One unique aspect of the programme was the opportunity to interact with artefacts from the Travelling Museum Box. Under supervision, students got the rare opportunity to handle antiques and discovered how object analysis can help them understand culture and history in new ways.

Following a 3-step methodology of formal, interpretive and critical analysis, the students practiced how to conduct their own object analysis and more importantly, forming their own interpretations about these artefacts and their relationship with historical and contemporary Peranakan Chinese life.

Diversifying from the material splendor and glamour synonymous with the Peranakan Chinese, the travelling collection emphasizes the importance of humble, everyday objects and documents such as books, financial records and even soap advertisements in understanding the complex multicultural influences and tensions amongst Peranakans of the 19th century, and how these factors impacted their material and immaterial culture.

Diversifying from the material splendor and glamour synonymous with the Peranakan Chinese, the travelling collection emphasizes the importance of humble, everyday objects and documents such as books, financial records and even soap advertisements in understanding the complex multicultural influences and tensions amongst Peranakans of the 19th century, and how these factors impacted their material and immaterial culture.

Alongside object-based learning, students were engaged through gamified learning by playing Heritage Havoc, a curatorial card game developed in-house by the Baba House team.

The goal of the game is to acquire artefacts and locate them in Baba House to form their own themed tours or exhibitions. Along the way, students would face challenges ranging from other players ‘stealing’ their artefacts to ‘havocs’: events based on real environmental threats to artefacts such as flooding and termites that could potentially force them to discard large portions of their objects.

The game sought to recap the students’ knowledge within a friendly but competitive environment. Players were encouraged to think strategically, creatively and spontaneously as their object selections changed unpredictably, and the game was remarked as the most popular and memorable activity for the students.

These sessions culminated in student-led tours utilizing the Travelling Museum Box and Travelling Straits Saloon, a mobile exhibition space based off the NUS Baba House’s Reception Hall. The Travelling Straits Saloon helped provide an immersive setting and dedicated space for the student ambassadors to conduct their tours and grounded the objects in the context of the house. The students crafted their own tour scripts covering the different objects and presented them to their respective institutions.

Students from Zhonghua Secondary School presented their objects to peers, teachers and parents at their annual Racial Harmony Day event, speaking about the multicultural origins and influences of the artefacts and community in line with the occasion. Likewise, the Raffles Institution students presented the artefacts as part of the Marco Polo Programme, focusing on the impacts of commercialization and commodification through their object presentations as part of the programme’s aim to delve deeper into history and social studies.

Beyond the secondary school community, this programme also engaged with 8 selected NUS Student Facilitators and the Baba House Docents who provided important support during the sessions.

Undergoing training from January to February 2024, these NUS students helped facilitate the discussions and activities between the secondary school learners whilst providing their own knowledge on the culture and subject.
Alongside them, the NUS Baba House docents also shared their experiences with the culture, many of whom are Peranakan Chinese, and gave the students tips and tricks on conducting informative but engaging presentations from their many years of experience.

Keep an eye out for our next special feature spotlighting the student voices who have been featured in this edition on our socials and newsletter.

The NUS Baba House is actively seeking for participants who are interested in this programme. While the full programme is only for upper secondary and pre-university institutions, faculty members interested in using specific parts of this programme for their classes are welcome to reach out to the team.

If you would like to learn more or are interested in this programme, feel free to reach out to us at babahouse@nus.edu.sg

The Baba House Student Ambassador Programme is supported by the Cultural Matching Fund.

One unique aspect of the programme was the opportunity to interact with artefacts from the Travelling Museum Box. Under supervision, students got the rare opportunity to handle antiques and discovered how object analysis can help them understand culture and history in new ways.

Following a 3-step methodology of formal, interpretive and critical analysis, the students practiced how to conduct their own object analysis and more importantly, forming their own interpretations about these artefacts and their relationship with historical and contemporary Peranakan Chinese life.

Diversifying from the material splendor and glamour synonymous with the Peranakan Chinese, the travelling collection emphasizes the importance of humble, everyday objects and documents such as books, financial records and even soap advertisements in understanding the complex multicultural influences and tensions amongst Peranakans of the 19th century, and how these factors impacted their material and immaterial culture.

Diversifying from the material splendor and glamour synonymous with the Peranakan Chinese, the travelling collection emphasizes the importance of humble, everyday objects and documents such as books, financial records and even soap advertisements in understanding the complex multicultural influences and tensions amongst Peranakans of the 19th century, and how these factors impacted their material and immaterial culture.

Alongside object-based learning, students were engaged through gamified learning by playing Heritage Havoc, a curatorial card game developed in-house by the Baba House team.

The goal of the game is to acquire artefacts and locate them in Baba House to form their own themed tours or exhibitions. Along the way, students would face challenges ranging from other players ‘stealing’ their artefacts to ‘havocs’: events based on real environmental threats to artefacts such as flooding and termites that could potentially force them to discard large portions of their objects.

The game sought to recap the students’ knowledge within a friendly but competitive environment. Players were encouraged to think strategically, creatively and spontaneously as their object selections changed unpredictably, and the game was remarked as the most popular and memorable activity for the students.

These sessions culminated in student-led tours utilizing the Travelling Museum Box and Travelling Straits Saloon, a mobile exhibition space based off the NUS Baba House’s Reception Hall. The Travelling Straits Saloon helped provide an immersive setting and dedicated space for the student ambassadors to conduct their tours and grounded the objects in the context of the house. The students crafted their own tour scripts covering the different objects and presented them to their respective institutions.

Students from Zhonghua Secondary School presented their objects to peers, teachers and parents at their annual Racial Harmony Day event, speaking about the multicultural origins and influences of the artefacts and community in line with the occasion. Likewise, the Raffles Institution students presented the artefacts as part of the Marco Polo Programme, focusing on the impacts of commercialization and commodification through their object presentations as part of the programme’s aim to delve deeper into history and social studies.

Beyond the secondary school community, this programme also engaged with 8 selected NUS Student Facilitators and the Baba House Docents who provided important support during the sessions.

Undergoing training from January to February 2024, these NUS students helped facilitate the discussions and activities between the secondary school learners whilst providing their own knowledge on the culture and subject.
Alongside them, the NUS Baba House docents also shared their experiences with the culture, many of whom are Peranakan Chinese, and gave the students tips and tricks on conducting informative but engaging presentations from their many years of experience.

Keep an eye out for our next special feature spotlighting the student voices who have been featured in this edition on our socials and newsletter.

The NUS Baba House is actively seeking for participants who are interested in this programme. While the full programme is only for upper secondary and pre-university institutions, faculty members interested in using specific parts of this programme for their classes are welcome to reach out to the team.

If you would like to learn more or are interested in this programme, feel free to reach out to us at babahouse@nus.edu.sg

The Baba House Student Ambassador Programme is supported by the Cultural Matching Fund.