Evidence from Honor Gay, Head of Learning
at the Natural History Museum
I am delighted to help the development of a
Parliamentary Visitor Centre by providing evidence based on our
experience at the Natural History Museum.
WHICH ASPECTS
OF THE
MUSEUM'S
BUILDING LAYOUT
ARE REALLY
SUCCESSFUL WITH:
(a) Children
To summarise, spaces for use and enjoyment by
school parties and families need to be planned for this use from
the outset. From practicalities like text layout and size to tone
of voice, the design and interpretation of spaces is key to their
future use and success.
The Central Hall, with its sense of space and
the cast of Diplodocus, is an arresting entry to the Museum and
we insist that school groups enter through the main entrance rather
than through the basement.
Our Clore Science Centre, Investigate, was designed
to enable groups of school children aged 7-14 and family group
with children of the same age to participate in observation and
investigation of real scientific specimens using the same techniques
as scientists. Because it was designed for this use from the outset,
it is tremendously successful in engaging this audience.
The schools reception area is large, well-planned
and popular.
Our gallery Creepy-crawlies is an interactive,
popular and engaging gallery for younger (7-11) children that
illuminated the world of insects.
The Earth Galleries re-development (the former
Geological Museum) was designed for children aged 11-14 in groups
or with their families.
(b) Adults
Children and adults visit together as families/groups
the needs of group leaders, parents and responsible adults need
to be planned into design.
The Museum's key audience is family groups,
and we do not have many adult spaces. A notable exception is Darwin
Centre Phase 1, where the studio is the focus for a programme
of engagement between scientists and visitors. Here a modern look
and feel, with high tech equipment, have been successful.
Earth Lab is a learning space designed for amateur
geologists, which has not been used as much as we had hoped.
Which aspects are really essential to that success?
The two critical factors are:
(a) Knowledge of good practice developing
in galleries and spaces—there are many case studies of what
has worked and what has not. The Clore Duffield Foundation and
HLF have both published excellent guides to developing learning
spaces.
(b) Understanding the needs of the audience
and making this central to the design and interpretation—focusing
on practical issues as well as those that facilitate engagement,
investing in front end and formative evaluation and snagging.
What doesn't work and what would you change if
you could re-design the museum?
The Museum is excellently endowed with public
spaces but of course there are many aspects of the galleries and
spaces that could be changed:
Earth Lab does not attract the audience for
which it was developed—amateur experts in geology and we
are now re-developing the space for school use.
Even in Investigate, a really successful space,
we are refining it to provide an area for toddlers because families
often visit with some of their children too young to use the space.
At the other end of the range, the space can seem a bit "babyish"
for 14 year old and we are investing in more sophisticated equipment
to make it seem more adult.
Similarly, the schools reception area is more
attractive to primary school ages than secondary pupils.
Which features had you thought would be important,
but turned out to be unnecessary or not as important as you thought—in
particular, how necessary are toilet facilities and cafés?
For school groups:
— Safe access from the coach to the
schools receptions area.
— Toilet facilities are absolutely
vital, we have purpose-built toilets/basins for children in the
schools reception area.
— A lunch area and secure cloakroom
space.
For families:
— Lunch area to eat packed lunches—very
desirable.
Which activities have been particularly successful
with a) children and b) adults?
One of the reasons for the success of our learning
offer is the wider variety of our programmes. Amination of galleries
and learning spaces with educators (we call them explainers) is
a critical factor in delivering learning. We have 15 face to face
educators and over 60 learning volunteers. Both face to face staff
and volunteers deliver a wide variety of drop in activities for
schools, families and adults. The explainers also staff Investigate
and deliver a variety of bookable workshops for schools and families.
We employ freelancers to deliver additional workshops and activities
for schools and families.
Additionally, we have a number of self guided
activities such as Explorer backpacks and gallery trails.
In the Darwin Centre Studio, a dedicated team
of science communicators runs the programme.
Which activities have been a turn-off?
None. We employ skilled educators and test
out our activities.
Are there any activities or aspects of the Natural
History Museum that you consider might translate particularly
well to a parliamentary setting?
This depends on the audience you target. Since
the beginning of my involvement with the Parliamentary Visitor
Centre, I have thought that an adaptation of our Darwin Centre
Live programme—based on dialogue and facilitated conversations
with experts could be translated with enormous benefit.
As the Head of Learning at a London Museum, do
you have a view on whether there is a need or a market for a Visitor
Centre dedicated to Parliament alone?
My view should not in any way be instead of
rigorous audience testing, but in my professional experience,
not only is there a big demand, but you have a tremendous product
and could deliver real social benefit.
If there is, what should it be for and what should
it not be for?
This depends on what you want to achieve—narrow
and deep engagement, or broad and shallow. You will have to make
difficult choices with limited resources.
In my personal view, it should not be to raise
income.
A key function should be to tackle the issue
of declining participation in politics, targeting non voters and
making government and its processes relevant and inspiring to
their lives. Thus it would be less valuable to "preach to
the converted" than to people/groups currently alienated
from the system.
It may also need to satisfy the curiosity of
domestic and foreign visitors—or else you could have a facility
that only engaged targeted groups.
Who should be its main target audience?
Schools for citizenship/history.
Community groups.
People from socially deprived areas.
Domestic and foreign tourists.
These are all, apart from the tourists, hard
to reach groups and their needs would determine the product you
develop—eg there should be a high level of outreach to reach
community groups.
How should it aim to attract that audience?
Targeted marketing.
Developing the product in consultation with
the audience.
Evaluating the success of the product and modifying
it if needed.
What are the essential facilities should it provide?
Physical comforts—toilets, space for eating,
storage.
Tying in the experience with the authentic functioning
building.
Opportunity to meet/debate with staff/MPs in
a purpose built space.
History of governance—made appealing!
Do you have any comments on the use of Abingdon
Green or Victoria Tower Gardens as the potential sites for the
centre?
Wherever it is, it needs to be clearly linked
to the historic building.
5 June 2006
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