME: The removal of works of art or their covering with shrouds, empty walls/places with or without any info would be as shocking and thought-provoking as it is unnatural to go to a museum which is Art-Less; it is an act of rebellion for the sake of diversity and thus a reason to get more public attention and spark debate. It works for me as I believe it would also work for students: I tend to go looking for more info when something has stirred some kind of controversy.
Happening in the US, a nation founded by immigrants, by a mosaic of nationalities, as inscribed on the pedestal of the Statue of Liberty is even more disturbing as it should be embracing diversity and supporting immigration (not banning travelling)!

A special museum, organised by AMNESTY INTERNATIONAL, at https://www.humanityhouse.org/en/exposition/tens-of-thousands/

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It isn't often that an exhibit at an art museum focuses on the absence of art. But that's exactly the point of a new exhibit at the Davis Museum at Wellesley College, where art - specifically art that was created or donated by immigrants - has been removed from view to allow visitors to focus on what we lose when we lose immigrants.

The exhibit, which will run through the long President's Day weekend, is called "Art-Less." According to the museum, the intent is to "demonstrate the critical role that immigrants to the United States have played in the arts, both in their creative contributions as well as their stewardship of the visual arts."

For the exhibit, museum curators have removed 120 pieces of art - roughly 20 percent of the displayed collection - from view. For the next week, the art pieces will be removed from the walls or covered with shrouds, and replaced with placards indicating that they were made or donated by immigrants.

"Art-Less demonstrates in stark and indisputable terms the impact of immigration on our collections," said Lisa Fischman, the museum director.

The art pieces that have been removed from the exhibit include paintings by Willem de Kooning and Hans Hoffman, as well as a portrait of President George Washington by the Swedish artist Adolf Ulricertmüller (above right).

The Art-Less exhibit will be on display - or rather not on display - through Feb. 21.

A shroud covers art that was given by an immigrant to the Davis Museum at Wellesley College. (Photo: Davis Museum at Wellesley College)

Inserted photo: "Portrait of George Washington" by Adolf Ulrik Wertmüller (Photo: Wikimedia Commons)

Museum goes 'Art-Less' to highlight the role of immigrants in our lives

The Davis Museum at Wellesley College will remove 120 pieces of art that were created or donated by immigrants.

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Museum goes 'Art-Less' to highlight the role of immigrants in our lives

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It isn't often that an exhibit at an art museum focuses on the absence of art. But that's exactly the point of a new exhibit at the Davis Museum at Wellesley College, where art - specifically art that was created or donated by immigrants - has been removed from view to allow visitors to focus on what we lose when we lose immigrants.

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M2 - 2.5: Create a Museum Learning Experience

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M2 - 2.5: Create a Museum Learning Experience

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Being a fan of Thinglink, I've used this web 2.0 tool to annotate a photo I've taken from the entrance of a local museum. As it is new, there's not much info on it in English yet. Anyway, I've added what I thought was interesting for you to see and even have a laugh about it ;)
Please check https://www.thinglink.com/media/1036920067243114497

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I've just created my virtual exhibition with some of my fave paintings using http://www.classtools.net/3D/. Please have a look :) at http://www.classtools.net/3D/201804_ekAeJF

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Even though I'm really short on time, I'm sharing a digital presentation including links and examples using the publishing tool https://www.smore.com/app and my choice fell on a local, a new interactive museum. Please access https://www.smore.com/0vtrj-optimising-museum-visits and leave your comment.
Thank you.

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I believe there are no excuses nowadays for not going to a museum, for not taking our children and or our pupils to a museum.

Their number and quality have skyrocketed in the last, let's say, 50 years. There are old and new buildings, in cities and in villages, huge and small museums with collections of paintings, sculptures, animals, tapestry, toys... museums for every taste. There are group guides, paper guides and audio guides, interactive boards with location signs and 3D activities, workshops for all ages, special access for wheelchairs and assistance / guides for special needs visitors, namely visually impaired people either with braille boards or guided tactile visits - in some cases there are even recreations of classical art paintings in 3D so that they may be touched and felt in exhibitions. There are different prices for children, pupils / students, and seniors, there are family and group discounts, concession prices, online discounts; different prices according to the time of the year (on or off peak season), free admission times and days...

In any case, with internet access and the ubiquity of our technological gadgets, museums are a click away - and for free. Though nothing compares to our physical presence contemplating, for example, the imposing Guernica, zoom in and out functions help us a lot, too, when looking for details. There are also so many resources online that if, for any reason, pupils / children can't visit it, they can work collaboratively and even build their own art collection.

For personal or professional pursuits, museums are for all and virtually accessible 24/7. Therefore, there are no reasons for not going and therefore not learning.

As teachers, we can devise isolated activities or cross curricular, with eTwinning, in loco with or without technology, or online.

Below, 3 pictures from:

1- http://uncatalogedmuseum.blogspot.pt/2014/12/what-do-you-see-in-this-picture-from.html

2 - http://www.rembrandthuis.nl/en/education/

3 - https://medium.com/@josepicardoshs/technology-and-the-death-of-civilisation-5e831b3f8b5#.s8ppmg911

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Optimising Museum Visits - Learning in a Museum by Alexandra Duarte | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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M2 - 2.4: Additional / interesting stuff

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M2 - 2.4: Additional / interesting stuff

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Virtual museum visits: There was a time when mobile exhibits were the ‘cutting-edge’ aspect of museums. These educational exhibits on wheels often offered, and a few still do, the best of museum experiences in a less austere and more hands-on environment. Today, however, the mobile museum increasingly comes in the form of a laptop, tablet, mobile phone, or virtual reality glasses.
Many museums are digitising their collections, allowing us to examine and interact with these exhibits using our devices. Beyond that, the immersiveness of virtual reality allows us to experience museums in an entirely new way, all from the premise of our classroom.
If you want to “visit” a museum virtually, there are three main formats available:
- Browse through a digitised museum catalogue such as the one shown here below: (Interactive iPad Museum Catalog)
- Wander through a museum via a 360-degree photo tour, like this one.
- Immerse yourselves in 360-degree virtual reality video, such as the following. (Note that you do not need virtual reality glasses for these videos, as you can use your mouse to move the video around. Of course, the experience is far more immersive using virtual reality glasses.)
https://www.youtube.com/watch?v=p86gh2HEsp0
For some more examples, see here:
- Smithsonian National Museum of Natural History (the USA)
- London Natural History Museum (Great Britain)
- Google Arts & Culture webpage

A nice way to use virtual museum visits actively is to have students create virtual galleries themselves after completing the virtual visit. This could also work as a nice follow-up activity to an actual museum visit. Check out the Artsteps tool for an example of a tool that allows you to create your own virtual gallery fairly easily.Why not give it a try yourself to understand how you could best use it with your students, and share your own first virtual gallery on the course for some feedback?

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http://itunes.apple.com/us/app/uvam/id478915134?mt=8

Experience highlights from the University of Virginia Art Museum with interactive 3D visualizations of ceramics and sculpture from the Ancient Mediterranean, South Asia, Africa, and Ancient Americas. Each object in this catalog can be rotated and enlarged using simple touch gestures. A detailed description written by UVaM curators accompanies each piece and chronicles its history and cultural context. 

We are very excited about this step in distance learning and look forward to hearing your feedback.

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For the forum thread, I chose a traditional static exhibit at the national ethnographic museum and here's what I wrote down:
Since 2018 is the European Year of Cultural Heritage, I would challenge my pupils to research something locally also to engage family & community and, this way, make it intergenerational.
In Lisbon, our capital city, there’s an interesting museum, an ethnological museum at (http://www.patrimoniocultural.gov.pt/pt/museus-e-monumentos/rede-portuguesa/m/museu-nacional-de-etnologia/), which hosts Portuguese immaterial heritage. Integrated or not in a project, but definitely a transversal activity carefully prepared, pupils would visit the place and as there’s a kit available – only in Portuguese at http://www.matrizpci.dgpc.pt/matrizpci.web/AreaJovens/AreaJovensKit.aspx - pupils would be invited to research and add their local contribution, first presented to their school teachers and community, then to the mayor and specialists to be later added to the national immaterial heritage and exhibited at the museum. In my point of view, this would lead to deeper understanding and interactivity during the school visit, but basically after it as recognition would (possibly) be granted in a higher sphere.

I believe this integrated approach to be a memorable and engaging activity for our teens as it promotes deeper understanding of our heritage, the need to respect and preserve what’s genuinely ours by also encouraging interaction among different generations.

Thank you, Alexandra
For the Tricider, my idea for student activities was:
Contribute to the National Ethnographic Museum by locally researching what immaterial heritage can / should be preserved. An ambitious, transversal and intergenerational activity that would start at school, then would also count on the local experts and authorities for support and deeper understanding

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M2 - 2.3: Additional / interesting stuff

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M2 - 2.3: Additional / interesting stuff

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Using Exhibits as Assessment: The visit follow-up is an essential part of any museum visit and should not be neglected, as it is a key opportunity to turn students’ experiences into longer-term engagement in the classroom. Part of the follow-up is also an evaluation, from an organisational perspective as well as from a learning perspective. For some inspiration, take a look at the video below showing a “museum school” which uses student-created museum exhibits as its main form of assessment strategy. What an interesting video from Edutopia!

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To discuss all the things we need to do and think about as we visit the museum with our students, I headed to the existing forum thread where I left my contribution:
In accordance with my answer in the former tricider as well as to the school area (humanities/ arts/ sciences/technologies), students can have directed or pre-planned tasks for each. While at the museum, students can then draw or in any way recreate an item - hands-on activities are usually successful and memorable -, try to find the answer for the research questions they couldn’t find online, take advantage of having curators, docents, specialised and dedicated people at the museum to ask the questions that come up besides the one they had planned to ask; take pictures, interview either visitors or specialists and prepare a digital presentation with their own materials which would also become a great learning opportunity concerning digital literacies and copyright issues.
These are some of the ideas that have just crossed my mind. If others come up, I'll share them here :)

Thank you.
After that, as requested, I headed to the tricider to add my suggestion to the list of activities at museums which we can use as inspiration for our next museum field trip. From above:
Take pictures, interview either visitors or specialists and prepare a digital presentation with their own materials which would also become a great learning opportunity concerning digital literacies and copyright issues.

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M2 - 2.2: Additional / interesting stuff

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M2 - 2.2: Additional / interesting stuff

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For some ideas and inspiration for activities during a museum visit, consider some of these tips and tricks for educators at the Metropolitan Museum of Art in New York:

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To discuss all the different tasks we need to think about as we plan the museum visit, I shared the following ideas in the forum thread:
As a secondary school teacher, I find it harder and harder to engage disengaged students who may also have disruptive behaviours. Furthermore, and as I quickly read some contributions, Portugal is no exception to the somehow bureaucratic (and sometimes tiring) different tasks we need to think about as we plan the museum visit. Even though we are aware that, for different reasons, the only opportunity for some students to leave their routines and get involved in some cultural activities are these trips, all the reasons highlighted above - as well as the access provided by technological developments -, might have led to a decreasing number of school outings, the truth is that they may prove crucial for some students to discover their true talents and passions.
A major step is to articulate with the articulate with the curriculum (which is usually done at the beginning of the school year and included in the annual activity plan) and do our best to make it memorable for our students as they have so many other challenges and distractions.

Penning the permission slip for parents may prove to be tougher than one may first think as it should clearly state what the goals are, the when and how. In fact, that may become another headache as teachers in Portugal have to ask for three different statements before deciding which one to choose. Collecting the signed permission slips as well as the money is truly a herculean task as they so often say they forget one of those or both!
As for practical activities, I would start by asking them to prepare museum etiquette principles in groups and since I’m an EFL teacher, these would be written down in English, not in our mother tongue. I would then show them a youtube video about the chosen museum which, no matter the language, would be accompanied by a quiz/crosswords…in English. According to their area, I would ask them to pick up an item a) to be recreated by them b) to be researched as to its origin/ motivations/materials used…c) to prepare a digital presentation…

Thank you :)
My idea/contribution for the Tricider was based on the last part of the text above:
To prepare museum etiquette principles in groups and since I’m an EFL teacher, these would be written down in English, not in our mother tongue. I would then show them a youtube video about the chosen museum which, no matter the language, would be accompanied by a quiz/crosswords…in English.

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M2 - 2.1: Additional / interesting stuff

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M2 - 2.1: Additional / interesting stuff

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There are usually three main parts to planning a field trip: pre-field trip activities completed in the classroom, field trip activities at the museum, and post-field trip activities conducted back in the classroom. For an example of this process, the MOOC organiser(s) suggest(s) taking a look at the video below showing each of the stages of the field trip to a museum.

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For this second module, we will:
-explore how to prepare a field trip to a museum
-exchange tips and tricks for during the field trip

-discuss how to follow up and assess learning on a field trip
-discuss the potential of virtual field trips.

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DANIELA: If you could visit any one of these 11 museums here this year, which would it be and why? Please answer as a reply to this post, thank you.
ME: Well, I would like to visit them all as they are all amazing and definitely worth a visit. However, due to distance, different cultural background and heritage - and also the surroundings - I would start in Asia, by visiting the Japanese Miho Museum.
If I may, I would like to share an interactive museum that has opened up recently very close to where I live and all info is only available in Portuguese: https://www.poros.pt/. It aims to recreate the Roman city of Conímbriga (also quite close and there's info available in English at https://en.wikipedia.org/wiki/Con%C3%ADmbriga ), in a pedagogical and playful way, capitalising on the use of new technologies. Thank you :)

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Royal Academy of Arts, London, UK

In celebration of the Royal Academy of Arts's 250th anniversary, the art institution will unveil its exciting expansion into Burlington Gardens, once the Museum of Mankind, in May 2018. Led by architect David Chipperfield, the expansion links the current Burlington House with its Mayfair sister building giving expanded studio space to the Royal Academy Schools as well as dedicated space for works from the collection. Tacita Dean will open in the new Gabrielle Jungels-Winkler Galleries, while Michelangelo's Taddei Tondo (around 1504-05) and Giampietrino's The Last Supper (around 1520), will go on show in the new Collections Gallery.
Royal Academy of Arts Burlington Gardens,6 Burlington Gardens, London, W1S 3ET, UK. Free entry.
The Broad, Los Angeles, USA
The Broad, 221 S. Grand Avenue, Downtown Los Angeles, CA 90012, USA. Free entry.
As long-time art philanthropists, donating to a variety of US arts organisations, including LACMA and MoCA, Eli and Edythe Broad decided in 2010 to build their own art museum. Having amassed an impressive 2,000-strong collection of postwar and contemporary art over the years, the couple opened their mega museum, The Broad, five years later in downtown LA. Open six days a week and with no entrance fee, not only do you get to enjoy art by the likes of Roy Lichtenstein, Cindy Sherman and Damien Hirst, but you can also be wowed by the Diller Scofidio + Renfro-designed building that cost an eye-watering $140 million.

Miho Museum, Shiga, Japan
Miho Museum, 300 Momodani, Tashiro Shigaraki Koka; Shiga 529-1814, Japan.
Hidden within the forested mountains of Shigaraki in Koka, the Miho Museum is named after its founder and one of the richest women in Japan, Mihoko Koyama (1910-2003). Designed by the acclaimed Chinese-American architect I.M. Pei (famed for the Louvre's glass Pyramid), the Miho Museum was inspired by the ancient Chinese work The Peach Blossom Spring written by Tao Yuanming in 421AD. Discovered via a cherry tree-lined walkway, the museum is beautifully integrated within its natural surroundings as many of the galleries are situated underground. Mixing Koyama's private collection of Japanese art with curio from ancient Asia, Egypt and Rome, the Miho Museum makes for ideal day trip from Kyoto.

National Gallery of Victoria, Melbourne, Australia
NGV International, 180 St Kilda Road, Melbourne and The Ian Potter Centre: NGV Australia, Federation Square, Melbourne, Australia. Free entry.
As the oldest and most visited museum in Australia, The National Gallery of Victoria (NGV) is where you want to go in Melbourne to see a huge breadth of art for free. Within the two buildings, NGV International and NGV Australia, you can encounter over 70,000 works of art from antiquities and indigenous pieces to Australian photography and international multimedia. 2018 is an exciting time to visit as it marks the inaugural NGV Triennial, which includes a monumental installation by Australian artist Ron Mueck of 100 giant skulls and an interactive installation by Japanese artist Yayoi Kusama.

Museo Soumaya, Mexico City, Mexico

Through its permanent and temporary exhibitions, the Museo Soumaya has been exhibiting the artistic heritage of Mexico since it opened its doors in 1994. In 2011 it opened a second venue at Plaza Carso in the Nuevo Polanco district. The metallic asymmetric building designed by Mexican architect Fernando Romero is clad in over 16,000 hexagonal aluminium plates and beautifully recalls the sculptural forms of Auguste Rodin 's work, many of which you can see in the upper gallery as the Museo Soumaya owns the largest collection of the sculptor outside of France.

Museo Soumaya, Plaza Carso, Boulervard Miguel de Cervantes Saavedra 303, Granada, Miguel Hidalgo, 11529 Ciudad de México, CDMX, Mexico and Plaza Loreto, Altamirano #46 plaza loreto, Tizapan San Ángel, San Ángel, 01090 Alvaro Obregón, CDMX, Mexico. Free entry.

Fondation Louis Vuitton, Paris, France
Fondation Louis Vuitton, 8, Avenue du Mahatma Gandhi, Bois de Boulogne, 75116, Paris, France. Entrance fee.
Art and fashion have alway been good bedfellows, so next time you're in Paris make a visit to the stunning Fondation Louis Vuitton on the edge of the Jardin d'Acclimatation in the impressive public park, Bois de Boulogne. Designed by American architect Frank Gehry, the extraordinary art space with its fluid lines echoes the transparent lightness of 19th-century glass architecture using 21st century technology. Since opening in 2014 the private cultural initiative has been exhibiting and promoting 20th century and contemporary art under four categories: contemplative, pop, expressionist, music & sound. The must-see work though is Olafur Eliasson's commission, Inside the Horizon (2013) that brilliantly responds to the innovative building.

State Hermitage Museum, St Petersburg, Russia
The State Hermitage Museum, Palace Square, 2, Sankt-Peterburg, Russia, 190000. Entrance fee.
The grandeur and opulence of the State Hermitage Museum in St Petersburg is enough of a reason to get booking your ticket to Russia. The fact it's the second largest museum in the world and houses an impressive collection of over 1 million items is just an added bonus. Catherine the Great started her art collection in 1764 and commissioned her court architect, Yury Felton, to build an extension on the Winter Palace to house the Dutch and Flemish paintings a couple of years later. Across the six historic buildings you'll see antiquities, decorative arts and works from numerous art periods including Dutch Golden Age, Italian Renaissance, French Neoclassical and German Romantic. You're only dilemma will be where to start first.

Museo Reina Sofía, Madrid, Spain
Museo Nacional Centro de Arte Reina Sofía, Calle Santa Isabel 52, 28012 Madrid, Spain. Entrance fee.
When you're in Madrid, there's just one art museum you want to go to. While we do love the Prado, head to the Museo Nacional Centro de Arte Reina Sofía to see not only Picasso's Guernica (1937) but also the late 19th century works that reflect the rise of modernity and the important post-war art held in the remarkable collection. Inaugurated as Spain's national contemporary art museum in 1992 in the former General Hospital of Madrid, the Reina Sofía expanded in 2005 with the Jean Nouvel building, providing the museum with both space for temporary exhibitions and an injection of innovative vision.

Maxxi Arte, Rome, Italy
MAXXI Museo nazionale delle arti del XXI secolo, Via Guido Reni, 4/A, 00196 Rome, Italy. Entrance fee.
Set within the multidisciplinary MAXXI complex designed by Zaha Hadid, MAXXI Arte celebrates contemporary creativity through its permanent collection of Italian and international 20th and 21st century art, as well as nurturing the practices of emerging artists. Next time you're in Rome, head to the Flaminio neighbourhood and get lost in the wealth of art on show including the Italian conceptual artist Alighiero Boetti's epic tapestry, Mappa (1971).

Zeitz MOCAA, Cape Town, South Africa
Zeitz MOCAA, V&A Waterfront, Silo District, S Arm Rd, Waterfront, Cape Town, 8001, South Africa. Entrance fee.
Not only does the Zeitz Museum of Contemporary African Art (Zeitz MOCAA), which opened in 2017, have an exceptional collection of contemporary art from Africa and its Diaspora, its home is in one of the tallest buildings on the Cape Town skyline. Heatherwick Studio were charged with transforming the Grain Silo Complex and its forty-two 33-metre high concrete tubes into the public not-for-profit contemporary art museum. The results are spectacular, making it the go-to cultural complex when you're next in South Africa.

Jewish Museum, Berlin, Germany
Jewish Museum Berlin, Lindenstraße 9-14, D-10969 Berlin, Germany. Entrance fee. Want to see more art around the world? This is the one artwork you need to see this month.
The Polish-American architect Daniel Libeskind calls his zinc-panelled Jewish Museum Between the Lines as it reflects the tensions of German-Jewish history. Libeskind's extension to the classical former Berlin Museum creates a dynamic space where you can travel through 14 historical periods from the Middle Ages to the present day, learning about Jewish history and culture.

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If You Haven't Visited These 11 Museums, You Need a Culture Trip in 2018

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In celebration of the Royal Academy of Arts's 250th anniversary, the art institution will unveil its exciting expansion into Burlington Gardens, once the Museum of Mankind, in May 2018. Led by architect David Chipperfield, the expansion links the current Burlington House with its Mayfair sister building giving expanded studio space to the Royal Academy Schools as well as dedicated space for works from the collection.

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Sheep Tag: An Interactive Museum Exhibition

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SheepTag: An Interactive Museum Exhibition

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Constructivism

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M1 - 1.3: Museums as Constructors of Knowledge

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M1 - 1.3: Museums as Constructors of Knowledge

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As suggested, I created a mind map with coggle that I'm now sharing (link and pdf):
https://coggle.it/diagram/WrTsg8GZi33O2GBU/t/learning-in-a-museum-lamp%2C-photosforclass

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Opening up the Museum

What a powerful presentation! What passion and confidence in what she is doing! I was overwhelmed by her speech and if I lived somewhere nearby, I can guarantee you that I would go there!!!
What Nina advocates is kind of what we advocate for our schools: student-centred learning (instead of teacher-centred learning) just like museums as Community-centred museums (and not just exhibit places), places for sharing and collaborative learning. I don’t think that would be a distraction, quite the opposite: as her own experience teaches us, by devising activities for meaningful participation, they attract more people to museums and by getting involved in participatory stuff, visitors engage not only in what they are invited to do but also among themselves leading to the development of memorable experiences. A better museum, a better school, a better world :)
MAIN IDEAS FROM THE PRESENTATION:
1. Community as co-creator.

2. Artifacts as social objects.

3. Museums that matter.

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Opening up the Museum: Nina Simon @ TEDxSantaCruz

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UNESCO - The role of museums in today's societies

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The Role of Museums in Today’s Societies

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The role of museums today

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For me, a museum is a place where our past may be preserved; a meeting place; a source of knowledge; a way to learn about and connect us with our cultural heritage and now, with so many resources (physical and virtual), a great way to develop interdisciplinary projects. A museum is for all ages, pockets and therefore also a place of inclusion.

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M1 - Museums as Learning Agents (19.03.2018)

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M1 - Museums as Learning Agents (19.03.2018)

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According to this module's goals, we will:
- explore the definition of a museum
- reflect on the concept of museums as social learning spaces
- reflect on the concept of museums as constructivist learning space
- start planning for a museum learning experience.

As for myself...
Introduction and Learning Objectives: Hi, I am an EFL teacher in Portugal, love museums and am looking forward to learning about taking more advantage of these wonderful repositories of art and culture in general. Technology now allows us for virtual field trips, art collections or simply the visualisation of paintings or artifacts to learn, describe and, in my case, make great use of a foreign language.
I'm determined to finish the course to share and learn as much as possible and, in the end, yes, get the certificate :)

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Timeline

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Below there's a video I created some time ago but that is still perfectly updated as I'm still teaching at the same school. Please watch it to get to know more about the place where I'm currently teaching and my school.

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Soure is a village about 30 km away from Coimbra. Yet it has all you can think of: a rich historical background, monuments, a well-equipped public library, swimming-pools and awesome spots for picnics, to relax and read. Last but not least, there is Martinho Árias, our school! Enjoy!

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My name is Alexandra and I am from Coimbra, Portugal; I am currently teaching in a school in Soure, about 30 km away from Coimbra. I have been a teacher of English for over 20 years and have already taught different levels and age groups. After all this time I can say I love working with adult groups because there are no course books and I can create my own resources. I am an avid reader, a blogger and very curious about free tools and their implementation in the classroom.