Brighton Museum & Art Gallery
Indian Artefacts
(All Key Stages)
An information pack for teachers
Explore the diversity and richness of Indian cultures and
lifestyles through studying real artefacts and textiles.
Contents:
Introduction
Group organisation and outline of the session
Aims of session
National Curriculum links
Risk assessment
Group Leader’s sheet
School visit guidelines
Preparing for a visit – pre and post visit activities
Key facts and background information
You May Also Like to Visit
Introduction
The Indian Artefact handling session comprises a range of objects and textiles which
are split into three areas: cooking, clothing and Hindu wedding. The handling session
provides an opportunity to gain an insight into Indian cultures and lifestyles by
studying real objects. It allows pupils to make deductions about societies, cultures,
beliefs and customs through close observation and discussion.
The session supports elements of the KS3 Art programme of study and areas of the
KS2 History, Geography and Citizenship programmes.
Group Organisation
For the handling session the children will need to be organised into four groups with
an adult assigned to each group. If you also intend to work in the galleries you may
wish to split into groups. It is helpful if all adult helpers are briefed prior to the visit so
they are clear about their role.
Outline of the Session
The session lasts 1 hour. Pupils work in four groups. The Museum Teacher will give
a brief overview of the areas covered on each table. The children will explore the
objects through handling and discussion. The groups will move around the tables so
will be able to handle all the artefacts. The accompanying adults will be asked to
support the children’s learning at certain points throughout the session by
encouraging discussion, posing questions, making suggestions, looking for evidence
and encouraging close observational work.
There are four tables the class will explore
1.
2.
3.
4.
Cooking objects – traditional and contemporary
Costume – traditional and contemporary
Hindu wedding
Dressing Up
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Aims of the Session
The session aims to support the following areas of the curriculum:
1. Develop an awareness of the diversity of ethnic groups
2. Develop respect for other cultures and lifestyles (avoiding stereotypes by
emphasising similarities between people’s lifestyles, beliefs and customs)
3. Develop an awareness of the similarities and differences between life in India (or
of those whose culture originates from India) and that of the UK
4. Make links with people in another country and/or culture by studying artefacts
from that country and/or culture
5. Use primary sources to discover about Indian life past and present: specifically
art and design, religion and culture in India
6. Ask and answer questions to find out about life in India and Indian culture
7. Compare and contrast traditional and contemporary craft and manufacturing
techniques and understand their wider implications
8. Find out about the range of materials that may be used in Indian everyday life
9. Study the various styles and techniques used to decorate Indian cloth, clothing
and everyday objects
10. Study some styles and techniques used in body adornment and jewellery
The session provides opportunities for
1.
2.
3.
4.
5.
6.
Discussion
Observation
Questioning
Speaking and listening
Describing (speaking, writing, drawing)
Deduction and/or interpretation
National Curriculum 2014
History
Key Stage 1+2
 a study over time tracing how several aspects of national history are reflected in
the locality (this can go beyond 1066)
 a study of an aspect of history or a site dating from a period beyond 1066 that is
significant in the locality.
 significant historical events, people and places in their own locality.
Key Stage 3
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challenges for Britain, Europe and the wider world 1901 to the present day
the development of the British Empire with a depth study (for example, of India)
the First World War and the Peace Settlement
Indian independence and end of Empire
3
1.
know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have
shaped this nation and how Britain has influenced and been influenced by the
wider world
2.
know and understand significant aspects of the history of the wider world: the
nature of ancient civilisations; the expansion and dissolution of empires;
characteristic features of past non-European societies; achievements and follies
of mankind
3.
gain and deploy a historically grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
4.
understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyse trends, frame historically-valid questions
and create their own structured accounts, including written narratives and
analyses
5.
understand the methods of historical enquiry, including how evidence is used
rigorously to make historical claims, and discern how and why contrasting
arguments and interpretations of the past have been constructed
6.
gain historical perspective by placing their growing knowledge into different
contexts, understanding the connections between local, regional, national and
international history; between cultural, economic, military, political, religious and
social history; and between short- and long-term timescales.
7.
a study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
Art & Design
Key stage 1

about the work of a range of artists, craft makers and designers, describing
the differences and similarities between different practices and disciplines,
and making links to their own work
Key stage 2

about great artists, architects and designers in history
Key stage 3

to analyse and evaluate their own work, and that of others, in order to
strengthen the visual impact or applications of their work

about the history of art, craft, design and architecture, including periods, styles
and major movements from ancient times up to the present day
Geography
Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their
locality. They should understand basic subject-specific vocabulary relating to human
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and physical geography and begin to use geographical skills, including first-hand
observation, to enhance their locational awareness.
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name and locate the world’s 7 continents and 5 oceans
understand geographical similarities and differences through studying the
human and physical geography of a small area of the United Kingdom, and of
a small area in a contrasting non-European country
identify seasonal and daily weather patterns in the United Kingdom and the
location of hot and cold areas of the world in relation to the Equator and the
North and South Poles
use basic geographical vocabulary to refer to:
 key physical features, including: beach, cliff, coast, forest, hill,
mountain, sea, ocean, river, soil, valley, vegetation, season and
weather
 key human features, including: city, town, village, factory, farm,
house, office, port, harbour and shop
use world maps, atlases and globes to identify the United Kingdom and its
countries, as well as the countries, continents and oceans studied at this key
stage
Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to
include the United Kingdom and Europe, North and South America. This will include
the location and characteristics of a range of the world’s most significant human and
physical features. They should develop their use of geographical knowledge,
understanding and skills to enhance their locational and place knowledge.
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locate the world’s countries, using maps to focus on Europe (including the
location of Russia) and North and South America, concentrating on their
environmental regions, key physical and human characteristics, countries, and
major cities
 describe and understand key aspects of:
1. physical geography, including: climate zones, biomes and vegetation belts,
rivers, mountains, volcanoes and earthquakes, and the water cycle
2. human geography, including: types of settlement and land use, economic
activity including trade links, and the distribution of natural resources including
energy, food, minerals and water
 use maps, atlases, globes and digital/computer mapping to locate countries and
describe features studied
Key Stage 3
Pupils should consolidate and extend their knowledge of the world’s major countries
and their physical and human features. They should understand how geographical
processes interact to create distinctive human and physical landscapes that change
over time. In doing so, they should become aware of increasingly complex
geographical systems in the world around them. They should develop greater
competence in using geographical knowledge, approaches and concepts [such as
models and theories] and geographical skills in analysing and interpreting different
data sources. In this way pupils will continue to enrich their locational knowledge and
spatial and environmental understanding.
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extend their locational knowledge and deepen their spatial awareness of the
world’s countries, using maps of the world to focus on Africa, Russia, Asia
5
(including China and India), and the Middle East, focusing on their environmental
regions, including polar and hot deserts, key physical and human characteristics,
countries and major cities
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understand geographical similarities, differences and links between places
through the study of the human and physical geography of a region in Africa and
a region in Asia
understand, through the use of detailed place-based exemplars at a variety of
scales, the key processes in:
1. physical geography relating to: geological timescales and plate
tectonics; rocks, weathering and soils; weather and climate,
including the change in climate from the Ice Age to the present; and
glaciation, hydrology and coasts
2. human geography relating to: population and urbanisation;
international development; economic activity in the primary,
secondary, tertiary and quaternary sectors; and the use of natural
resources
 understand how human and physical processes interact to influence and
change landscapes, environments and the climate; and how human activity
relies on the effective functioning of natural systems
6
Brighton Museum & Art Gallery
Generic Hazard Sheet – Organised visits
This sheet will enable schools or groups to use this information for the development
of visit risk assessments as required by statutory regulations on Health & safety.
The following hazards have been identified as being inherent to visits to and use of
Brighton Museum & Art Gallery and its facilities. These hazards are themselves
subject to individual risk assessment by this organisation. This list may not include all
hazards that may be present and the Council does not accept liability for omissions
to this list.
Control measures indicated are for guidance only and the group must satisfy itself as
to their suitability.
Hazard
Fire
Collision with objects on
display
Reckless behaviour –
injury to self and others
Trips, slips, falls
Doors
Passenger Lifts
Handling objects –
physical injury or toxic
reaction
Arts and Crafts activities
–
Cutting & Fastening,
choking, Paint & glue
Lunch Room
August 2014
Recommended Control
Evacuate immediately on alarm or if asked by
Museum staff. Follow all evacuation instructions
No running. Follow instructions on behaviour from
staff
Verbal instruction and adult supervision
No running. Beware of changing light levels &
changing floor levels. Beware of group members
and group leaders looking at displays and not at
floor. Verbal instruction on hazards.
Beware of trapped fingers, automatic doors and
collision with glass doors.
Supervision required
Follow instructions on behaviour. Do not place
objects or hands in mouth or eyes. Wash hands
afterwards.
Use only equipment provided or recommended.
Follow instructions.
Adult supervision.
Adult supervision required
Group Leader’s Sheet
Group Leader
Group Members
Schedule for the day
The group should collect information about
They should use the following galleries/displays
They need to
Please encourage pupils to ask questions and talk about the things they find. Ask them lots of
questions to encourage them to look at the display closely. Can they find more out from the
labels or objects around them?
9
Visit guidelines
BEFORE YOUR VISIT
 Please ensure that students have pens or pencils and clipboards if necessary.
 The students should wear suitable footwear.
 Please ensure that you have enough adults to provide adequate supervision for your
group. Minimum staff ratio is 1:10 KS1+2, 1:15 KS3.
 All group leaders and accompanying adults must have a copy of the confirmation
letter and a group leader sheet that lists the itinerary for the day.
ON ARRIVAL
 Groups must arrive at least 5 minutes before their first activity is due to start. The
teacher in charge should escort the group into the main entrance of the museum and
report to the information desk. It is essential that you tell us how many students and
adults are in your group.
GALLERY VISITS
 School parties must remember that the museum is open to members of the public as
well. Please supervise your group so they do not block walkways or displays. It would
be very helpful if groups are staggered to visit different galleries. Worksheets can be
distributed before entering the exhibition. A range of worksheets can be downloaded
from the museum’s website at www.heritagelearningbrighton.org.uk
TEMPORARY EXHIBITIONS
 The temporary exhibition galleries on the first floor will change every 3-4 months.
There will be warning signs on the door if the content of the exhibition is unsuitable
for particular age groups or contains sensitive material. Please take note of this
before allowing students in.
PHOTOGRAPHY
 Photography is allowed throughout the museum. Occasionally photography will not
be allowed in the temporary exhibition galleries and there will be a sign on the door to
indicate this. When taking photographs please be aware of other visitors around you
and ensure you do not block gangways or disturb others.
TEACHING SESSIONS
 If you have pre-booked a teaching session with a museum teacher please report to
the information desk where you teacher will meet you and escort you to the
education rooms.
ACCESS AND SPECIAL NEEDS
 All areas of Brighton Museum & Art Gallery are accessible for wheelchair users and
people with limited mobility. Please inform Museum Learning of any access or
special needs requirements when booking your visit.
 Sessions can be adapted to suit individual groups. Please discuss any specific
requirements with Museum Learning when booking your visit.
MUSEUM SHOP
 Students must be accompanied by a teacher or adult at all times.
LIFT

The lifts are primarily intended for elderly and disabled visitors. Please tell your group
this before the visit. The lift is situated in the World Art Gallery on the ground floor
and the Fine Art Gallery on the first floor.
TOILETS
 There are toilets on the ground floor and in the basement by the education rooms.
There are disabled toilets on the ground floor by the education rooms and also on the
first floor by Brighton History Centre.
10
SCHOOLS’ PICNIC ROOM
 School groups can picnic in the Pavilion Gardens in good weather.
 The Picnic Room is heavily booked so schools must adhere strictly to their allotted
time. Please show your conformation letter to the Information Desk and they will
escort you to the Picnic Room. If you are paying on arrival please pay at the Museum
Shop. Please ensure that your group places all litter in the bins provided.
BEHAVIOUR IN THE MUSEUM
 Teachers are responsible for the behavior of their groups throughout the visit. Please
ensure that your party is divided into small groups and that a member of staff or
responsible adult is in charge of and in sight of each group. Other visitors must not
be disturbed by inconsiderate behavior.
 No food or drink, including sweets, may be consumed anywhere in the museum,
except the Picnic Room and the Café.
 It is not permitted to touch any of the exhibits on display. This is for their long-term
preservation and for safety reasons.
 We regret that failure to abide by these rules may result in the group being asked to
leave the building and future visits by the school being stopped.
TO GET THE MOST OUT OF INDEPENDENT VISITS
 Please ensure that you have a structured day and that your students and all
accompanying adults know what the itinerary is. If you have any queries
regarding
exhibitions or activities please let us know well in advance of your visit if possible. It is
very helpful if you contact us before your visit so we can monitor how many people
are in the museum and advise you on the best time to visit.
 Please ensure that your students have been given something to do and know why
they have come to the museum. Occasionally students are left to wander with
nothing to do, which has potential for negative behavior and can lead to increased
safety risk and disturbance to others.
 Care and consideration must be given to all other users of the museum.
HEALTH AND SAFETY
 The museum has staff fully trained in first aid should you need assistance. In this
event please alert your museum teacher if you have one or an Information & Security
Officer.
 It is essential that groups adhere to our rules and regulations regarding running in the
galleries, down the stairs etc. This helps to prevent accidents and ensures that all
visitors to the museum have a safe visit.
 The museum has full evacuation procedures in case of emergency or fire. All fire
exits are clearly marked and all staff have received training in evacuation
procedures. Please ensure that your group understands the importance of following
such procedures in the event of an evacuation.
 The museum has £25 million Public Liability cover.
TRAVEL AND PARKING

Brighton Museum & Art Gallery can be reached by the following buses
1.1A.2.2A.5.5A.5B.7.12.12A.13 .14
14B .14C.17.20 .21B .22.24.25.25A z
26.27.27A.28.28B .29.37.38A .40.46
46A.47.49.49A.50.50A.52.55 .56.57
59 .77 .81.81A .81B.81C .87 .273.700
 Coach drop off point is in Church Street BN1 1UD
Mini-bus and car parking is available for disabled group visitors but must be booked in
advance. Please tell us the registration number of the vehicle when you make your booking.
11
Pre and Post Visit Activities
Looking at Objects
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Ask the children to bring in anything they have from India e.g. textiles, incense,
old food boxes.
Encourage children to find out about materials, how an object was made, colours,
feel etc.
Ask them to think about who could have used the objects, why and where it
would be used.
Example Questions for Developing Investigative Skills
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What shape is it?
What is the object made from?
What does it feel like?
What does it smell like?
Who used it?
Where and why would it be used?
Making Comparisons: What do we know About India?
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Where is India?
What is the weather/climate like in India?
What languages are spoken?
What religions are followed?
What do we know about Indian culture (music, film, food, sport)?
It what ways is India similar to this country? In what ways is it different?
Other Ideas
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Collect similar objects from our and other cultures. Ask children to categorise
them and explain the similarities and differences.
Draw an object from a description: children work in pairs. Did they draw the right
thing? Pairs swap roles.
Create a ‘feely box’ to describe how the object feels and what it might look like.
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India: Key Facts
Geography
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Northern hemisphere of South Asia.
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Shares borders with Pakistan, Nepal, Bhutan, Myanmar (Burma), Bangladesh,
China.
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Landscape/habitats: mountains, rivers, forests, plains and deserts – wide variety
of animals and plants.
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Three seasons: Winter (November to March), summer (April to June) and the
monsoon (June or July to October). During the monsoon season, it usually rains
once a day in most places.
Population

Population of India: 1.23 billion.

Population of Britain: 63 million.

Indians in the UK today: There are 1.41 million people of Indian origin (2.5% of
the population), 1.21 million of Pakistani origin (2.0%), and 447,201 of
Bangladeshi origin (0.8%) living in the UK according to the 2011 census.

Brighton & Hove: There are 2,996 people of Indian origin (1.1% of the
population), 649 of Pakistani origin (0.2%), and 1,367 of Bangladeshi origin
(0.5%) living in Brighton & Hove according to the 2011 census.
Languages

Hindi is the national language of India, but there are 18 official languages listed in
the laws of the country. These include: Bengali, Telugu, Marathi, Tamil, Urdu,
Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and
Sanskrit.

Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern
India but it is not an official language.

English, which is understood by many, is widely used as the language for
government and business.
13
Homes
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Most Indians (70%) live in villages and small towns, but more and more young
people are moving to the cities in search of jobs and modern city life. The
difference between urban and rural life in India is often striking. Cities offer the
latest technology, whereas electricity has only recently become available in most
villages.
Some of the world’s largest cities are in India: Delhi, Mumbai, Kolkata (Bangalore
and Hyderabad are forming Indian’s ’silicon valley’). Indian cities are full of
contrasts where past, present and future collide: bullock carts and elephants
trundle past sleek modern cars; skyscrapers soar above ramshackle slums; and
old traditions rub shoulders with new technologies.
Villages depend on farming and selling handmade goods and life continues at an
unhurried pace determined by the seasons.
Living conditions depend on where you live and how wealthy you are:
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Urban rich families: large homes, high walls, gate, indoor plumbing and several
servants
Urban poor: slum shelters made of cardboard and sheets of iron
Rural rich: brick houses with electricity and running water
Rural poor: houses made of mud and straw or planks of wood and palm leaves.
No indoor plumbing but a village well.
Religion
Percentage of Indians practicing different religions in India:
 Hinduism: 80%.
 Islam:
13.4%
 Christianity: 2.3%
 Sikhism: 1.94%
Other religions: Buddhism and Jainism both arose on the Indian subcontinent and
have a worldwide presence. Zoroastrianism and Judaism have a long history in
India, but their present-day numbers are small.
Religious practices are an integral part of everyday life and are a very public affair.
Indian festivals come in a vast variety. Some of the most popular holidays are:
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Diwali/Deepavali: Festival of Light (end of summer)
Holi: spring festival of colour – celebrating the end of winter
Raksha Bandhan: celebrating bonds between brother and
Gudi Padwa/Ugadi: Hindu New Year (late March, April)
Durga puja: Largest Hindu festival celebrated in Bengal (in Autumn)
Eid: Islamic festival marking the end of Ramadan (period of fasting)
Christmas
Vaisakhi: a seasonal Sikh festival of the Punjab, a festival of joy and happiness
and the beginning of the Sikh New Year.
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Uk religions 2011 census
 Christian 59.28%
 No religion 25.14%
 Muslim 4.83%
 Hindu 1.46%
 Sikh 0.75%
 Jewish 0.47%
 Buddhist 0.44%
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Culture

Sport Cricket is the unofficial national sport of India. Though cricket is
indubitably the most popular sport in India, it is not the nation's national sport (a
distinction held by field hockey).

Film Bollywood is the informal name given to the popular Mumbai-based Hindi
language film industry in India. The term is often incorrectly used to refer to the
whole of Indian cinema. Bollywood stars who are making the crossover to
Hollywood include Shilpa Shetty (of Celebrity Big Brother 2006 fame) and
Aishwarya Rai

Music Indian music is diverse. Classical music is split between north Indian
Hindustani and south Indian Carnatic traditions. Highly regionalised forms of
popular music include Filmi (music from Indian films) and Bhangra (Punjabi lyrics
mixed with western style dance music, created in the UK).

Food Indian cooking cannot be summed up with the word curry! Each region
has its own style of cooking. Hindus rarely eat beef, since they consider the cow
to be sacred. Indeed many of them are pure vegetarians. Muslims, on the other
hand, do not eat pork.
Economy

India is the second fastest growing major economy in the world (after China).

India's economy is diverse and encompasses agriculture, handicrafts, textiles,
manufacturing, and a multitude of services. Although two-thirds of the Indian
workforce still earn their livelihood directly or indirectly through agriculture,
services are a growing sector and are playing an increasingly important role in
India's economy.

The advent of the digital age, and the large number of young and educated
people fluent in English, are gradually transforming India into an important
destination for global companies outsourcing their customer services and
technical support. India is a major exporter of highly skilled workers in software
and financial services, and software engineering. Other sectors like
manufacturing, pharmaceuticals, biotechnology, nanotechnology,
telecommunications, shipbuilding and aviation are showing strong potential with
higher growth rates.
16
You may also like to visit …

The Royal Pavilion
The Royal Pavilion was the extravagant seaside residence of King George IV. The lavish
interiors combine Chinese-style decorations with magnificent furniture and furnishings. Adorned
with gilded dragons, carved palm trees and imitation bamboo staircases, the palace's unique
style mixes Asian exoticism with English eccentricity. Daring and inventive colours feature
throughout, and there are many original items on loan from HM The Queen.
The Royal Pavilion offers independent visits and guided tours to school groups

Brighton Museum & Art Gallery
Brighton Museum & Art Gallery was originally King George IV’s riding stables. In 1873 the
building was converted into a museum, with the incorporation of a library in 1902. In 2002 £10
million was spent on the redevelopment and Brighton Museum & Art Gallery now boasts
dynamic and innovative galleries that provide greatly improved access to the museum's
nationally and locally important collections. Galleries include Fashion & Style, World Art,
Performance, Body, Fine Art, Local History and 20th Century Art & Design. The museum has a
thriving temporary exhibition programme, ensuring that visitors have greater access to the
museum’s large collections, and opportunities to enjoy a broad and exciting range of art, past
and present, as well as touring exhibitions.
Independent visits and taught sessions to school groups as well as school loans can be booked.

Hove Museum & Art Gallery
Hove Museum & Art Gallery houses the most important contemporary craft collection in the
South East outside London, and one of the most significant toy collections in the UK. Come
along and see the magical Wizard's Attic where highlights include dolls, teddies, a working train
set, a workshop for broken toys and a bedroom split by time. There is also a Local History
gallery containing the Amber Cup, one of Britain's most important Bronze Age finds, and Fine
Art, Film and Exhibition galleries.
Hove Museum & Art Gallery offers independent visits and taught sessions to school groups

The Booth Museum of Natural History
This beautiful Victorian museum is the place to see dinosaur bones, a whale skeleton, and
hundreds of species of British birds and butterflies. Feel, touch and learn about natural history in
the interactive ‘hands on’ gallery, and admire the macabre art of Victorian taxidermy in this
quirky museum.
The Booth Museum of Natural History offers independent visits and taught sessions to school
groups as well as Natural History School Loans

Preston Manor
This old Manor House evokes the atmosphere of an Edwardian gentry house both 'upstairs' and
'downstairs'. Dating from c.1600, rebuilt in 1738 and substantially added to in 1905, the house
and its contents give a rare insight into life during the early years of the 20th century.
Preston Manor offers guided tours and Victorian role-play to school groups.