RAMM Gallery Games
Introduction
If you’re making a self-directed visit to RAMM why not try out our Gallery
Games? Each game is designed to provide simple activities that can be
done by a small group of children as they explore the gallery. Most of the
games don’t require any additional resources and can be easily tailored
to fit the needs of your group.
Why use Gallery Games?
These activities provide a new and engaging way to explore museum
collections and buildings. Games require learners to ‘observe, ponder,
question, reason, evaluate and then explain’ and to undertake a range of
activities that are central to current curriculum needs.
How to use the Gallery Games
Below is a list of activities designed to encourage curiosity, exploration
and learning in the gallery space. Have a look through the list below and
select a few games that you feel would fit your group.
There are many ways you can use the games in the galley. For
example:
 Choose the activities you want to do (you could ask the children to
help select the games they want to play). Give each adult who is
leading a group two or three games printed out and in sealed
envelopes. These are the ‘challenges’ for the group which they will
encounter as they explore the museum.
 You may wish to write on the envelope (or on the game contained
within it) any instructions for the adult who is escorting the children.
These instructions can include where the game should be played
(if there is a specific gallery, exhibit or case that you’d like to
explore), how long the game should last (if you want to set a time
limit, both in terms of managing the logistics of your visit and
creating a sense of playful urgency) and any additional information
the adult might need.
 Make a note of any resources required (and don’t forget to give
them to the adult).
Before your visit
You can try out some or all of the gallery games before your visit. Some
groups may wish to try the games with a selection of objects from the
classroom or elsewhere so they are clear about how to do the activity in
the museum.
Who is in charge?
Some games are self-contained and will not need much additional adult
support. Others activities are better led by a teacher, teaching assistant
or other capable adult. Some games may be played at a specific location
(or even a particular museum case or display if you have one in mind),
while others can operate over the whole site. Please read the games
through and spend a moment imagining your group playing them so you
can figure out what will work well for your group.
Things to take with you
You can choose to take something to record what you do in the
museum; a camera, voice or video recorder.
Many of these games involve speaking and listening skills. In addition
you might want to record what you do in writing, either individually or as
a group (perhaps with the adult acting as scribe).
Moving in the museum
Experiment with different ways to move between galleries. These can
provide fun ways to slow down children that are rushing through the
galleries (and probably missing a lot of interesting stuff). They are also
great way to point out to learners that by adopting a (literally) different
angle or perspective on the world we can see things differently.
Here are a few suggestions:
 Try walking while squatting down, or even crawling. What can you
see from that point of view?
 Imagine that you are an alien from another world, or perhaps a
detective looking for evidence. Examine every inch of the room.
You may want to ask the group leader to encourage a particular way of
moving in the museum in a specific area of the building. Please be
aware of the needs of other visitors when playing in this way but don’t be
afraid to give it a go (adults too!).
Reporting back at Breaktime
A very simple practice that can be built into other activities and can be
used at break-time during your visit. One group tells another what they
have seen in the galleries they have visited. Let the group speaking
explain as much as possible and then let the second group ask some
questions. Swap roles.
We’d love to hear from you...
Drop us a line at kate.osborne@exeter.gov.uk and let us know how you
got on with our Gallery Games. We’d love to see photos of groups using
these resources in the gallery that you’d be happy to share or examples
of children’s work inspired by these games.
RAMM Gallery Games
Modern Things
Resources required: some way of recording ideas could be helpful.
Find an object and translate it into its modern equivalent.
For example:
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Coins = credit card
Typewriter = computer
Flat iron = electric iron
Glass bottle = plastic bottle
Quill = Biro
You might award points for particularly cunning answers. For example a
flat iron could be translated into crease-proof fabric, or a quill into a
computer keyboard.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Mime time
Resources required: sufficient space to do drama work.
One person picks an object (from a case or display) and does not reveal
their choice. They then mime the object and their classmates guess
which one it is. The mime could relate to the form, the use of the object,
or perhaps some other aspect of it (such as its manufacture or
discovery).
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
Just a minute
Resources required: a stop watch.
You need two teams to play this game.
A person from one team describes one of the objects without hesitation,
deviation or repetition. If they do hesitate or repeat themselves, anyone
from the opposing team can interrupt by putting up their hand, and
challenge them. If the interrupter is correct, they take over for the rest of
the minute and if they make it to the end of the minute, their team gets a
point.
This is a great language game which generally works best with slightly
older children. It’s a good plan to put the teacher in the role of
timekeeper and to decide any disputes!
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
20 Questions
Resources required: none
One child chooses, without indicating their choice, an object from a case
or display. The class then aims to guess the identity of the object in only
20 questions.
Each question needs to have a yes or no answer. You might want to
suggest some questions that will get good results, for example:
• Is it ....?
• Does it....?
• Can you… with it?
Once the 20 questions are asked the group can make a guess as to the
identity of the mystery object.
Depending on the skill level of the group there are lots of subtle
variations of the rules to explore.
What happens if you have two teams, each just gets ten questions and a
wrong guess by one team means that a point is automatically given to
their opponents (or perhaps they lose the right to ask any more
questions)? What is the smallest number of questions that can be used
to guess the identity of an object? Perhaps the points for a correct
answer decrease the more questions are asked? Since the basic
premise of the game is very simple and the rules so flexible, this game
can be a good way of getting learners to appreciate the game process,
rule making and breaking, and come up with their own versions of the
activity.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
Freeze frame
Resources required: some space.
Working in a small group, children secretly select one of the objects in
the gallery. They then create a freeze frame of people in the “picture”
around the object at the time it was discovered or in use.
Can they create a motionless tableau so that other members of the class
can guess the object you’ve chosen? Or if working in a smaller group
ask the adult to record the freeze frame with a camera and show others
in class later. Can they guess which object was selected?
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers? World Cultures, Egyptian Tomb, Ancient Worlds,
Story Case
Resources required: none
One person starts by telling a story based around one object in the
case/display. The next person then continues the story and includes
another object in the narrative.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Speaking as the Object
Resources required: none
Pick an object in a display and see if you can speak with the voice you
imagine it has. If you can't think of anything to say try reading its label
and trying again.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
X Marks the spot
Resources required: something to write and draw on and with
This can be done around the whole museum or in just one room.
Create a map showing where the treasure is (you need to decide which
object or part of the building is the treasure). Draw or write down the
location of other features on your map (eg 'case with lots of stuffed birds
in it'). If you have time swap maps with another group, can they find the
treasure?
Where to use in RAMM: Throughout the museum
Measuring the museum
Resources: tape measure or other measuring devices can be handy
for this game and some way of recording results.
Using tape measures, string, rulers etc try measuring the objects in the
museum.
Look at (for example) a Victorian woman’s shoe: what was the average
height in Victorian England, what is it now? An elephant tusk may be big
but how much larger was a mammoth tusk? Write down any questions
like and if you can’t find the answers in the museum use them for
research on returning to school.
Where to use in RAMM: Throughout the museum
Get Closer
Resources: drawing materials and magnifying glasses can help and
perhaps a frame to view the environment through.
Draw or photograph a detail of one or more objects. During your visit or
afterwards back at school can people figure out what the object is which
you've chosen?
Where to use in RAMM: Throughout the museum
Kim's game
Resources: paper can help to keep a list.
Ask the group to look at the objects in a collection. Give them at least
two minutes. Then ask them to turn around and see how many objects
they can recall. A variation of this is to ask children to draw the objects
as accurately as they can from memory. Another variation of this game
is to ask about different aspects of the objects in the collection – how
many things were made of wood? How many things made of clay? How
many military-looking objects?
If you know any memory techniques (such as using visualisation skills)
you could try teaching these and seeing if that helps the children’s recall.
You can play this game by walking slowly through a gallery and seeing
what you remember once you leave.
Where to use in RAMM: Throughout the museum
Martian game
Resources required: a voice recorder can add an extra element to
this game.
A game to play in pairs or small groups. One person pretends to be an
alien (it might be useful for them to spend some time imagining their
world and in that ways it differs from Earth) and asks questions about
one of the human objects. The other person attempts to interpret and
explain the object. These conversations can be great fun and, if
participants are not too embarrassed, are often worthwhile recording and
playing back so that the wider group can hear what went on. Sometimes
this game works well if the grown-up is the alien.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
Makers marks
Resources required: drawing and writing materials may help.
Ask children to explain to each other, or to the group, how they think
each object was manufactured.
Diagrams or storyboards can be drawn showing the main processes.
Points can be awarded for the most accurate or funniest accounts of
how each object came to be. Look closely at each object: are there
examples of makers’ marks, stamps, or even thumb-prints in clay?
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Special powers
Resources required: none, but you may want to record your
impressions on paper or voice recorder.
Imagine that you have some amazing magical power that allows you to
“see” memories contained in objects. Try to think yourself into the part
with whatever props, magic words or superhero backstory will help.
Simply go up to the object and see what impressions you can sense
from the object (touching it may help to dramatise the process). This can
be an entertaining exercise in allowing a free flowing, stream of
impressions and ideas.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
Reuse recycle
Resources required: writing materials may help.
Consider how the objects in the collection could be reused, or used in
different ways.
The classic example of this is the use of a wire coat hanger as a car
aerial. Could the man-made objects in the collection be repaired? What
tools and materials would be needed? Could they be recycled in some
way? Is there a difference between these objects and their
contemporary equivalent? (For example, a wicker basket versus a
plastic bag). Discuss these ideas in small groups then report back to the
larger group, perhaps with pictures illustrating your thoughts.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
What no-one else has noticed.
Resources required: none, though writing/drawing equipment may
help.
In one gallery ask the children to spend two minutes exploring the
space. What they are looking for is something that only they have
noticed. Coming back to the adult or teacher they can each take turns
saying what the thing was they spotted. This can be repeated several
times.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Sladen’s Study, In Fine Feather, Fly on the Wall, Down to Earth
Record Breakers
Resources required: none, though writing/drawing equipment may
help.
Try to find the most scary, oldest, weirdest, most colourful etc object in a
room (or the whole building).
Where to use in RAMM: Throughout the museum
Patterns
Resources required: writing/drawing equipment may help.
Make a list (or draw) of the range of different patterns you can find in a
specific case, gallery or the whole museum.
Where to use in RAMM: Throughout the museum
Is it moving?
Resources required: none
Find something that might move, did perhaps move once upon a time
(like a skeleton or stuffed animal). Using your imagination see if you can
get it to move (don't get freaked out though!). Try having an imaginary
conversation with the object, either aloud or in your head.
Where to use in RAMM: Throughout the museum
Riddle me
Resources required: none, though writing/drawing equipment may
help.
See if you can come up with a riddle the answer to which is an object in
the gallery. Can the others in your group figure out the answer?
Where to use in RAMM: Throughout the museum
Fakes
Resources required: none, though writing/drawing equipment may
help.
Some of the objects in the museum are replicas. Can you spot which
ones? Why are these fakes in the gallery? How old would they need to
be (or changed in which other way) to count as 'real'?
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Practical Joke
Resources required: none.
Spend some time looking around the gallery. On your own or in a small
group come up with a practical joke which you could play on someone
with one of the objects in the collection.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Claude Glass
Resources required: a small mirror.
In the 19th century a small hand mirror with a handle called the Claude
Glass was developed to help people better appreciate landscape. Take
small mirrors into the museum and see what amazing things you can
see in them.
Where to use in RAMM: Throughout the museum
Investigation Teams
Resources required: writing/drawing equipment, cameras.
Two or more investigation teams needed. Each must pick a subject
(which usually works best if it's something they chose because they are
interested in it) and is given some time to make notes, take photographs
and gather evidence about the objects in RAMM's collection that they
want to report on. Reports are put together back in school as powerpoint
presentations or in another format.
Where to use in RAMM: Throughout the museum
Zombie Attack
Resources required: none.
Aaaagh! There are zombies outside the museum! Go into the gallery
and find something which you could use to defend yourself against the
brain-hungry creatures! Which object would you choose and why?
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Museum Rescue
Resources required: none.
What if this gallery (or indeed the whole museum) was about to be
destroyed or lost in some way? What object would you save and why?
Spend a little time exploring the gallery then come together and explain
which object(s) you'd select and why.
Where to use in RAMM: Courtyard, Making History, Case Histories,
Finders Keepers?, World Cultures, Egyptian Tomb, Ancient Worlds,
Object Balance
Resources required: none.
Find an object and look at it. Objects that are low down or at eye level
are usually best. Try standing on one foot. How long can you stand like
this? What happens if you try to move your gaze onto another object.
Try this a few times then try the same game standing on the other foot.
Where to use in RAMM: Throughout the museum
Hotter or Colder
Resources required: none.
This game can be played in pairs or with the whole group. Pick an object
but don’t say which one you’ve chosen. The person trying to find the
object then has to find which object you’ve selected. You can tell them if
they are hotter or colder depending on whether they are getting closer or
further away from the object.
Where to use in RAMM: Throughout the museum
Have fun!