Play our gallery group adventure game
Play the Museum Game and make the most interesting connections between objects on show in our Landmarks gallery to colonise the board and win the game.
The Museum Game is for school groups years 5–12. It promotes creative thinking about historical sources and collaborative learning. It is also popular at our Night at the Museum events.
- to inspire students to explore historical sources at the museum
- to provide students with the opportunity to work collaboratively and use ICT in their meaning-making
- to practise critical and creative thinking through game-based learning
|Group size||40 students|
|Cost||$5 per student|
|Availability||Tuesday–Friday at 9am, 10am, 1pm, 2pm and 3pm (2017)|
Unavailable in 2018
|Curriculum links||Australian History curriculum links to our programs (PDF 225kb)|
- Introduction – students are issued with a device and participate in a short tutorial that introduces them to the concept of resemblance and how to play the iPad game.
- Gallery activity – students play the game in teams over three rounds. A game takes about an hour to play. Students are actively engaged in looking at objects from different perspectives, and imagining ways to connect them to each other.
- Reflection – at the end of the game, students gather to discuss which analysis and interpretation of sources was most interesting, and how presentation affects meaning.
Plan your visit
To ensure you get the most out of The Museum Game, look through our curriculum links. The more you prepare your students, the more their game play will serve curriculum outcomes.
See curriculum links for The Museum Game
Playing The Museum Game develops these core capabilities among students:
- literacy – the game is all about 'reading' objects, and in every move players create an image, title it and describe a resemblance
- information and communication technology capability – players explore a physical environment to create a digital assemblage; the game encourages players to move beyond our traditional perspective of the world as static and linear, and to see and think in terms of dynamic networks
- critical and creative thinking – players are challenged to collaborate in their teams to create analogies between disparate objects; each team's work is then evaluated by every other team
The historical content knowledge that the game generates depends partly on the seed content, but also on where the players' interests and imaginations take them. Aside from the ideas above, we can seed a board with content related to convicts, exploration, bushrangers, technology, postwar migration, and so on.
Radiolette mantel radio, circa 1950
Pistol belonging to Peter Lalor, Eureka Stockade leader
Prototype no. 1 Holden sedan – built in 1946 in Detroit, road-tested in Australia
Silk dress owned by Mary Deane, who set up a school in Sydney
Typewriter used by Mary Gilmore, socialist poet
Convict leg irons
As well as a means to gain historical content knowledge, the Museum Game is a wonderful way to practise literacy and strengthen skills essential to the English curriculum.
One approach is to seed a game with objects that include text, such as those below. Another is to regard each object on display at the Museum as a text to 'read' visually, comprehend, consider and respond to. And of course, students create a text every time they photograph and title an object, and craft its resemblance to another.
Poster promoting the Trans-Australian Railway across the Nullarbor
Poster for a grand ball celebrating the first anniversary of the Snowy Mountains Authority, 1950
During the game
Players can practise a range of skills essential to English literacy from years 4 through 10.
They use comprehension strategies to
- build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (Year 4 – ACELY1692)
- analyse information, integrating and linking ideas from a variety of print and digital sources (Year 5 – ACELY1703)
- interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (Year 6 – ACELY1713)
- interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (Year 7 – ACELY1723)
- interpret and evaluate texts by reflecting on the validity of content and the credibility of sources (Year 8 – ACELY1734)
Players also create imaginative, informative and persuasive texts,
- containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (Year 4 – ACELY1694)
- choosing text structures, language features, images and sound appropriate to purpose and audience (Year 5 – ACELY1704)
- choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (Year 6 – ACELY1714)
- selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (Year 7 – ACELY1725)
- that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (Year 8 – ACELY1736)
- that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (Year 9 – ACELY1746)
Players use software,
- learning new functions as required to create texts (Year 6 – ACELY1717)
- to confidently create, edit and publish written and multimodal texts (Year 7 – ACELY1728)
- to create, edit and publish texts imaginatively (Year 8 – ACELY1738)
- flexibly and imaginatively to publish texts (Year 9 – ACELY1748)
- confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (Year 10 – ACELY1776)
For each move, players plan and deliver presentations, selecting and sequencing appropriate content and multimodal elements,
After the game
Back in the classroom, you can re-examine your game content to develop other skills:
- Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (Year 7 – ACELA1764)
- Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (Year 8 – ACELA1547)
- Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (Year 9 – ACELA1561)
- Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (Year 9 – ACELT1635)
- Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (Year 9 – ACELY1747)
- Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (Year 10 – ACELY1757)