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INFORMATION AND IDEAS FOR TEACHERS
The Exhibition The 'Victorian Vision' exhibition presents the Victorians as they saw themselves and concentrates on 19th century debates to celebrate and criticise their achievements. The exhibition aims to reassess the legacy of the 19th century and has five main themes: Royalty, Society, Nature, the World and Technology. The exhibition will be of particular interest to teachers working on the Key Stage 2 History unit 'Victorian Britain' and for Key Stage 3 teachers delivering 'Britain 1750-1900'. It will also be of interest to teachers delivering Science, and Art and Design. This resource aims to introduce teachers to the content of the Victorian Vision exhibition, to identify some links with the curriculum at KS1: -3 and to provide suggestions for areas of focus. It also includes links to the QCA schemes of work where appropriate. We strongly advise that teachers make a preliminary visit to the exhibition before bringing a class. If you have already booked a visit, bring your yellow confirmation letter with you and you will gain free entry to the exhibition .If you have not yet booked a class visit, please telephone the Education Department on 0207 942 2197 and ask for a letter of admission. For further details on how to book click here. Curriculum Links and Suggested Areas of Focus The suggested areas of focus can be used with pupils of all ages including GCSE and A Level students but we have concentrated on links with the History curriculum at KS1: -3 with some reference to Art and Design and Science. Each area of focus is divided to show links with different curriculum subjects where appropriate, though the exhibition lends itself very well to a cross-curricular approach. The ideas for questions provided here are intended as starting points to stimulate discussion as part of a Question-and-Answer approach to the displays. The resource is organised as a logical progression through the exhibition. Each section of the exhibition is colour-coded to make navigation easier. Due to copyright restrictions, we can provide only a limited selection of images from the exhibition in this resource. We advise that teachers print off this information and use it in conjunction with a free preliminary visit to the exhibition where they will be able to see all the exhibits referred to here. Other related images are available online by visiting the Picture Library Please click on the link to go to the appropriate section · ROYALTY · SOCIETY · NATURE · THE WORLD · TECHNOLOGY · OTHER RESOURCES · BIBLIOGRAPHY ROYALTY Queen Victoria came to the throne in 1837 as a young women aged 18. She was 82 at her death in 1901. During her long reign, the British created the most successful empire the world had ever known, encompassing a quarter of the globe. This section of the exhibition examines aspects of Royalty including Queen Victoria's relationship with Prince Albert, their family life and roles as patrons of art, design and technology. HISTORY KS1: 'The lives of significant men, women and children' KS2: 'Victorian Britain: 'The impact of significant individuals e.g. Queen Victoria and Prince Albert' KS3: Britain 1750-1900: 'Queen Victoria as a political leader'
Royal Interiors: KS1,2 See QCA scheme of work: What were homes like in the past? at www.standards.dfee.gov.uk/schemes These picture of Royal interiors can be used to introduce KS1: pupils to what rich peoples' homes were like in the past and to give pupils of all ages an insight into the lifestyle of the Royal family 1. Queen's sitting-room by Joseph Nash 2. Dining saloon on the Royal Yacht by Edwin Penley 3. Windsor Castle:The Blue Room by William Corden the Younger 4. Windsor Castle:The Queen's Audience Room by John Thomas 5. Ballroom at Balmoral by W. Simpson Possible Questions · Ask pupils to compare the rooms in their homes with those depicted here. What are the main differences between them? Think about technology, furniture, style, servants · Why did the Queen have so many different houses and rooms? What were they all for? · What activities do you think would have taken place in these rooms? (e.g. sleeping, important meetings, family games) Mourning and Commemoration: KS1,2 These three exhibits can be used to give pupils an insight into the Victorian view of death and of the importance of memorial and commemoration. They can also be used to explore the relationship between Queen Victoria and Prince Albert. 1. Frogmore: interior of the Royal Mausoleum where Queen Victoria is buried by HW Brewer 2. Design for the Albert memorial by Sir George Gilbert Scott 3. Bust of Prince Albert by William Theed Possible Questions · Why do we remember people after they die? · How do we remember people? · Why did Queen Victoria build the Albert Memorial? · Think of some other things you could do to make sure people would remember you in the future SOCIETY 19th century society, though rigidly stratified, was not static. Industrialisation and empire meant that more people had more money which, in turn, helped to break down barriers and raise expectations. Within this section of the exhibition you can identify a number of themes. Pupils will be able to explore issues surrounding class and the many differing roles of women in Victorian society. They can investigate Victorian attitudes towards children and education as well as finding out about transport, recreation and emigration. HISTORY KS1: 'identify differences between ways of life at different times' KS2: Victorian Britain: 'working life for men, women and children', education', 'seaside holidays and entertainment', 'rail travel' KS3: Britain 1750 -1900: Industrialisation - its' impact on society The Differences between Rich and Poor: KS1,2 Compare the following pairs of paintings and explore what life was like for different people in Victorian times. 1. The Royal Family in 1846 by Franz Xavier Winterhalter 2. Gipsy Encampment by Frederick Goodhall Possible Questions · What are the differences between the two paintings? Ask pupils to think about the setting, the clothes worn by the sitters, their facial expressions and the activities that are taking place. · How reliable are these painting as historical evidence for what life was life in Victorian times? 1. Sympathy by Briton Riviere 2. The Stone Pickers by Sir George Clausen. Possible Questions · What is happening in the two paintings? · What are the differences between the two children depicted? · What can these paintings tell us about what life was like for children living in the Victorian era? Children at School and Play: KS1,2 What was it like for children Living in Victorian Britain?, How are our toys different from those in the past? see QCA schemes of work at www.standards.dfee.gov.uk/schemes These paintings of children can be used to give pupils a sense of what it was like to attend a Victorian school and of life before computer games! 1. School is out by Elizabeth Stanhope Forbes 2. The Reluctant Schoolboy by John Burn Possible Questions · What is shown in these paintings? · Identify the differences between school life for Victorian children and life at your school. Think about: The classroom - how it is lit, the equipment, the furniture The clothes the pupils are wearing The attitude of the pupils - why is the boy 'reluctant'? 1. Playing at Doctors by Frederick Hardy 2. The Lowther Arcade - toyshops by the circle of Henry Charles Bryant Possible Questions · What kind of games did children play in Victorian times? How do they compare with the games you play at home? · Look at the living room in 'Playing at doctors'. What are the main differences between this Victorian room and a modern living-room? · Look at the toys in the second painting. How do they compare with toys we have today?  'Derby Day', by William Powell Frith, 1856-58. Oil on canvas. Transport and Recreation / Leisure: KS1: ,2,3 See QCA scheme of work: What were Seaside holidays like in the past? www.standards.dfee.gov.uk/schemes) The following paintings can be used to illustrate how, thanks to the railways and urban public transport, people from all classes could enjoy new opportunities for leisure and recreation. 1. Derby Day by William Powell Frith 2. Tennis Party by Charles March Gere 3. Underground Railway by Charles Trevor Prescott 4. One of the people - Gladstone in an Omnibus by John Morgan 5. Railway Station by William Powell Frith 6. Beach at Walberswick by Philip Wilson Steer 7. Ramsgate Sands by William Powell Frith 8. The Old Bedford by Walter Richard Sickert Possible Questions · Why have the themes of transport and recreation been put together in this section? · Why is Morgan's painting titled 'One of the People'? · Using 'Ramsgate Sands' and 'Beach at Walberswick', talk about what seaside holidays were like in the past compared with today. The Role of Women in Society: KS2,3 These paintings show women taking on a variety of different roles in Victorian society. They can be used to investigate what life was like for Victorian women and to introduce pupils to broader issues relating to gender. · Changing Homes by George Elgar Hicks · The Flight from Lucknow by Abraham Solomon · Long Engagement by Arthur Hughes · Thoughts of the Past by John Roddam Spencer Stanhope · The New Woman by Alfred Morrow · Mother and Child by C.W. Cope · Virgin and Child by Dyce · The Hat Shop by Prof. Henry Tonks  The Hat Shop', by Henry Tonks, 1892. Oil on Canvas Possible Questions · Ask pupils to think about how they might categorise these paintings. E.g. Marriage, Motherhood, Courtship, Conflict, Emancipation, Class, Role Models · How representative of Victorian women is this selection of paintings? What are the strengths and weaknesses of paintings as an historical source? Emigration KS2,3 During Victoria's reign, over 11 million of her subjects emigrated. Famine in Ireland and clearances in Highland Scotland forced many to start new lives overseas. These two paintings depict contrasting scenes of departure from Britain. 1. Lochaber No More by John Watson Nicol 2. The Parting Cheer by HN O'Neil Possible Questions · Why did people emigrate in the 19th century? Where did they go? · What can these paintings tell us about a) the types of people who emigrated? b) their attitude towards emigration? · What is the difference in mood between the two paintings Death KS2,3 These paintings can be used to introduce pupils to the Victorians' attitude towards their own mortality and their enthusiasm for spiritualism. 1. Her Firstborn. Horsham churchyard by Frank Holl 2. Old Shepherd's Chief Mourner by Sir Edwin Landseer 3. Boer War by John Byam Liston Shaw 4. The Light of the World by William Holman Hunt (print) 5. East Lynne poster (Angels) by SC Allen and Company Ltd Possible Questions · Ask pupils to identify the different themes touched on in these paintings e.g. Child mortality, poverty, war, religion. · What does the poster depicting Angels tell us about the Victorian attitude towards death
NATURE This section of the exhibition has three main themes: the Victorians and their relationship with animals, the work of Charles Darwin and the natural world as inspiration for artists and designers. It will be particularly useful for teachers delivering Science and Art and Design. HISTORY KS2: Victorian Britain The Victorians' Attitude to Animals: KS2 These exhibits can be used to discuss the different and sometimes contradictory attitudes to animals held by the Victorians. 1. One of the Family by Frederick George Cotman 2. Kittens' wedding 3. The Monarch of the Glen by Sir Edwin Landseer 4. Antler Chair - Rampendahl furniture 5. Hummingbird fire screen 6. Panthera Tigris Possible Questions · Why did the Victorians stuff animals? · Look at the painting by Landseer and the Antler chair. What do these two exhibits tell us about the Victorians' attitude towards animals?  Antler horn chair with velvet cover, attributed to Rampendahl, c.1840 ART AND DESIGN KS1: Investigating different kinds of art, craft and design KS2: Investigating art, craft and design…in a variety of genres, styles and traditions KS3: Codes and conventions and how these are used to represent ideas, beliefs and values in works of art, craft and design The Natural World for Inspiring Art and Design: KS1,2,3 See QCA scheme of work 'Mother Nature, Designer' at www.standards.dfee.gov.uk/schemes These pictures and objects can be used to discuss how enthusiasm for the natural world inspired artists and designers in the Victorian period. 1. Pegwell Bay, Kent by Dyce 2. The Lake of Lucerne by John William Inchbold 3. Lilly of the Valley Bench 4. Passion Flower Vase 5. Fern Handkerchief 6. Bunch of assorted waterlilies - exotic, glazed cotton 7. False principle textile - garden flowers 8. Honeysuckle William Morris  The Lake of Lucerne by John William Inchbold Possible Questions · Identify the differences between the garden flowers textile and Morris' honeysuckle · Why was there such enthusiasm for landscape painting at this time? (Influence of Ruskin, religious and scientific debates about evolution) SCIENCE KS1: Life Processes and living things: Humans and other animals KS2: Life Processes and living things: Variation and Classification KS3: Life Processes and living things: Variation, Classification and Inheritance Animals: KS1: These exhibits can be used to introduce younger children to different animals. 1. Van Amburgh and his Animals by Sir Edwin Landseer 2. Hector, Nero and dash with Lory by Sir Edwin Landseer 3. Cat in a Cottage window by Ralph Hedley - include image 4. Kittens Wedding 5. Pekinese Dog Possible Questions · Ask pupils to identify as many different animals as possible · Compare and Contrast the different types of animals · Why did the Victorians stuff animals? Darwin and Evolution: KS3 See QCA scheme of work: 'Variation and Classification at www.standards.dfee.gov.uk/schemes) These exhibits can be used to explore the theories of Charles Darwin and the impact they had on the Victorians. 1. fossil - icthyosaurus communis - from Lyme Regis 2. Great Auk 3. Noah's Ark 4. Man Proposes. God Disposes by Sir Edwin Landseer Possible Questions · Compare and Contrast Man proposes and God Disposes with Noah's Ark. What are the different views of the world espoused by each? · Why has the Great Auk been included in this section? (As an example of an extinct species) · Why is a fossil included in this display? (The discovery of fossils forced the Victorians to question established views about the origins of life) THE WORLD This section of the exhibition explores the wider world in the 19th century. It can be used to introduce pupils to themes such as imperial expansion, trade, explorers, pioneers and settlers as well as giving a sense of how other countries and cultures have influences British Art and Design ART AND DESIGN KS1: differences and similarities in the work of artists, craftspeople and designers in different times and cultures KS2: investigating art, craft and design…in a variety of genres, styles and traditions KS3: investigating art, craft and design…in a variety of genres, styles and traditions, and from a range of historical, social and cultural contexts. Influences from Other Cultures: KS1,2,3 The exhibits in this section are displayed according to which area of the world they come from. They can be used to show how ideas and techniques from other cultures influenced British Art and Design in the 19th century. Orient 1. Persian Kelim purchased from Liberty and Co. 2. Oriental interior by JF Lewis 3. Iznik plate with ship motif (Turkish) 4. Inlaid ewer (Egyptian) 5. Turkish Brocade India 1. Wardle Block printing sample from Indian blocks 2. Tea packet representing India 3. Bust of Gordon 4. Perfume censer China 1. Blue and White ewer - imperial (china) Bushell 2. Yellow embroidered cushion cover with dragon 3. Ice chest 4. Kingfisher feather screen 5. Embroidered shoes Japan 1. Candlestick collected by Christopher Dresser 2. Lacquer picnic set on stand 3. Woman in boat with parasol print japan 4. Blue Mt Fuji Print Possible Questions · What can these displays tell us about Britain's relationship with the rest of the world in Victorian times? · Identify the different materials that can be found amongst this wide range of exhibits · How have the ideas and techniques shown in these displays influenced British art and design? Jewellery KS1: ,2,3 The World section includes examples of pieces of jewellery from all over the British Empire. Click here for ideas on how to use a jewellery collection with your class HISTORY KS2: Victorian Britain: David Livingstone, Mary Kingsley and world exploration. Service in the army, royal navy and merchant navy KS3: Britain 1750-1900: the slave trade in the British empire, Queen Victoria as a political leader. Royalty and Empire KS2,3 See QCA scheme of work 'The British Empire' at www.standards.dfee.gov.uk/schemes) These images can be used to talk about Queen Victoria in her role as ruler of an empire. 1. Secret of England's Greatness: Queen Victoria presenting a bible by TJ Barker 2. Edition of Queen Victoria's Leaves in Hindi 3. Bust of Queen Victoria wearing crown from Yoruba, Nigeria 4. Samurai armour given to Victoria Possible Questions · Look at the painting by TJ Barker. What is happening in the painting? This painting is usually read as Queen Victoria giving a bible to an African. Why would she do this? What other ways are there to read this painting? · What can we learn from the fact that Queen Victoria's Highland diaries were translated into many different languages? · Look at the bust of Queen Victoria made in Nigeria. How does it compare with other images of the Queen that can be seen in this exhibition? Collecting in Africa, America and the Pacific: KS2,3 These exhibits reflect the Victorians' interest in finding out about other cultures. They collected local examples of religious and domestic objects, which were then displayed in museums in Britain, but were not regarded as art. Pacific 1. Spear rest 2. Carved and painted figure associated with George Brown 3. New Ireland mask 4. Hawaiian bird feather chief's cloak 5. Wood figure - moai kavakava The Americas 1. Pre-Columbian mask pendant 2. Pad saddle with embroidery and bead work 3. Blue mask with moustache and movable eyes 4. Whalebone club in form of salmon 5. Llama effigy Africa 1. Kneeling male figure of Esu 2. Benin - Ivory carved sceptre 3. Ashanti badge 4. Black ostrich feather fan with diamante Possible Questions · Why were these objects not considered to be 'art' · Why did the Victorians collect such objects? (They used them to explain the evolutionary development of different cultures) Explorers: KS2,3 Various Victorian personalities are identified in the World Section. The following exhibits relate to the life and work of Dr David Livingstone and Mary Kingsley. Kingsley was commissioned by the British Museum to collect specimens of African fish. She was the first European to cross the territory of the Fang tribe, notorious as cannibals. Livingstone campaigned to spread the gospel in Africa. His denunciation of the local slave trade and his conviction that Christianity should be combined with commercial development were highly influential. 1. Bottled fish collected by Kingsley x 2 2. Brass round vessel decorated with head and lizards collected by Kingsley 3. Snuff box presented to Henry Stanley by Queen Victoria for finding Livingstone 4. Livingstone's Hat 5. Livingstone's Compass 6. Elephant in the Shallows of the Shire River, the Steam Launch Firing by Thomas Baines (Baines accompanied Livingstone's expedition along the Zambezi) Possible Questions · What prompted Mary Kingsley and David Livingstone to explore Africa? · What particular problems would have been faced by Mary Kingsley as a female explorer · Why did the Victorians think that spreading the Christian gospel to other cultures was so important? The Army and Navy: KS2,3 The paintings identified below can be used to talk about life in the army and navy in the Victorian period. Pupils might also be interested in seeing Florence Nightingale's bracelet, given to her by the Sultan of Turkey, in the Jewellery section. 1. Eastward Ho by Henry O'Neil 2. Home Again by Henry O'Neil 3. Florence Nightingale's diamond bracelet in jewellery section 4. Royal Artllery crossing Tugela River (south Africa) under Fire by George Scott Possible Questions 1. Compare and contrast Eastward Ho with Home Again. Identify the characters which appear in both paintings 2. What impression of military life is given in these paintings? 3. How reliable are they as historical evidence? TECHNOLOGY Many technological developments took place in the Victorian period. Transport, communication, domestic and industrial life were all changed as a result of new skills, knowledge, equipment and machinery. The exhibits grouped below can be used to talk about how technology affected different aspects of life and work in the 19th century. HISTORY KS2: Victorian Britain: Impact of changes to work and transport, ships and seafaring, rail travel. Robert Stephenson, Isambard kingdom Brunel and their impact on travel in Britain. KS3: Britain 1750-1900: Industrialisation, the roles of scientists and inventors. See QCA scheme of work Industrial changes: action and reaction at www.standards.dfee.gov.uk/schemes SCIENCE KS2,3 Physical processes: forces and motion, electricity, light and sound The Impact of New Technology: KS2,3 Work 1. 'The Wealth of England': the Bessemer Convertor by WHY Titcomb 2. Black Diamonds by William Lionel Wyllie 3. Going Home (Miners) by Ralph Hedley 4. Brickmakers by Ralph Hedley 5. The Song of the Shirt by Frank Holl 6. Applicants for admission to a casual ward by Sir Samuel Luke Fildes 7. The Housemaid Possible Questions · Identify the different jobs reflected in these paintings · How has new technology influenced these jobs? · Look at the Song of the Shirt by Frank Holl. What can this painting tell us about the working life of some Victorian women? · What does Applicants for admission to a casual ward tell us about the Victorian attitude to work?  'The Song of the Shirt'. oil on canvas, Frank Holl, 1875. (c) Royal Albert Memorial Museum and Art Gallery, Exeter Transport 1. St Pauls and Ludgate Hill by William Logsdail 2. Launch of the Fuji at Blackwall by Gerald Maurice Burn 3. Model of SS Great Britain - the first propeller driven and iron ship to cross the Atlantic, designed by Isambard Kingdom Brunel 4. Early car (Argyll Voiturette motor car)
Possible Questions · What impression of 19th century London is given by St Paul's and Ludgate Hill? · What impact did steam technology have on travel in the 19th century? · Compare the Victorian motor car shown here with modern cars. Identify the similarities and differences. Communication 1. ABC double dial telegraph 2. First National Standard Pillar Box, 1859 3. Ericsson telephone 4. Cinema - projections of 19th century pictures in film Possible Questions · What did people do with their post before the introduction of the penny post in 1840? · How did people communicate before the invention of the telephone? Domestic objects 1. camera - Kodak brownie 2. electric desk lamp 3. carpet sweeper 4. Hare Stereoscope 5. Electric curling tong heater 6. Brass light switch 7. Electric iron 8. Gas fire 9. Washing tub with mangle Possible Questions · Using the objects in this display as a guide, think about how housework was changed by new technology. Medical equipment 1. Ether bottle 2. Stethoscope 3. X-ray bulb 4. Anti-cholera vaccines 5. Denture set 6. Leech jar 7. Amputation kit 8. Electrotherapy machine Possible Questions · What does this collection of objects tell us about medicine and medical equipment in the Victorian period? · Ask pupils to think about the relationship between developments in medicine and public health issues in the 19th century. How Things Work: KS2: ,3 1. Model of the engines of PS Mersey (press button to see mechanism work) 2. Maxim's propellor for steam powered flying machine 3. Wrought iron link from suspension bridge 4. Model of Firefly broad gauge locomotive owned by Daniel Gooch + wheel 5. Marchioness of Stafford LNWR 'Dreadnought' 6. Section of Britannia bridge with last rivet struck by Robert Stephenson 7. The Wealth of England: The Bessemer Convertor by WHY Titcomb Possible Questions · Look at the model of the broad gauge locomotive. Why was a broad gauge necessary? · What did Maxim's experiments with the propeller for a steam powered flying machine show? · What was involved in Bessemer's process for converting iron into steel? A FINAL THOUGHT Why is Maxim's machine gun (1883) displayed on its own, pointing towards the exit of this exhibition? |
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