Written by Lindsey Sartin, MA Conservation Practice student, Durham University on Placement at National Museum Cardiff.

The Dodo bird was first documented in 1598 on the island of Mauritius in the East Indies, but unfortunately, it became extinct by 1700—before modern taxidermy processes were discovered and used for the preservation of animal specimens. However, some replica taxidermy models exist. One of these is at Amgueddfa Cymru –Museum Wales. The museum purchased it in 1915 from Rowland Ward Ltd. for 15 GBP (roughly the equivalent of 1288 GBP today). 

The Amgueddfa Dodo—named Dudley by the conservation team—contains information about the discovery, distinction, and documentation of the extinct Raphus cucullatus species, centuries of speculation and research about what the species looked like, the development and cultural fascination with taxidermy, and artistic model-making processes.

Before conservation, little was known about Dudley and how it was made. X-radiographs revealed the internal structure of the model, and Fourier Transform Infrared Spectrometry (FTIR) was used to understand the composition of Dudley's feet, face, and dressing (the external parts of taxidermy specimens, including the feathers and skin). X-ray fluorescence (XRF) and scanning electron microscopy with elemental analysis indicated arsenic had been used as a preservative for the skin to prevent pests from consuming it, so extra safety precautions had to be taken when handling Dudley. 

The analysis results were then compared with Rowland Ward's methods of mounting specimens, described in a book written by Rowland Ward in 1880. Letters between William Hoyle, the Museum Director at the time, and Rowland Ward Ltd also revealed that Dudley had a tail when he first arrived at the museum, but it had since been lost. An image of Dudley dated to circa 1938 also showed it had a tail in the past. 

All the investigations showed that iron rods make up the skeletal frame in the legs, extend through a wood base made of two boards held together with glue and dowels and are attached to a thin board cut to the shape of Dudley's body. The neck is probably circular and made from a separate board from the body. Dudley's head and feet are plaster, and tempera and oil paints were used to add colour to both parts. A piece of canvas connects the head to the body. The body is stuffed with wool, and the dressing includes real, natural bird skin and feathers (down, contour, and flight feathers). Polyvinyl acetate (PVA) between some toenails indicates that Dudley was conserved sometime after 1930. When the model first arrived at the museum, it should have had a tail with feathers that curved away from the head.

Condition Before Conservation

Being over 100 years old, Dudley's skin had become dry and brittle, and many feathers had fallen out particularly around the head, neck and legs. The plaster in the feet was crumbling. A claw was missing from one of the talons, feathers were missing from one of the wings, and the tail was missing. There was also a layer of dust on the entire model. 

Conservation Treatment

First, dust was removed from Dudley with a soft, sable brush towards a low suction museum vacuum. The vacuum nozzle was covered with a fine mesh to ensure no feathers or skin were collected into the vacuum. 

Then, the plaster on his feet was consolidated with a polyvinyl butyral resin (Buvtar 98) in ethanol. A replacement claw was made with Thibra thermoplastic painted black and adhered with an ethyl methacrylate and methyl acrylate copolymer resin (Paraloid B72). 

Feathers that had fallen off Dudley in the past were stuck back on with Paraloid B72. 

New feathers had to be purchased to replace the ones missing from the wing and tail, but the new feathers were bright white and did not match the appearance of the rest. So, acrylic paints were diluted with isopropyl alcohol and airbrushed onto the new feathers. Once dry, the tail feather was curled to the proper shape with steam. All the new feathers were then placed in their proper positions with entomology pins. 

With an improved appearance and stability, Dudley is now ready to meet the public! Dudley's visit to the conservation lab also allowed the conservation team to learn more about how the model was constructed, which will allow the museum to better preserve it for current and future generations to enjoy. 

The Spring Bulbs for Schools Investigation has died down until September, when we will be welcoming our new schools and introducing them to the project.

But there’s lots of fun that can be had over the summer! Explore our website to find activity sheets and games that you can play at home. The origami booklet and Kahoot quizzes are my favourites!

There’s more to explore on the Amgueddfa Cymru Learn pages and the Edina Trust website. 

Why not have a go at some of our Kahoot quizzes now? Just click the links below to explore!

Quiz 1: When will our daffodils flower 2024? 

Compare weather data for 2023-24 from across the UK and against previous years to predict when daffodils will flower. What do plants need to grow? Which country was the warmest / coldest? Which country had the least rain? 

Quiz 2: Bulb Project Quiz 2023-24 Level 1 

Study bar graphs to deduce which were the wettest and warmest countries. Answer questions about plants. Discover which countries had the most and least rainfall. Discover which countries had the highest and lowest temperatures. 

Quiz 3: Bulb Project Quiz 2023-24 Level 2 

Study bar graphs to deduce national trends in temperature and rainfall. Study units carefully to calculate average monthly rainfall records for Wales, England, Scotland and Northern Ireland. Work out the monthly temperatures for Wales, England, Scotland and Northern Ireland. Answer general knowledge questions. 

Quiz 4: Compare weather records from different years 

Study line and bar chats to look for trends in the weather data. Order countries from warmest to coolest. See which years had the most and least rainfall. Deduce which years had the most hours of sunshine. 

Quiz 5: UK Flower Data 2024 

Study line and bar charts to look for trends in the flower data. Answer questions about average weather readings. Sort years from earliest to latest flowering dates. Study bar charts to see whether plants flowered earlier or later than expected. 

Quiz 6: Wales Weather Data 

Study line and bar charts to look for trends in the weather data. Study line graphs to pick out high and low monthly average temperatures. Study line graphs to answer true or false questions about monthly rainfall. Study Bar charts to order years from warmest to coolest.

Quiz 7: Wales Flower Data 

Study bar and line graphs to determine whether our data shows patterns for the flowering dates of spring bulbs. Use tables to deduce which years saw plants flower earliest. Study combination charts to deduce trends in the data. Compare findings from different charts to see if there are patterns that explain anomalies in the data. 

Have fun Bulb Buddies,

Professor Plant

Zoe and I completed a work experience week with the Museum. This is my diary of the week. 

Day 1: 

To begin the week, Zoe and I were able to work with Verdun, the Learning Officer, and shadow him whilst he took a primary school class on what the museum calls a ‘Walk with the Romans’, around the Amphitheatre and Barracks. It was clear to me throughout this experience that the children were gaining interest in the presence of Romans in Welsh history, whilst being given the opportunity to dress up in Roman tunics, with shields and wooden swords, and impersonate soldiers charging into battle. The sheer sense of enjoyment from not only the children, but the teachers as well, was clear to me, which I purely believe was a result of the massive amount of enthusiasm and obvious passion for their work shown by the staff involved in providing this experience. By the end of Day 1, I could safely say that I had gained more knowledge of the Romans impact on Welsh history than I ever had in my 17 years of living, along with the ability to understand how to engage with a large audience and maintain their full attention for a long duration of time.

Day 2: 

As my desired career involves marketing, I was given the opportunity to work with Kathryn, the Digital Learning Officer and understand how she advertises the different workshops, events, and exhibits the museum hosts through its website and social media. To begin, Kathryn talked us through the different apps that are used to create digital content to advertise the museum. I was able to create a twitter post for the museum’s twitter account in order to advertise their ‘Roman Classroom’, which is an online teaching platform that involves a ‘costumed facilitator’ explaining all different areas of Roman history. I thoroughly enjoyed learning about the different methods that are used in order to advertise and market the Museum online, and encourage more to get involved, and immerse themselves in the Roman history that exists in Wales.

Day 3:

For day 3, we spent the day shadowing Dai, Visitor Experience Supervisor. He talked us through what is required of us in order to ensure that visitors are provided with the best experience possible. I was surprised by the sheer number of visitors the museum has every day, whether it is families, school trips, or tourists, whilst also picking up the knowledge of how to supervise and maintain order within the museum.  

Day 4: 

We spent the day with Mark, Senior Curator of Roman Archaeology. We were given the opportunity to photograph artifacts in order to update the museum’s records and provide photos for the website so people can study online.  As well as using the advanced set up to photograph the artifacts, Mark also trusted us enough to handle the objects like a Roman brooch, lioness ornament, and a tile antefix, which was an especially interesting new experience. Along with this I was able to gain knowledge of the stories behind the different artifacts and what they symbolize at the time. After recording the descriptions, accession numbers, and other important information, Zoe and I were able to record that we were the ones that photographed the artifacts, which will then be uploaded for anyone to see.

Day 5: 

I was able to spent some time with Rosie, Commercial Marketing Officer and she gave me amazing advice on steps I can take in order to achieve my career in marketing. As a result, I have gained a contact in the industry I aspire to become a part of, and this is something I would never have been able to attain if it weren't for this work experience, and for that I am eternally grateful.

Lastly, I would like to express how much I appreciate all the opportunities and experiences this museum has provided me with and how much it will benefit me going forward, and Michelle, Engagement & Volunteer Coordinator, who has been a big factor of my experience here, continuing to welcome Zoe and I every morning and seeing us out every afternoon, and ensuring we are given as many amazing experiences as possible. 

I’ve also been inspired to volunteer – and I now volunteer at my local National Trust Property. 

Super Scientists: A Fantastic Visit from St Mary's Church in Wales Primary!

On 2 July, the National Museum Cardiff had the pleasure of hosting the amazing students from St Mary's Church in Wales Primary School in Brynmawr. Their visit was a well-deserved prize for their exceptional contribution to the Spring Bulbs for Schools Investigation 2023-2024.

Spring Bulbs for Schools Investigation

As part of this exciting project, the diligent students recorded daily weather data from 1 November to 31 March and consistently uploaded this information to our museum website. They also planted and nurtured bulbs, meticulously recording the heights and flowering dates of their plants. This valuable data is a crucial part of our long-term study into how climate change affects the flowering dates of spring bulbs.

Celebrating Super Scientists

The Learning team at National Museum Cardiff was thrilled to celebrate the hard work of these Super Scientists. To show our appreciation, we organized a series of engaging activities that we knew they would love. This included piloting our new Endangered Species workshop and exploring the diverse wildlife in our Urban Meadow.

Endangered Species Workshop

We were excited to introduce our new Endangered Species workshop, where we delved into the fascinating world of extinct animals, like the dodo, and the important lessons their stories teach us. We also explored the galleries in search of other species currently facing extinction, and discussed the various threats they encounter. Through mind mapping, we identified issues and brainstormed solutions, empowering the students with knowledge about individual actions they can take to help. One key takeaway? Sharing what they've learned with others!

Urban Meadow Workshop

Armed with sketchbooks and pencils, the students ventured outside to the Museum's Urban Meadow. They were delighted to observe a variety of fascinating creatures, including green woodpeckers, stripy bumblebees, hoverflies, bright red ladybirds, busy black ants, and fluorescent soldier bugs. The meadow was alive with daisies, clover, poppies, tall grasses, and a stunning array of colourful wildflowers. Back in the Clore Discovery Centre, the students enhanced their scientific sketches and botanical illustrations, taking a closer look at the collections and adding intricate details to their artwork.

A Day to Remember

What a lovely and productive day it was! We extend our heartfelt thanks to St Mary's Church in Wales Primary for their dedication and enthusiasm.

Keep exploring and discovering, Super Scientists!

Professor Plant

As part of Museums Inspiring Memories, our 3-year partnership project with Alzheimer’s Society Cymru, we have been working in collaboration with the dementia community across Wales to develop a training package that will help staff - in Amgueddfa Cymru and across the heritage sector - to support people affected by dementia who visit our museums.  

This blog provides a snapshot of the collaborative approach that we have taken over the last 18 months, to develop and pilot our staff training resource, culminating in our launch of the training package at St Fagans on 2 May 2024.  

Our consultations with the dementia community 

From the very start of our project, we have aimed to ensure that the personal experiences of those affected by dementia are at the forefront of our work. 

During the first year (between December 2022 and March 2023), we hosted 30 consultations across Wales, inviting people living with dementia, their carers and supporters, heritage sector colleagues and professionals from representative organisations, to take part.

These events took place at our museums, in community venues and in care and health settings. 270 people joined us, and their contributions to the conversation formed the basis from which we began to shape the contents of our training package. During these consultations, we structured conversations with a set of questions which aimed to elicit people’s experience of engaging with museums. We asked:  

What stops people affected by dementia from engaging with museums, their collections and online resources? 

What care and support needs might there be at our sites? 

How could we improve access for people affected by dementia? 

What training needs are there for both carers/care staff and heritage sector staff/volunteers? 

Developing the staff training package

Using the information gathered from these consultations, we developed a potential structure for our training package, capturing people’s thoughts and experiences into 5 broad themes: ‘Introduction’, ‘What is dementia’, ‘The barriers and worries of the community’, ‘Being supportive’ and ‘Opportunities and further information’. Under each theme, we developed sub-headings to describe the information that would be included in each section.

Refining the staff training package

Having created a potential ‘draft’ structure, we developed the training package through further community engagements and conversations, and it became a focus during our meetings with the Dementia Voice in Heritage Group.

The Dementia Voice in Heritage Group (also known as ‘DViHG’) is our project’s steering group.  The DViHG is made up of people living with dementia, carer partners, paid carers, support workers, colleagues from allied organisations (such as the Alzheimer’s Society) and colleagues from Amgueddfa Cymru and other heritage sector organisations. We meet in person or online every two months, and we structure our meetings so that everyone can contribute to and shape the development of central aspects of our work. In October and December 2023 we dedicated our DViHG meetings to the development of the staff training package.

The contributions of DViHG members to the training package have been valuable and considerable. Group members have talked about their own positive experiences of visiting museums, the importance and value of museums for people living with dementia, and the things that museum staff might need to know in order to support people living with dementia. They told us about the importance for people living with dementia of being helped to feel safe, valued and welcomed:

“Whilst someone might come away from the museum not remembering all the details, they may remember the feeling that they experienced during the visit”  Person living with dementia 

Finally, they emphasized the importance of involving people affected by dementia in delivering the staff training.

Our Pilot staff training sessions: Testing our training package out with colleagues

Having incorporated the valuable contributions of the DViHG group into the staff training package, we then elicited further the thoughts of our colleagues at Amgueddfa Cymru, across a range of departments. For instance, we consulted with the Learning Department during a divisional training day, and met with Front-of-House teams at both National Waterfront and National Museum Cardiff.  

These conversations were important to gauge people’s understanding about the needs of visitors affected by dementia (some staff told us that they felt they were lacking in knowledge about dementia) and to assess how confident people felt about supporting people affected by dementia (some staff said they were worried that they might ‘say something wrong’).  From these discussions, we refined the content further and developed a 2-hour training session. 

We have now piloted the training session at three of our museums: St Fagans National Museum of History, the National Slate Museum and National Wool Museum, with members from across the Learning, Maintenance, Crafts, Front-of-House and Catering teams taking part, and we have received positive feedback from these.

Launching the training package

On the 2nd May at St Fagans National Museum of History, we formally launched the training package. We invited people that we have been working with over the last eighteen months, including Alzheimer’s Society Cymru, a member of DViHG and a member from our project board, to talk about their experiences of contributing to the development of the training session.

29 people attended the launch, to hear these inspiring presentations and to learn about how the work has developed in partnership with the community. The training package aims to explore what we, in our different roles across the heritage sector, can do to make any visit a positive experience for those affected by dementia. It will now be made available to anyone within the heritage sector, whether as a starting point to beginning their journey to becoming more dementia-supportive or as a complement to what is already happening.

Whilst people affected by dementia have not yet been involved in delivering the pilot training sessions, we are currently working with our partners who have been involved in creating it, and we are planning how to support them in hosting, leading and / or contributing to our future training sessions.

As our project progresses over the next year, we will continue to work collaboratively and to ensure that the dementia voice is at the heart of what we do.

If you’re from a heritage sector organization and are interested in how we have developed our training offer, would like to find out more about using the package in your setting, or are a person affected by dementia with an interest in supporting these sessions at our museums, please don’t hesitate to contact us by email mims@museumwales.ac.uk  or phone 02920 573 418.