The Cloth Hall (Sukiennice) is not only one of the most famous landmarks of Kraków’s Main Market Square but also an excellent place for a hands-on lesson in history, art and culture. A walk on the first floor, home to the Gallery of 19th-Century Polish Art of the National Museum, lets students see works by Matejko, Chełmoński, Wyspiański and other artists, and at the same time talk about architecture, trade and city life from the Middle Ages to the present.
A visit to the Cloth Hall is easy to link to the curriculum: students practise observation, interpreting paintings, comparing styles and preparing short notes or sketches. The hall and stalls also offer a chance to discuss crafts, local traditions and contemporary applied design.
This place encourages active tasks: detective exercises, mini-essays, quizzes and teamwork — all of which can be packed into a single task sheet adjusted to the students’ age.
Plan the visit in advance: the National Museum (Cloth Hall branch) has set opening hours and group rules. It’s most convenient to reserve entry and, if needed, a guide at least a week ahead — especially in tourist season and on free-entry days.
Check opening hours and ticket prices on the museum’s official site before departure. Keep in mind that some days may have changed hours because of temporary exhibitions or special events.
When planning, remember time limits — galleries often admit last visitors about 20–30 minutes before closing. For school groups it’s worth scheduling time for cloakroom use and a short reminder of museum behaviour rules.
The task sheet should be short, clear and divided into sections matching key parts of the visit: introduction (brief information), main tasks (observation, understanding), optional tasks (creative), summary and discussion questions.
Adjust difficulty to the participants’ age. For younger children prepare picture-based tasks, simple questions and "find-and-mark" elements. For older pupils set questions requiring short analysis, comparisons or a brief comment on historical context.
Set a time for each task and remind students to work in small groups — this improves workflow and teaches collaboration. Remember museum rules: keep quiet, do not touch exhibits and respect other visitors.
Duration: approx. 60–75 minutes. Materials: task sheet (one per group of 3–4), pencil, notebook, camera/phone for photos (if allowed by the museum).
1. On entry - 5 minutes: Write one sentence about what you already know about the Cloth Hall and what merchants in this trading hall did.
2. Observing a painting - 15 minutes: Choose one painting in the Gallery of 19th-Century Polish Art. Describe it in 3 points: what you see, what emotions it evokes, which elements seem most important. Draw a small sketch of the main motif (max 5 minutes).
3. Detective task - 15 minutes: Find two works in the gallery that show scenes of everyday life (e.g., farm work, a market, a family). Note who is the main figure, what they are doing and which objects are shown.
4. Keyword - 10 minutes: As a group choose three keywords that describe the exhibition (e.g., "national", "realism", "colour"). Prepare a short justification for each word.
5. Summary - 10 minutes: By the cloakroom or on the courtyard talk with another group about your observations (2 minutes per group). The teacher notes the most interesting findings.
Duration: 75–90 minutes. Materials: task sheet, pen, notebook, optionally a tablet or camera (according to museum rules).
1. Introduction - 5–10 minutes: Short discussion about the Cloth Hall’s place in Kraków’s history and the role of the National Museum.
2. Painting analysis - 20 minutes: Choose a painting from the gallery and write a short commentary (about 150–200 words): who is the author, what are the style’s features, and what historical or social contexts can be associated with the work.
3. Comparative task - 20 minutes: Find two paintings from different years and compare them in terms of subject, technique and depiction of figures. Make a list of at least three differences and three similarities.
4. Mini creative project - 20 minutes: Draft a short multimedia presentation (3–4 slides) titled "One painting, many stories." Think about which questions you would ask the exhibition curator.
5. Evaluation - 10 minutes: Write one thing that surprised you and one question you would like answered after leaving the museum.
Before the trip prepare a short introduction with a map of the exhibition and a list of a few must-see objects. Contact the National Museum’s education department to learn about available guided tours and workshops for schools.
Organize group division and assign roles (note-taker, photographer, speaker, timekeeper). Prepare a few extra questions for more advanced students and two versions of the task sheet: simplified and extended.
Allow time for walking between rooms, possible cloakroom queues and short breaks — it’s good to have plan B in case activities take longer or part of the exhibition is temporarily closed.
Common mistakes include: not reserving in advance, poor time management, too many tasks in too short a time and failing to remind students about museum rules. To avoid these: book the visit, plan a realistic timetable and remind students before entry: keep quiet, don’t touch exhibits, move slowly.
Another mistake is poor preparation of materials — divide the task sheet into clear points, print copies and prepare an alternate plan in case rooms are crowded.
Remember safety: have a contact number for the group leader and a brief reminder for students to stay with their designated groups to reduce the risk of a lost pupil.
"Iconography detective" task — students look for symbols (e.g., objects, clothing) and consider what they signify in the context of the period.
Competition for the best mini-comic inspired by one of the paintings — a task that can be completed after leaving the museum or in an adjacent classroom.
Sound task — students write down which sounds they imagine when looking at a painting (a great way to develop imagination and interpretation).
Do we need a guide? Not always — many groups manage with a self-guided visit using a task sheet and, where available, an audio guide. For younger students, however, the presence of a museum educator greatly enhances the experience.
How much time do we need? For grades 4–6 we recommend 60–75 minutes in the gallery plus time for arrival, cloakroom and a short summary. For older students, 75–90 minutes allows for deeper analysis.
Is photography allowed? Photography rules vary by exhibition and museum. Check the National Museum’s policy before your visit; in many rooms photos without flash are allowed, but not everywhere.
After the museum lesson students and chaperones often look for a place for a short meal or coffee. Around the Market Square you’ll find well-rated cafés and restaurants that welcome larger groups with prior arrangement. Choose places with good reviews and the option to reserve tables for groups.
If you want to recommend student-friendly spots, consider cafés known for cakes and light meals or restaurants offering regional dishes with good reputations. For larger groups it’s best to call ahead and ask about group menus or a separate area.
For teachers: an alternative is a short picnic on the courtyard or in a nearby park when the weather is nice.
The Cloth Hall has a centuries-long history — it has served trading functions since the 13th century, and its current Renaissance look developed over subsequent centuries.
Since the 19th century the first floor of the Cloth Hall has housed permanent displays of the National Museum, so a walk through these rooms doubles as a lesson in 19th-century Polish art history.
The stalls beneath the Cloth Hall still host craft stalls — a great opportunity to discuss traditional trades and contemporary handicrafts.
For older students ask for a short presentation (3–5 minutes) about a chosen painting — a good way to practise speaking and argumentation. The teacher can grade using pre-shared criteria.
Encourage students to share their best photos or notes in a class repository — it helps with summarizing and gives a sense of co-creating the project.
If you use the services of private guide Małgorzata Kasprowicz (contact details available on zwiedzaniekrakowa.com), you can request a programme tailored to your class’s age and interactive elements. The guide can suggest themed routes, additional teaching materials and help with group division.
Working with a guide also helps you make the best use of time and avoid queues and crowded spots during the busiest hours. If you want such cooperation, arrange the date in advance and describe your expectations for the activities.
The Cloth Hall is a perfect venue for a school trip: it combines history, art and the city’s everyday life. A well-prepared task sheet helps students develop observation, critical thinking and aesthetic sensitivity while having fun.
If this article was helpful — share it with colleagues or on social media so other teachers can use the ideas. I also encourage you to contact private guide Małgorzata Kasprowicz via zwiedzaniekrakowa.com if you’d like a tailor-made school trip. Thank you and have a great lesson at the Cloth Hall!
