Museum and Education: Object-Based Learning

Munirah binti Haji Tahamit (12M8951)

Master of Education in Visual Art

Sultan Hassanal Bolkiah Institute of Education, University of Brunei Darussalam

Abstract:

This paper examining the field of museum studies and developments in museum education, It

introduces contemporary issues and practice in museum and gallery education and seeks to relate

museum education theory to personal practice. The paper investigates on how museum is used as

an educational institution, strategies for teaching and learning from material culture and the

formation of museum collections. Also, looking at museum and education in general and particularly

chose Royal Regalia Museum as part of this study.

Keywords: educational institution, strategies, culture, Regalia Museum

Introduction

Brunei Museum’s Department mission is to protect and preserve the national and cultural

heritage for educational encouragement. It also aims in stimulating public interest, love and

appreciation of the heritage with the provision of efficient and quality services. Under Brunei

Museum Department there are several other branches of the museum interrelating with the

department. The policy of Brunei Museum Department is to promote research and stimulate interest

in the rich cultural and natural heritage of Brunei Darussalam also to protect and conserve this

cultural and natural heritage.

The online information of the Museums Department of the Ministry of Culture, Youth and Sports, Brunei is

part of the official government of Brunei Darussalam official website. It is led by the Director of Brunei

Museums and assisted by the Deputy Director of Brunei Museums.

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Museum and Education

Generally view the significant of museum and education. Museum has a wealth of resources that can

be explored through the possibilities. It is also an institution that can stimulate ideas, especially

those involving teaching and learning activities. Because this is a museum and education cannot be

separated as viewed in Western societies.

In western countries, teachers have been exposed to museum since teaching practice. They are

encouraged to explore this the ways in which they can develop pupils' learning through the use of

museum resources for the insight and development of students’ thinking on objects.

For Educators: Using the Museum in Your Classroom

The Art Institute’s encyclopedic collection offers thousands of ways to invigorate discussion in your

classroom using object-based learning. This technique uses a work of art as a point of departure,

helping your students gain a deeper understanding of whatever subject they’re studying. It does

stimulate a lot of interaction in the classroom. It’s a great way to get students talking to each other.

Once you put a picture up everybody can access the picture. Everybody can look at the picture and it

sparks ideas. (The Art institute of Chicago, 2009)

Object-based learning is a powerful way to encourage critical thinking. There are lots of activities

could be done based on the object learning such as role-plays of gallery-based discussions, modelling

activities which could be done with students.

Learning conversation in museum using object based

To help you brainstorm ways to use the museum’s collection with your students, there are

thousands of materials that you can acquire. And it was very insightful to watch students dissect this

picture and create a whole scenario about the kind of life that these people were living. The amount

of critical thinking and creativity that students have to apply to their answers just lets you see

everything they’ve been learning in a really fresh new way. It’s totally student generated. The

ultimate way to enrich your class’s object-based learning is to let them see the real thing for

themselves. Treat your class to a trip to the museum, giving them the chance to explore authentic

works of art in a memorable, stimulating environment. But we’re not only there to look, we’re also

there to talk about art.

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Once they’ve seen it in the museum and they put it into their memory and that excitement is already

there, we continue working with the piece of artwork, tying it into our curriculum as many ways as

possible because we know every time we take out that piece of artwork, it just ignites the learning in

the classroom.

Background Information

Choosing Royal Regalia as a subject, we were aware how object(s) in the museums are valued,

seeing its importance in education on how teacher as communicator communicate the objects in the

museum and students interpret from what they observe and as a teacher we teach them the

importance of seeing the internal values of the objects.

Purpose of the Establishment of the Royal Regalia

The establishment of the Royal Regalia Building envisaged a cultured, educated Brunei society that is

well-versed with and proud of its own monarchical history, as well as its art, culture and heritage.

The need to archive, preserve and display the royal culture riches and historical part of a nation was

the main concern of His Majesty.

The Royal Regalia Building, with its four galleries - the Royal Regalia, the Royal Exhibition, the Silver

Jubilee Exhibition and the constitutional History and the Development of Brunei Darussalam - has

played a vital role in educating, informing and inspiring Bruneians.

Titah in conjunction with the Royal Regalia

The Royal Address - His Majesty Sultan Haji Hassanal Bolkiah Mu’izaddin Waddaulah Sultan and Yang

Di-Pertuan of Brunei Darussalam in conjunction with the Official Opening of the Royal Regalia

Building on 30 September 1992.

“It is our hope that the exhibition that will be viewed later will highlight the nation’s development of

the past 25 years, since the time we ascended the throne in October 1967.”

“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

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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.”

The Honourable Pehin Orang Kaya Setia Pahlawan Dato Seri Setia Dr. Awang Haji Ahmad bin Haji

Jumat - Minister of Culture, Youth and Sports Brunei Darussalam (2010) highlighted ‘The Royal

Regalia Building presently displays a large number of the royal regalia that have been passed down

from one generation to the next - the symbols of a 600-year-old monarchy. It was the late Al-

Marhum Paduka Seri Begawan Sultan Omar ‘Ali Saifuddien Sa’adul Khairi Waddien who decreed that

the 20th century royal court has a proper protocol and use of regalia, seeking to maintain its

importance, cultural heritage and monarchical identity amidst the extraordinary pace of

modernisation.

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.This is the crux

of our culture, not just a blueprint, but one that needs to be comprehended as a guide to ensure all

aspects of life are centred around it and not divert from the essence of the Malay Islamic Monarchy.”

(Titah, 1992)

This shows that the Royal Regalia Building’s role shall be used as a resource, research or study centre

in furthering and site-seeing on Brunei’s royal history and the ruling royal family, for educational

research of Malay Islamic Monarchy - and other possibilities offer from the regalia in order to excite

them to probe deeper into the history and culture in terms of research and knowledge. - The

materials display or exhibit are useful for educational purposes.

Seeing objects in the museum tells us what has happened, what is happening and what may happen.

People will not appreciate the history and culture of those who had escaped if there is no effort to

keep it there! - If there is no museum! (Abd. Latif Haji Ibrahim, 1966).

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Hence, these could be reason why we should include museums in the curriculum. These questions

should be considered when we want to communicate the object(s) as part of the learning. How

these objects could become meaningful, what does it contribute?

Literally, object based learning needs the object as the medium which is the meat of the subject and

the transmitter works as a communicator - telling the history, input of knowledge from the object(s)

chosen and receiver works as active interpreter from what they observed.

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)

Or

Fig. 2 Previous communication model for museum

Fig. 4 A new communication model for museums, more towards feedback loop

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MEDIUM PENERIMA

INSTRUCTOR/EDUCATOR OBJECT

STUDENT/ LEARNER

Team of Communicators

MeaningsMediaMeanings

Active interpreters

TRANSMITER

Museum Education Theory to Practice; Creativity and Cultural Objects

Here links between creativity and the features of cultural objects are explained. According to

Vladimir T. (2011) cultural objects exist at two levels; The first level is the external level consists of

the objectively observable features of the cultural object. The second level is the internal level

consists of the hidden aspects of the object, the logic and thought that has gone into the object’s

creation. This internal level constitutes the cultural meaning of the object, and some cultural objects

have multiple levels of meaning.

In supporting the creative thinking, practice after practice is important to develop students’

divergent way of thinking based on the object(s). We could discuss the hidden aspects of the object

which has been created - symbols of each objects.

Many of Brunei’s royal regalia we witness today were inspired by the symbols represented and

documented in the early 14th century during the coronation of Brunei’s first Sultan; Sultan

Muhammad Shah (1363 - 1402). There are more than 2000 objects in Regalia and I pick few objects

which I find interesting in terms of symbolic meaning and it relations to the Monarchy. 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.

Think of activities could be used for students?

Before discussing about symbols behind the objects, I find it important to engage with some

activities that could be used for students - for the development of students’ thinking.

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.

This is a general example of the symbols behind the creation that I find interesting, other examples

will be discussed in this paper. 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

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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.

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

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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. Door design inspired by the Kelasak (Royal shield) is used to adorn the doors in the

building.

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.

SYMBOL: In Majesty’s Silver Jubilee celebrations - today, only a handful of countries in the world

ruled by a monarch. Emblems, symbols or paraphernalia - are symbols or representative of a

sovereign’s insignia. The term ‘royal regalia’ is commonly used for unique items designated at the

start of a dynasty, accumulated through many years of royal court tradition.

In the regalia, we could see different colours of umbrella, if the subject is art, we could ask our

students why this is a work of art? What makes it special? On the surface it is just tools or umbrella!!

Let’s investigate further why this is a work of art. Why might this object based have chosen to

communicate the idea of art? So what do you think about seeing something familiar from our

everyday world presented as art in the museum? Now that the umbrella in the museum, they are

more interesting. How are they more interesting here?

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In our everyday life, umbrella is designed to protect against rain and sunlight. In Regalia, of course

we consider it means in Monarchy, its symbol behind the creation.

Royal Umbrellas

Symbol behind Eastern cultures where holding up an object to shade over someone’s head signifies

the act of offering protection. The symbolism takes on a much grander expression when associated

with kings and queens, not only represent protection but also indicates the superior status of the

royal personage. Also, considered a mandatory act of respect and reverence to hold an umbrella

above a person of status to shield him from the vagaries of the weather.

The umbrella was also considered a symbol in early religious beliefs to be connected with the Gods

of fertility and harvest, death and rebirth. Umbrella refuge for peace, stability and justice for the

people. Umbrellas feature prominently in the religious iconography of the Far East where the

benevolence of the Divine shields and protects the faithful.

The word ‘umbrella’ is coined from the Latin word ‘umbra’ which means ‘shadow’ - shows how a

wise King’s rule shelters and protects his people in both worldly and spiritual matters.

Used by Raja Isteri, Crown Prince, Wazirs, princes and princesses attending official ceremony.

Payung Diraja (Royal Umbrella) - yellow - His Majesty

White Umbrella - represents Duli Yang Teramat Mulia Pengiran Bendahara

Black Umbrella - represents Duli Yang Teramat Mulia Pengiran Pemancha

Green Umbrella - represents Duli Yang Teramat Mulia Pengiran DiGadong

Red Umbrella - represents Duli Yang Teramat Mulia Pengiran Temenggong

Payung Kawan (Chequered Yellow and Red Umbrella) - Yellow of this umbrella represents

His Majesty the Sultan while red the rakyat (subjects) carried by 40 Awang-awang (court

officials)

Payung Dadu (chequered Umbrella) - Eight umbrellas with a combination of five colours (the

colour of the flags of His Majesty the Sultan, Duli YTM Pengiran Bendahara, Duli YTM

Pengiran DiGadong, Duli YTM Pengiran Pemancha and Duli YTM Pengiran Temenggong are

carried by court officials called Awang-awang.

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The National Crest of Brunei Darussalam / Emblem of Brunei Darussalam / Panji-Panji Negara

Brunei Darussalam

The National Crest of Brunei Darussalam has developed from a Royal emblem and in its original form

still maintains its status as one of the Royal emblems.

The present National Crest was superimposed on the National flag after promulgation of the 1959

Brunei Constitution.

Features of the crest in relation to symbol: Bendera - the flag. Payung Ubor-Ubor - the Royal

Umbrella. See the importance in Emblem of Brunei Darussalam relate to the object (umbrella)

widely display or exhibit in the regalia

Problems in Brunei;

Object-based learning should be a good lesson for galleries, for artists, for collectors, for educators

and for students. There are numbers of qualified experts in briefing, explaining what is inside the

museum. However, there are still lack of qualified experts to give lectures and lack of participants;

those who want to listen or participant in active learning inside the museum. Hence, docent and

active learners is needed in the museum.

Thinking a little bit about what you and your students might see, relate with interpretations of these

students on the object. The hardest part about the museum education is being flexible. Divergent

thoughts from the learners are good to build their critical thinking, however as a teacher we need to

be prepared with whatever might come up from the students.

Conclusion

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To conclude, museum is used as an educational institution, strategies for teaching and learning from

material culture and the formation of museum collections. Several activities and techniques could be

used to be engaging as a reflection from object-based learning in the museum.

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 Alat-Alat 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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