No one knows exactly when exactly the school appeared in the village of Charyshskoye. There is only information from letters that in 1887 she moved to a new building. After that, she moved two more times - in 1952 and 1978. Therefore, in the office where the school museum is located, there are three models that meticulously reproduce the details of the three buildings. After all, every graduate who comes to the museum wants to see their school.
The models were made by Lyudmila Anatolyevna Bushueva, the director and founder of the museum, with her own hands. “You know, I cultivate such patriotism here,” says Lyudmila Anatolyevna. “Which one is this?” - I ask. “This is a very rich, deep feeling,” answers Lyudmila Anatolyevna and gives an informal tour of the museum.
Lyudmila Anatolyevna Bushueva
Mathematics teacher, founder and director of the School History museum. The village of Charyshskoye, Altai Territory.
I worked as a mathematics teacher, taught classroom management, and was the head teacher of educational work for many years. In 1988, we began to prepare for the 50th anniversary of the secondary school (our school became a secondary school only in 1939, the first tenth graders graduated in 1941). We began to collect materials on its history, about its graduates and teachers, and we now have a museum room. I had the task of preparing material about retired teachers. I started visiting their families, collecting photographs, writing down biographies and designing albums. Others started correspondence with graduates of different years, after all, everyone was traveling around the Soviet Union. Great stuff was recruited, contacts were made, but in the 1990s everything came to naught.
The village of Charyshskoye is located 310 kilometers from Barnaul, among mountain ranges, and is considered difficult to access. Population 3000 people. (Photo by A.M. Bushuev)
In 2007, after retiring, I realized my dream - I created the “History of the School” museum. I made an agreement with the director and they gave me a separate office. I fulfilled my desire, knowing about the lack of money, realizing that I had few associates. But my condition was this: I don’t turn to anyone for help, and let no one get into my soul. Walking around with an outstretched hand, waiting for someone to help you with something - I can’t do that.
I take money for the development of the museum exclusively from the Bushuev Family Fund - that is, what my husband and I earn ourselves. Although I am a pensioner, I continue to work - I teach mathematics in the 10th grade. Twice we received awards at the level of the Altai Territory - that’s our entire fund.
My husband, Alexey Mikhailovich Bushuev, himself a graduate of this school in 1968, taught mathematics here. Now it contains all the technical parts of the museum - website, digitization of archives, printouts.
But you know what’s good: we don’t ask anyone, we don’t have to report to anyone. And that’s why I do everything for the soul. Of course, I attract students, graduates, parents, and village residents - otherwise, where would I get the material?
Left: Models of school buildings on museum tables.
Top right: Lyudmila Anatolyevna demonstrates a pioneer bugle.
Bottom right: the most popular stand among graduates is dedicated to the directors and head teachers of the school.
How do I collect information? I go to families, ask for old photographs, write down memories - about teachers, about graduates. You come to one family - all the photographs are laid out in albums, signed, documents are collected in separate folders. When you come to another one, the photos are haphazard, with torn corners, no one remembers anything. But I'm looking for an approach. There is a granddaughter of an old teacher, he died a long time ago - she keeps saying “thank you” to me that I’m exhibiting his photographs somewhere, but she herself can’t tell anything about him.
They write me memories, give me photographs - my task is to systematize and formalize all this. We have everything here in folders, presentations on the computer, stands for each section.
This is the stand that all graduates approach first - these are our directors and head teachers. Everyone is looking for “their own”.
The other section is our pride, our medalists. Even in elite schools, sometimes only last names are written on such stands. I don't like it. I need a face. How to talk about a person without a face? This is how I collect everything - so that there is a photograph and an annotation for it. The first medal was in 1965. Before that, I studied from magazines, they also graduated from school with straight A’s, but for some reason they weren’t given out medals.
I’m trying to find out which of these medalists went where and what they did next. Did they justify the medal or not? How have you settled in life? And mostly they are doing well.
They all have kind, open faces - they are really good. Almost everyone then enters universities and finds work in the city in their specialty. There are not many boys among medal winners now, but, as I always tell them, they don’t want to study at school, and then they sit in the Duma.
We also have a “Book of Honor” - it includes graduates who did not qualify for a gold medal, but had only 2-3 “B” grades, for example, and actively showed themselves. We started this “Book” in honor of one of our students, a great guy - he was a good student and an athlete, but he tragically died in a car accident six months before graduation.
Another section of the museum is “Famous School Alumni.” There are graduates from different years here, we look for them and communicate. Here is Stanislav Nikolaevich Khabarov, a famous academician and gardener. This is his book - “Soil Conservation Works” - and another book is about him. We had one film artist, a graduate of 1948, Lemar Burykin, he starred in “Pedagogical Poem”. Nina Ivanovna is an associate professor in Cherepovets. She died a month ago. Nikolai Alekseevich Epanchintsev - pilot civil aviation. Honored Builder of the Russian Federation - Evgeny Moskvin, he designed and built the cinema building in Charysh. Yes, we had a cinema, the building still stands.
Here are books by Timur Nazimkov. It's a sad story. He's the son of our alumna, she's number four in the "Famous Alumni" list. He lived a short life, only 23 years old. He was a creative person, wrote poetry and prose. He had a complex character and such a perception of the world, you know... He saw everything in a black light. And in the end he committed suicide. And his mother collected all his works and published several books. This was in the 80s, exactly the period when all this politics began, when everything was heading towards collapse.
And these are the memories of a 1943 graduate, an excellent student, Klara Iosifovna Shutto. They were later published as a separate book for the 75th anniversary of the region. In 1988, Klara Iosifovna gave us many exhibits - letters from classmates, for example, which she kept.
Lyudmila Anatolyevna Bushueva
Here, love. People laugh at me, but it’s interesting to me - that people were friends at school and are still together. I find these married couples how their lives turned out.
And it happens that children who are now studying at school discover something about their family in the museum. After all, in many families they don’t always talk, there’s never time. And here there is an opportunity to talk slowly.
I myself am from the village of Srostki, this is the birthplace of Vasily Shukshin. My teacher was his second cousin, Nadezhda Alekseevna Yadykina, who, after the death of the writer, organized the first museum in his honor in a rural school. And then one day I arrived at my native school and was puzzled: why is there only information about Vasily Makarovich and not a word about us, other graduates? And I thought that the Charysh school should have at least something about everyone.
I decided that I needed to hang photographs of all our school’s graduations in the hallway so that everyone would be here. At first I was afraid - what if the kids started drawing on them and ruining them? But everything turned out to be fine.
With the opening of the museum, I began to notice pride in the children for their school, for their family. You know, they are so proud that their parents studied here. When we hung the photographs in the hallway, they were looking for: where is mom, where is dad. Here is everything from 1941 to the present day. This year the children will graduate and will also appear in our chronicle.
When we started decorating the museum, people came to us and said: “Wow! I never thought we had something like this good school, these are our teachers!”
When everything is ordinary, we get used to it and don’t notice anything. And here, at least in a few, I bring out that other portrait, they revere it - and they already form an image. And this pride in the school - they are now developing it very well. There is no need for any extra words.
I then conduct various conversations and class hours based on local material. I don't need to go online. In 2013, we initiated the “Immortal Regiment” campaign in Charyshsky. In the city, every family prints portraits of their grandfathers themselves, but here, I understood that I needed to organize everything. We have collected a wealth of material on all participants in the war from the village - this is a separate part of the exhibition. And so Alexei Mikhailovich and I printed out the photographs ourselves, laminated them ourselves (we had to buy a laminator, this is how we gradually acquire equipment), and distributed them to our descendant students. And this is the fourth year that the “Immortal Regiment” has been held - the next day in the assembly hall we gather the children and show photographs from this procession. And they look at themselves in all this action, at their family, and are proud.
It seems to me that it is useless to talk about the greatness of the Motherland by listing historical milestones. You need to attach your own: how did your family get through this? What was happening in your village at that time?
No words needed. Without words, children see all these photographs in the corridor, they will come here - they understand that this should be appreciated and that they need to replenish it and contribute to it themselves.
And they bring it in. Participation in various competitions, sports life, good studies. They also want to go to the museum.
Here is an interesting exhibit: these are the things of a 1956 graduate, Sergei Vasilyevich Malakhov. Lives in Kursk. Master of Sports - athletics and skiing. A very cheerful person. He is approaching eighty, and he has only been out of physical education classes for a year - before that he worked in a boarding school for “difficult teenagers.” But with each pension he saves little by little to come here in the summer. His wealthier friends will go to Italy, to Venice - and he comes here.
In 2012, he brought material about himself - all the awards, certificates. "For what?" - I ask. He says: “As long as I live, at least someone in Kursk knows me a little. And if I die, no one will care anymore. And here you constantly conduct excursions, even if you look here for a minute, you’ll remember about me.” Indeed, this is how it turns out.
Photos: Ekaterina Tolkacheva, Charyshskoye village, March 2017
Yu.B. Yakhno
SCHOOL MUSEUM AS A COMPONENT OF AN OPEN EDUCATIONAL SPACE
The methodological manual is intended for directors of school museums, deputy directors for educational work, history teachers and organizers of school museums.
We are entering the future
Looking back
P. Valerie
The relevance of the topic is determined by the modern socio-economic and educational reform of the school, its significance in the revival and development of spiritual and moral values, the need to form high moral and ethical principles in students, preparing young people for active participation in the development of civil society and Russian statehood. The role and importance of school museums is increasing due to the need to implement state and regional programs for the patriotic education of youth.
The scientific novelty of the work lies in a detailed analysis of the main functions, content of the forms and methods of operation of the school museum. The author covers a wide range of problems of improving the educational process, integrated into the complex of museum work aimed at developing students' creative abilities, analytical thinking, individualization in the study of the school curriculum in close connection with practice and the determination of professional interest.
IN textbook specific scientific and methodological instructions on the methodology for creating a school museum, its name, main functions, organization and design of thematic exhibitions are revealed and consistently presented. The experience of the museum of Municipal Educational Institution Secondary School No. 29 and its Council is shown in detail, using specific examples. The forms of participation of schoolchildren in the work of the museum, ways of cooperation with other museums and cultural institutions are considered.
The use of materials on organizational and educational events in the content, including scientific and practical conferences on the role of Siberian divisions and the Siberian rear in the Great Patriotic War, brings the document to life. The methodological manual is written based on the use of a significant amount of literary sources and their critical analysis, which allowed the author to draw reasoned, objective conclusions about the state of museum affairs in modern schools.
The methodological manual can be used by heads of school museums to improve the organizational and scientific and methodological level of museum affairs.
Eingorn I.D., Doctor of Historical Sciences, Professor of the Siberian Academy of Public Administration
The word "museum" comes from the Greek "museion"and Latin "museum" - "temple". A museum is a place dedicated to the sciences and arts. A museum is an institution that collects, studies, stores and displays objects and documents that characterize the development of nature and human society and are of historical, scientific or artistic value.
Children's audiences are traditionally a priority category of museum services. In addition, now no one doubts that familiarization with culture should begin from the very beginning. early childhood when a child is on the verge of discovering the world around him.
School museums can certainly be considered one of the remarkable phenomena of Russian culture and education. Such museums arose as interdisciplinary classrooms for storing educational and visual aids on the history and nature of their native land: collections of local history materials compiled by students - herbariums, minerals, photographs, memories and other objects and documents. In a relatively short time, school museums have become widespread in pedagogical practice as an effective means of teaching and education.
School museums existed in many Russian gymnasiums in the 19th century. The question of the feasibility of creating school museums on historical and local history topics was first raised at the beginning of the 20th century in special pedagogical literature. With the development of school local history in the 20s. In the 20th century, the massive creation of school museums began in Russia. Greatest development this process received in the 2nd half of the 50s. and especially in the 70s. last century under the influence of large-scale actions held on the occasion of the celebration of anniversaries of the Soviet state.
At different periods of history, school museums experienced ups and downs; they were either recognized as the main reserve for the development of the state museum network, or they were fought against as breeding grounds for outdated ideology.
School museums, as a form of educational and educational work, are created on the initiative of graduates, parents, students and teachers of the school. They arise as a response to the social order that the educational institution receives from representatives of the student, parent or teaching community and as a result of its own search-collective and research activities. In the school's museums, students search, store, study and systematize authentic monuments of history, culture, nature of their native land, various objects and documents. Being informal educational units of secondary schools, school museums act as a unique part of the country’s museum network. The exhibits they collected are part of the museum and archival collections of Russia.
Currently, according to the Center for Children and Youth Tourism and Local History of the Ministry of Education and Science of the Russian Federation, there are about 4,780 school museums in the country operating in institutions of basic and additional education for students. Of these, historical museums - 2060, military history museums - 1390, local history museums - 1060, museums of other profiles: literary, artistic, technical, etc. - 270.
The purpose of the school museum
The purpose of the creation and operation of the school museum is to fully promote the development of communication competencies, research skills of students, support of children's creative abilities, formation of interest in national culture and respect for the moral values of past generations. The museum should become not just a special classroom for a school, but one of the educational centers of an open educational space.
The purpose of museum activities is to develop a sense of responsibility for the preservation of natural resources, the artistic culture of the region, pride in one’s Fatherland, school, family, i.e. feelings of belonging to the past and present of the small Motherland.
The school museum, being part of the open educational space, is called upon to be the coordinator of military-patriotic activities educational institution, a connecting thread between the school and other cultural institutions and public organizations.
Objectives of the school museum
One of the main tasks of the museum is to cultivate the patriotic consciousness of schoolchildren. As you know, the museum provides a link between times. It gives us a unique opportunity to make our allies in organizing the educational process of the generation of those who lived before us, to take advantage of their experience in the field of science, culture, and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidence of its existence in the form of monuments of material and spiritual culture, which are stored and promoted by museums.
The core of any museum is history. This could be the history of a family, a school, an individual graduate, or a teacher. Each of such evidence reflects some piece of history. From such fragments the history of human society is ultimately formed.
Fundamental to museum theory and practice is the principle of historicism. This principle requires compliance with three the most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modern times.
The constant increase in the flow of information requires such an organization of the cognitive process in which students, in parallel with mastering a certain stock of knowledge, satisfy the need for independent “writing” of history.
The museum has enormous educational potential, as it preserves and exhibits authentic historical documents. Effective use of this potential to educate students in the spirit of patriotism, civic consciousness, and high morality is one of most important tasks school museum.
Children’s participation in search and collection work, study and description museum items, creating an exposition, conducting excursions, evenings, conferences helps fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum research. professional activity, and in the course of local history research - the foundations of many scientific disciplines not provided for in the school curriculum. Depending on the profile topic of the school museum, children become familiar with the basic concepts and methods of genealogy, archaeology, source studies, ethnography, museology, etc.
In addition, students learn the basics of research. They learn to select and formulate research topics, carry out a historiographical analysis of the topic, search and collect sources, compare and criticize them, compile a scientific reference apparatus, formulate hypotheses, assumptions, ideas, test them, draw up research conclusions and develop recommendations for using the results achieved . As a result, children develop an analytical approach to solving many life problems, the ability to navigate the flow of information, distinguish reliable from falsification, objective from subjective, find relationships between the particular and the general, between the whole and the part, etc.
Traveling around native land By studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, visual and visual objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about the history, culture and nature of their cities, learn to understand how the history of the small Motherland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world influence the development of these processes in their hometown and school.
Thus, the knowledge and ideas of children gleaned from studying are concretized and expanded. school course history and social studies, the regional component of educational standards is being implemented, that is, the history of Siberia is being studied.
Signs of a school museum
The school museum is a unique museum institution, since it carries out, to the best of its ability, search and collection work, exhibiting and promoting existing collections in accordance with the educational objectives of the school.
The school museum has a number of features:
1. The main feature of any museum, including a school one, is the presence of a fund of authentic materials that represent primary sources of information about the history of society. These objects and documents form the basis of the museum.
2. Each museum assumes the presence of an exhibition. Museum exhibition materials must reveal the content of the chosen topic with sufficient completeness and depth. The exhibition materials are exhibited in a certain system - in accordance with the logic of the museum sections.
3. The museum has the necessary premises and equipment to ensure storage and display of the collected collections.
4. A prerequisite for the functioning of a school museum is a permanent asset of students - the Museum Council, who are able to conduct systematic search and research work under the guidance of teachers, participate in the acquisition, accounting and storage of funds, in the display and promotion of collected materials.
5. Elements of social partnership should be traced in the activities of the museum.
Only if all these signs are present can we say that the school has a museum.
The educational activities of the school museum are also specific. If in state and in most non-state institutions of this type museum activities are carried out by a staff of specialists, then the activities of the school museum are organized differently. It is implemented through various forms of exhibition and mass educational work and aims to transfer knowledge to museum visitors and ideologically and morally influence them through personal participation in the work of the museum. The main difference between the educational effect in the activities of a school museum and a state museum is that the child acts here not as a consumer of the product of museum activity, but as its active creator. By participating in search and collection work, students are constantly in contact with the history of the school and city, regardless of what topic they are studying.
The phenomenon of a school museum is that its educational influence on children is most effectively manifested in the process of their participation in the implementation of various areas of museum activities.
Social functions of the school museum
The school museum has an almost unlimited potential for educational impact on the minds and souls of children and adolescents. Participation in search and collection work, meetings with interesting people, acquaintance with historical facts help students learn the history and problems of their native land from the inside, understand how much effort and soul their ancestors invested in the economy and culture of the region, of which the family and school are part. This fosters respect for the memory of past generations, careful attitude to cultural and natural heritage, without which it is impossible to cultivate patriotism and love for one’s Fatherland, for the small Motherland.
The school museum gives children the opportunity to try their hand at different types scientific, technical and social activities. By participating in local history hikes and expeditions, schoolchildren receive physical training and learn to live in autonomous conditions. They acquire many practical skills in the process of supporting the scientific research activities of the museum. These are search skills, the ability to describe and classify historical sources, restore historical documents, compare facts, etc.
A school museum is a complex organism. Its viability depends entirely on a well-coordinated creative work team of teachers and students. Museum and local history work is a kind of social sieve, during which children learn the importance of collective activity, learn to choose and criticize their leaders, argue reasonedly, manage their area of work and be responsible for their actions and decisions. The school museum allows you to rehearse social roles, the student has the opportunity to act alternately both as a leader and as a performer. Working as part of the School Museum Council, which is a student co-government body, instills in participants the skills management activities, fosters a sense of involvement with current events.<…>
The function of documenting social phenomena is implemented during the selection and compilation of documents in the school museum. Its implementation is served by the search and study of significant monuments of the history of the school. The documenting function is carried out in three forms: acquisition of funds, direct collection work, creation of exhibitions. An important direction for a school museum to implement such a function can be documenting the history of the school in which the museum operates, namely documenting the most interesting and significant events taking place within its walls. Thus, a school museum can take on the “chronicle function,” which is something that almost no government institution purposefully does. By creating a chronicle of the school, the school museum eliminates the “blank spots” in its history.
The storage function is implemented in the process of recording, storing descriptions, and restoring collected documents and objects. The research function is carried out on the basis of searching and studying historical originals.
Mastering the basics of museum affairs, becoming familiar with the specifics of various professions, crafts, and folk arts in the process of local history research have a certain impact on the professional orientation of students. Many teachers - heads of school museums and other local history associations note a high percentage of students involved in museum activities choosing professions of a humanitarian nature: pedagogy, museum, archival, library science, etc. Often students who have been involved in military-historical local history research become professional military men, firefighters, law enforcement officers, etc.
School Museum Profile
The profile of a museum is the specialization of the collection and activities of the museum, due to its connection with specific science, technology, production, as well as with their branches and disciplines, with various types arts and culture. The profile of a museum is the most important category in the classification of museums. Museums are divided into the following main profile groups: natural sciences, historical, literary, artistic, musical, theatrical, technical, agricultural, etc. The connection with the complex of sciences determines the existence of museums with a complex profile, a typical example of which are local history museums.
A specific feature of school museums, at least the vast majority of them, is the local history nature of the implementation of the documenting function, i.e. they study mainly events and phenomena related to the history and nature of their native land. We can say that local history is a science that studies the development of nature and society of a certain region through the efforts of its inhabitants. Consequently, local history is a methodological technique for understanding the patterns of development of nature and society through the specifics of one’s region.
School historical museums may not study the history of their region from ancient times, but may be dedicated to some historical and local history problem of the region, or to a specific historical period or even a separate event. Therefore, school historical museums can include both museums studying the history of the city and museums studying the history of the school.
School literary museum can study the life and work of not only famous writers who were born and lived in a given area, but also those local writers who have not received public recognition, and perhaps have never even been published. One of the possible directions of local history research in a school literary museum may be the identification of persons, as well as natural, historical and technical objects that are described in literary works.
Similar recommendations for organizing activities can be applied to school museums of other profiles: art, music, theater, etc. Therefore, for example, the activities of a school music museum may be devoted to collecting materials about local musical creativity: folk instruments, songs, dances, ditties, etc.
A special typological group consists of monographic museums. They are devoted to a comprehensive study of any object, phenomenon or specific person. For example, a bread museum, a book museum, etc. Monographic museums include military history museums dedicated to specific military formations or military events: the museum of Panfilov heroes, the museum of home front workers, etc.
Monographic museums include memorial museums created in memory of an outstanding event or person, located at a memorial site or in a memorial building (estate museum, house museum, apartment museum, etc.). In order to comply with the principle of historicism, it is advisable to create a memorial museum only in the place, building, room in which the event occurred or the person lived. A type of monographic museum are historical and biographical museums, where original things that belonged to the person being studied can be stored. These museums play an important role in identifying and clarifying various facts of the biography of their hero, in popularizing his life and activities among students.
The choice of a museum's profile essentially determines the goals and methods for implementing its documenting function and forms the basis of the museum's concept.
At the same time, one should not perceive the profile of a museum, especially a school one, as some kind of rigid structure, beyond which one cannot go. The specificity of school museums is that, created in the process of creativity of children and teachers, they are free from strict control by government bodies and can correspond to a certain profile only partially, combine several profiles, or change the profile as the museum develops.
Principles of operation of a school museum
The existing practice of museum affairs has revealed the need to adhere to the following principles in this type of activity.
Systematic connection with lessons, with the entire educational process.
Conducting scientific and educational research, including local history as the basis for the development and activities of the school museum.
The use in the educational process of various techniques and forms of educational and extracurricular work of museum lessons, school lectures, seminars, scientific and practical conferences, search and project activities, patronage assistance to veterans, etc.
Reliance of museum activities on subject clubs and electives, elective courses.
Independence and creative initiative of students, which is the most important factor in the creation and life of a museum.
Assistance to the head of the museum, the Museum Council from the teaching staff, veterans of teaching work.
Communication with the public, with war and labor veterans, veterans of local wars, veterans of teaching work.
Ensuring the unity of cognitive and emotional principles in the content of exhibitions, excursions, and in all museum activities.
Strict accounting, proper storage and display of collected materials.
Organization of permanent relations with state museums and archives, their scientific and methodological assistance to school museums.
School museum funds
Museum funds are a historically established scientifically organized collection of museum objects belonging to a given museum and scientific and auxiliary material necessary for their study and exhibition. The funds are one of the main results of the museum’s research work and the basis for all its activities.
Museum funds consist of two parts - the main fund and the fund of scientific and auxiliary materials.
The main fund is a collection of museum objects corresponding to the profile of the museum. The collection of museum objects is classified primarily according to the main types of museum sources.
The fund of scientific and auxiliary material contains reproductions of originals - copies, models, models, dummies, casts, etc., as well as specially created, mainly for the needs of the exhibition, visual material- maps, plans, diagrams, diagrams, tables, etc.
Material sources are extremely diverse. These include tools, raw materials and production products - weapons and military equipment: banners, orders, numismatic material; household items - clothing, utensils, furniture, etc.; items of decorative and applied art, etc.
A special place among material sources is occupied by objects of memorial significance associated with large historical events, the life and work of outstanding people, one way or another connected with the history of the school.
Visual sources include works of art - paintings, graphics, engravings, drawings, sculpture, etc., made in various genres and in various techniques. The next group of monuments from the main fund consists of visual sources. They are usually divided into documentary visual materials and works fine arts. A fairly large part of the visual sources in school museums are photographs, especially if these are museums with a socio-political orientation. Filmed at different times and different people, they talk about the events of the past, about the people who took part in them - about students of past years, teachers.
Written sources contain handwritten and printed documents - memoirs, manuscripts, legislative acts, leaflets, letters, books, periodicals, etc.
Until recently, collections of phono sources were formed in museums, recording historical, socio-political, and cultural events.
IN modern museums, including school ones, media libraries are being created, the main purpose of which is to duplicate authentic historical documents stored in museum collections.
The main fund includes copies of books, magazines and newspapers if they represent primary sources of information on the subject of the museum - books, brochures, magazines, newspaper issues in which material about the school is published.
The main fund should also include books and other mass publications, if they have the sign of memorialization, textbooks used by students of previous years, books with autographs, dedicatory inscriptions, etc.
The main fund includes leaflets, announcements, invitation cards, various documents issued by official institutions and public organizations: identity cards, payment and work books, certificates of education, diplomas, certificates, etc.
IN major museums museum catalogs are created - lists of stock items, as well as various classifiers - alphabetical, nominal, thematic, industry, etc. Card indexes are attached to them. But school museums are small museums. School museums may have simplified museum catalogues, since they are unable to create such information and retrieval tools, and their funds are insignificant.
Museums, as a rule, have a number of card catalogs (card files), in which museum objects are systematized according to a variety of criteria. Most often, museums have thematic card indexes or personalized card indexes, which help to navigate through the material associated with specific figures, as well as chronological, geographical and other card indexes.
On the basis of museum funds, permanent exhibitions and exhibitions of the museum are built. A group of interrelated objects - written, visual and other sources that reveal the essence of a specific fact, phenomenon, event - is called an exhibition complex.
It is possible to create a school museum and ensure that it fulfills its educational, educational and monument-protection functions only under the conditions of sufficiently serious scientific training of teachers and school museum activists, a deep understanding of the goals and methods of searching, collecting, recording, scientific description and use of heritage objects - museums. items.
The basis of the activities of any museum is the museum object. It is the object of acquisition, scientific study and description, and use in display, exhibition, educational and other forms of museum activities.
The main function of a museum object is to be a source of information about those processes, events and phenomena with which this object was associated,
In modern museology, a museum object is defined as a monument of history and culture, removed from its environment, gone through all stages of scientific processing and included in the museum collection due to its ability to characterize the history and culture of a particular society. A museum object is an integral part of the national cultural heritage; it acts in the museum as a source of knowledge and emotional impact and as a means of education. To characterize a museum object, its general properties and specific features are considered, and its scientific, memorial, historical and artistic value is established.
Museum objects enter the museum in various ways: they can be found by an expedition, transferred by a donor, or purchased from the owner. Many objects, before museum specialists or local historians become interested in them, are not monuments of history and culture - they are ordinary material objects and are used for their intended purpose: they work with tools, wear clothes, read books, listen to the radio, etc. In other words, each item, after it has been made, performs its utilitarian function until it loses it, breaks or is replaced by a new one. Items that are no longer in use are most often destroyed. However, some of the objects are preserved and, for various reasons, acquire the significance of historical and cultural monuments, a heritage site. These include not only archaeological monuments, but also a variety of household items from different eras, including modern items that have survived in limited quantities. Such objects are often called rarities, that is, rare objects, which gives grounds to classify them as monuments of material culture.
Almost every family has things that are kept especially carefully, because they remind of some relative or important event. Such items are usually called relics.
Rarities and relics are most often material objects that have lost their functional meaning and acquired the meaning of symbols and memorial signs. Such items are often of interest to local historians and other specialists due to their uniqueness.
Some items are specifically created to serve as symbols, such as banners, awards, identification cards, etc.
Rare and relic items are always unique because they exist in one or a very limited number of copies.
Local historians and members of the school museum may be interested not only in rarities and relics, but also in the most ordinary, fairly widespread objects, if they are in any way connected with the event or phenomenon being studied. These could be school equipment - old maps, globes, encyclopedias. These may be items needed in everyday life educational activities from previous years - pens, inkwells, notebooks, diaries. These can be items related to significant school-wide events and phenomena - almanacs, banners, cups, medals, valuable gifts.
The specificity of the museological study of events and phenomena of the past and present lies in the fact that museum specialists strive to identify and collect objects with the help of which they can, as it were, reconstruct the event being studied, visually present it with the help of those things that were witnesses or even participants in the event.
Of course, the objects themselves, if they are not written documents, sound recordings, films, photographs, etc., can tell us little about the event, but their belonging, involvement in a specific historical episode, recorded in museum documentation, makes these objects artifacts history - historical sources.
From some events, especially if they occurred relatively recently, quite a lot of different types of objects remain (material, visual, documentary), which can be used as museum items. Then a problem arises for local historians: which objects are appropriate to select first, how to present the event most fully and comprehensively, using the least number of objects. The storage space for school museum collections is not unlimited, and the capabilities of the museum itself in exhibiting museum objects are also limited, so museums always face a dilemma: how to fit maximum information about the event or phenomenon being studied into a smaller volume of sources. This may be why school museums mainly store written and visual historical sources, but practically no material ones.
The lack of objective information that is hidden in a historical and cultural monument is compensated by documentary records made in the process of compiling heritage objects from the words of their owners or participants and eyewitnesses of the events being studied. Recorded in school documentation information about the environment of existence of a heritage object, about the functional purpose of the object, its author and owners, about its use in the events being studied translates the information encoded in the object into an accessible language. Entries in school documents made during the scientific description of a museum object expand its information potential and allow it to be used as a historical source.
The funds of the school museum are constantly replenished, as the museum not only accumulates documentary evidence of the past, but also creates a chronicle of the school today.
Exhibition of the school museum
The presence of an exhibition is one of the main, main features of any museum. Each exhibition is unique, because it often includes one-of-a-kind documents and objects.
The exposition of the school museum is the result of long-term, creative work of students and teachers. The museum exhibition at the school is the basis for further educational and cognitive activities of students, for the inclusion of schoolchildren in social work.
The primary, main cell of the exhibition is the exhibit - an object put on display.
Museum exhibits that reveal a specific issue or topic are combined into a thematic and exhibition complex. Several such complexes are combined into a larger complex - a museum section. The sections make up the museum exhibition as a whole.
From the principle of historicism follows an indispensable requirement for museum exhibitions - to reveal phenomena from the point of view of how they arose.
The historical and chronological principle of forming museum exhibitions has become the most widespread. It assumes such a structure of the exhibition, when each section sequentially shows the development of one or another phenomenon, one or another aspect of the historical process.
The next principle of building an exhibition can be called thematic. It requires that museum materials be selected in each section in accordance with the topic, and within the section they are grouped in chronological order.
In the practice of school museums, there is often a combination of these principles for constructing museum exhibitions. Thus, the exhibition, which is based on the historical and chronological principle, includes thematic sections.
The essence of the thematic exhibition is that phenomena and processes occurring in nature or public life, are reflected in it in dialectical development, in chronological sequence or according to a problem principle. The thematic exhibition is based on exhibition complexes, united into subtopics, topics and sections.
Of course, one should strive to ensure that the exhibition is designed competently and meets the basic requirements of modern museum aesthetics. However, school exhibitions should not copy the professional design of state museums.
There are various methods for constructing museum exhibitions. The most common of them are thematic, systematic and ensemble.
The exposition of a school museum is the basis of scientific and educational work and represents that aspect of museum activity on which the museum’s performance of the function of education and upbringing largely depends. Its specific forms - excursions, consultations, lectures, traveling exhibitions, various public events - play the role of a connecting link between the museum and society.
The most museum-specific form of scientific research is educational work is a museum excursion, i.e. a collective inspection of the museum by visitors united in excursion groups. An excursion is one of the main forms of work of a school museum with students. It must satisfy the needs of visitors of different age and educational levels, who came to the museum for different reasons, who have different degrees of preparedness, and who are visiting the museum organized, in an excursion group, or individually. An important role in this regard belongs to the guide, who, acting as a kind of intermediary between the exhibition and the visitor, must build a tour - select exhibits, use various techniques for displaying them, reveal the contents of the exhibition with varying degrees of detail, etc.
The educational activities of school museums include forms of work that promote citizenship education. These include themed evenings and matinees, clubs for meetings with interesting people, museum lessons, gala receptions for veterans, etc.
The logical structure of the exhibition is ensured by its thematic structure, that is, division into interconnected content and subordinate parts - sections, topics. The order in which parts are placed in the exhibition determines the exhibition route - the sequence of viewing the exhibition.
The placement of museum equipment and exhibits must correspond to the scientific concept and thematic and exhibition plan of the museum.
In order for the visitor to get acquainted with the exhibition as if it were a book, it is advisable to place the exhibits of the museum collection in three plans: vertical (stands, turnstiles, showcases), horizontal (stands, horizontal showcases), hidden (turnstile doors, albums). Dioramas and banners are very beneficial. It is important to maintain the color scheme as a single artistic solution for the exhibition, and not to get carried away with the bright or gloomy colors of the halls.
All exhibits must have descriptions and annotations. Distortions, typos, and errors in these documents are not acceptable, as well as various corrections and blots.
The appearance is also important: a clear and beautiful font, background, placement of the title, subtitle, etc.
References
1. Current issues in the activities of public museums. M., 1980.
2. Belyavsky M.T. Work in museums and with historical monuments when studying the history of the USSR (from ancient times to 1917). M., 1978.
3. Boguslavsky S.R., School Literary Museum - Club, M., 1989. B.N. Godunov.
4. Golysheva L. B. Museum pedagogy/ Teaching history at school No. 2, 2003
5. We study our region. Compiled by V.N. Patrushev, V.F. Sakharov. Kirov, 1979;
6. Methodology of historical - local history work at school, ed. N.S. Borisova. M., 1982.
7. Mayorova N.P., Chepurnykh E.E., Shurukht SM. Teaching life skills in school. St. Petersburg, 2002.
8. Museum of an educational institution. Problems, experience, prospects. Collection of regulatory and legal teaching materials. Novosibirsk, NIPC and PRO, 2004.
9. Ogrizko Z.A., Elkin G.Yu. School museums. M., 1972.
10. Rodin A.F., Sokolovsky Yu.E. Excursion work on history, M., 1974.
11. Sadkovich N.P., Practical recommendations on creating a school history text/ Teaching history at school No. 2, 2003.
12. Smirnov V.G., Art local history at school, M., 1987.
13. Tumanov E.E., School Museum, M, 2002.
14. School museums. From work experience, ed. V.N. Stoletova, M.P. Kashina, M., 1977.
15. School museums. Collection of documents, M., 1987.
Yu.B. Yakhno, Deputy Director for Scientific and Methodological Work of Secondary School No. 29, Head of the Highest Qualification Category
Municipal budgetary educational institution
basic secondary school with. Otradnoe
Vyazemsky municipal district of Khabarovsk Territory
Project
creation of the school museum “Memory”
in MBOU OOSH village. Otradnoe
Students:
Komarov E., Istomina A.
Danilchenko V., Kornienko E.,
Novenko A., Pervykh V.
Heads: Milyukova O.Yu.,
Sysoeva S.V.
S. Otradnoe
2014-2015
“But the main thing is: love and love your fatherland!
For this love will give you strength and you will accomplish everything else without difficulty.”
M.E. Saltykov-Shchedrin
Justification of the need for the project.
There are many beautiful places on Earth, but every person should love and be proud of the places where he comes from, where he spent his childhood. He must remember what contribution his small homeland has made and is making today to the history of a large country.
This project has great value in the education and formation of the personality of students, the education of a Citizen and a Patriot and is necessary for involving students and parents of the MBOU secondary school in active search (research) activities. Otradnoe.
The school museum of the history of the village of Otradnoye is designed for students and parents. It will make a worthy contribution to the education of patriotism in students and will help to instill in our children a sense of dignity and pride, responsibility and hope, revealing the true values of the family, nation and Motherland. A child or teenager who knows the history of his area, village, the life of his ancestors, architectural monuments, will never commit an act of vandalism either in relation to this object or in relation to others. He will simply know their value.
Since 2008, the educational institution has organized the work of the “Path of Memory” research group. The guys work closely with the regional archive and museum named after. V.N. Usenko, editor of the newspaper “Vyazemskiye Vesti”. Every year they study the history of the village, its inhabitants and the contribution of fellow villagers to the history of the Motherland. The result of the search work is a number of research works:
2008 “Veterans are fellow villagers”;
2009 “Teachers of my school”;
2010 “People, years, destinies” (Kulyk family, “Countrymen on the fronts of the Great Patriotic War”;
2010 “Personality in the history of the Vyazemsky district: Nemechkina A.A”;
2011 “Workers of the Home Front”;
2012 “Pages from the history of my village”;
2013 “Otradnenskaya machine and tractor station”;
2008-2013 Chronicle “School graduates and village residents in funds mass media».
This rich material needs to be widely presented to the rural community, and this is possible in the museum created at the school.
Also in 2014, the school held the “Items of a Bygone Era...” campaign, during which a collection of antiquities of historical value was collected.
Thus, we believe that our school needs to create its own school museum.
The project will be implemented in the MBOU secondary school with. Otradnoe in the 2014-2015 academic year.
2. Project goal:
1. Preservation of historical memory and cultural heritage;
Developing interest in history, deepening knowledge of history and the formation of civic and patriotic feelings and beliefs based on specific historical material, affirming the significance of such values as: a) love and respect for the native village, for the native region; b) careful attitude towards the fruits of labor and the experience of previous generations; c) increase the historical heritage, preserve historical memory.
Raising a Citizen-Patriot.
3. Main objectives of the project:
1.Summarize and systematize the accumulated search material in accordance with the selected areas;
2. creation of a museum;
4. regular replenishment and updating of museum exhibits;
5. developing students’ interest in history, research, and scientific and educational activities;
6. introducing students to socially useful work, developing children’s security activities memorable places, historical and cultural monuments of the native village, region.
7. involving teachers, parents, students and other members of the public in the project.
4. Description of the project implementation.
There is no special room in the school building for organizing a school museum. Therefore, it was decided to organize a school museum corner in the history room. To achieve the set goals and objectives, we have already purchased display racks and material for stands. It is necessary to systematize the material according to directions and place it. After registration in the book, antiques will be placed in display cases. We believe that a museum corner at school will contribute increasing interest in the history of your village or region; active participation in historical and local history competitions, quizzes, Olympiads, hikes, excursions; formation of a civil-patriotic position among schoolchildren.
5. Planned activities.
The project is designed for 1 academic year (2014 -2015) and includes 3 stages:
Stage I - preparatory ( September – November 2014.)
Stage III – final (March 2015)
Preparatory stage ( September – November 2014 G .)
Its main task is to create conditions for the successful implementation of the project.
Analysis of the state of school capabilities.
Creation of a regulatory framework for a school museum corner.
Updating the project among participants in the educational process.
Determining the circle of people from among teachers, school administration to manage the project, distribution of roles, creation of a working group.
Acquaintance with the experience of using school museums in the educational process in other schools in the Vyazemsky district.
Searching for and attracting partners for cooperation in the media, cultural institutions, veterans' organizations, and the teaching community.
Its main task is to create a school museum corner.
Decorate the interior of the museum.
Organize work with students, parents, and the village community in order to replenish the school museum with exhibits.
Final stage (March 2015)
The main task of this period is to analyze the results of activities: achievements, shortcomings, and adjust further work in areas.
Inclusion of the museum resource in classroom, extracurricular and extracurricular activities.
Grand opening School Museum dedicated to the 70th anniversary of Victory in the Second World War.
Summing up, sharing the experience of project participants at meetings of the teachers' council, school education department.
Design of project products.
1. Presentation of the final materials of the project on the school website and the media.
2. Design of a collection of the best developments of excursions, museum lessons, lessons of Courage, class hours, integrated lessons on the issues of the project.
6. Work plan for the project.
Events
Responsible
Preparatory stage( September-November 2014.)
Studying regulatory documents, and development of a regulatory framework.
September 2014 .
Milyukova O.Yu. - director,
Sysoeva S.V. – deputy director of water management,
Analysis of the state of school educational opportunities
September 2014
Milyukova O.Yu. - director,
Medvedeva T.N. - history teacher
Studying the experience of using school museums in the educational process in other schools.
October 2014
Yarovenko S.A. – Librarian, Research Members. “Path of Memory” groups
Meeting of the research group “Path of Memory” on the topic
“The School Museum as a Center for Spiritual and Moral Development and Education”
October 2014
Medvedeva T.N. - history teacher
Acquisition necessary equipment
November 2014
Milyukova O.Yu. – Director, Governing Council
Carrying out a promotion
"Objects of a bygone era..."
December-February, 2014
Medvedeva T.N. - history teacher
Research members “Path of Memory” groups
Decorate the interior of the museum.
Create exhibitions and sections of the museum.
Medvedeva T.N. - history teacher
Research members “Path of Memory” groups, a detachment of volunteers.
Creation of a museum section “Memory” on the school website
Tkacheva Yu.V. - computer science teacher,
Research members “Path of Memory” groups
Continue the local history search work of the “Path of Memory” research group.
December-March 2015
Prepare guides for conducting excursions in the school museum.
Yarovenko S.A. - librarian
Research members “Path of Memory” groups
Final stage (March 2015)
Analysis of project results
March 2015
Sysoeva S.V. – deputy Director for Water Resources Management, T.N. Medvedeva - history teacher
Research members group "Path of Memory"
The grand opening of the School Museum Corner dedicated to the 70th anniversary of the Victory in the Second World War.
Izhboldin S.S., senior counselor; Research members group "Path of Memory"
Coverage of the project results in the media and on the school website
Medvedeva T.N., history teacher
Head of research. “Path of Memory” groups
7. Expected results of the project.
As a result of the implementation of the project in the school with. In Otradnoye, a modern, attractive school museum corner, in demand by all participants in the educational process, will appear.
Museum will fit organically into the educational space of the school, which will allow, for example, museum lessons: “Front-line life of a soldier”, “Mass heroism as a source of victory in the Great Patriotic War"Home Front Workers" cool watch: “Our family heirlooms”, “The history of my family in photographs”, “I am a citizen of Russia”, quizzes: “History of the village of Otradnoe”, “History of the school”, Lesson of Courage"Turning through history's glorious page" thematic excursions:“Weapons of Victory”, “Battle Awards”, mind games"Tank landing" meetings with veterans and home front workers, etc. What will help develop the best civic qualities of schoolchildren is their inclusion in creative activities and the cultural and historical space of the school museum corner.
As a result of the project, students:
Will master:
basic national values: patriotism, citizenship, work and creativity, family, social solidarity;
active activity position;
ways to solve problems of a creative and exploratory nature.
Will purchase a stable need and skills for communication, interaction with historical and cultural monuments.
will learn see the historical and cultural context of the things around them, i.e. evaluate them from the point of view of cultural development.
They will receive experience in project and research activities, which according to the Federal State Educational Standard are priorities in training, and experience in social interaction.
Testing their strengths and capabilities in creating and conducting excursions, lessons of Courage, museum lessons, quizzes, competitions, meetings with veterans and will acquire social experience in the role of guides, researchers, local historians, exhibitors.
2.http://ipk.68edu.ru/consult/gsed/748-cons-museum.html
Project for schoolchildren for the 70th anniversary of the Great Victory
Along the paths of war" (work on creating a school military history museum)
Author of the project: Teacher of history and social studies, MBOU “Novoogarevskaya” high school No. 19" Kirakosyan Melanya Andreevna.
What to teach and how to educate, how to teach a child to love the Fatherland? This question has been facing the teaching staff for a long time. The task was to reveal the meaning of the words “Motherland”, “patriot”, “patriotism”, “citizenship”. Therefore, in our school, patriotic education of students is a systematic and purposeful activity to form high patriotic consciousness in children with the help various forms working with a student. But for a child there is nothing more interesting than touching history himself and becoming a participant in it.
The modern social development of Russia has acutely posed the task of the spiritual revival of the nation. This issue has acquired particular relevance in the field of patriotic education of youth. The program of patriotic and civic education of youth is increasingly identified as one of the priorities in modern youth policy.
Project goals:
education of a patriot-citizen of Russia
increasing students' interest in studying the history of their small homeland
development of students' creative and research potential
Project objectives:
Introduce students to the work of the Heritage search team.
Involve students in collecting material about the Second World War.
Organize systematic work with veterans of the village.
The ideas of patriotism, especially in their highest manifestation - readiness to defend the Motherland, have always occupied one of the leading places in the formation of the younger generation. And now, more than ever, the history of the heroic past of the peoples of Russia is becoming a particularly important factor in patriotic education.
Cultivating patriotism is cultivating love for the Fatherland, devotion to it, pride in its past and present. But this is impossible without creating a system for developing interest in the history of one’s country and not just interest, but cognitive activity. The school museum becomes the center for the implementation of such a system.
The school museum is traditionally one of the means of patriotic education, since it has enormous educational potential.
The school museum has specific, unique features of educational impact on students. Contacts with the museum enrich the educational process and expand the range of means used by the school. The museum is necessary for the full teaching of such subjects as the culture of the native land and history, which contribute to the education of patriotism. That is why we decided to open a military history museum at Novoogaryovskaya School No. 19.
The guys are quite actively collecting material for our future museum; they are interested in studying the military history of the village and the Shchekino region as a whole. The school has its own traditions. Every year, meetings are held with WWII veterans, classes, lessons of courage, conversations where children learn about facts, events, dates associated with the immense suffering and enormous courage of the people during the Great Patriotic War.
Also, together with our teacher, the head of the “Heritage” detachment, Andrei Petrovich Marandykin, students constantly participate in the opening of the Memory Watch. Thanks to this, we have a lot of information about the dead soldiers.
Search engines constantly organize exhibitions of their finds from the past season. Our guys took part in the burial of the remains of soldiers in the village of Zakharovka, the village of Krapivna and other places in the Shchekinsky district, as well as in the Belevsky district, Oryol and Kaluga regions.
The results of this work should become system-forming in educational work, and museum pedagogy should become a powerful educational tool. Our idea of creating a museum was preceded by the painstaking work of the Heritage team.
For students of our school, the creation of a museum will be a new opportunity for their creativity, self-realization and socialization.
The creation of our museum is divided into several stages:
1. Collection of information about the work of the Heritage club, about the historical facts of the Second World War in the Shchekinsky district.
2. Organizing meetings with veterans - residents of the village.
3. Formation of the main fund of the museum from materials provided by the “Heritage” search team
4. Preparation of museum documentation.
5. Opening of the hall dedicated to the 70th anniversary of Victory in the Great Patriotic War.
To date, the first three points have already been successfully implemented. The work continues.
I. SPECIFICITY OF SCHOOL MUSEUMS
1. Goals and objectives of school museums
A school museum, like any other, has a number of characteristics and functions. Its traditional functions include: acquisition, study, accounting and storage of collections, as well as their use for educational purposes. The school museum must have a fund of museum objects sufficient to implement these functions and an appropriate exhibition space.
But the specificity of a school museum is that it should least of all resemble a traditional museum institution. This is a special type of museum; it is, firstly, educational museum, where the tasks of training and education, including outside of school hours, are of decisive importance, and, secondly, a targeted museum, for which a children's audience is a priority. Only in a school museum can the idea of co-creation between students, teachers and parents be most consistently embodied. Involving students in search and research activities makes it possible to make children interested participants in the process, i.e. subjects, not objects of education. It is the school museum that is able to fully implement the principle of “Museums for children and by children”, shifting the main center of gravity from the process of perceiving collections to the process of creation, doing, which, in essence, is constant and should not have an end.
The work of school museums inevitably extends beyond school life. In rural areas where there are no state museums, the school museum is one of the the most important factors in expanding education, in educating young people, today it is acquiring a new face, a new quality - the quality of a cultural center.
2. Profiles of school museums
The profile of a school museum is determined by the scientific discipline on which its exhibition is based.
Museums of the following profiles can be organized in educational institutions:
a) HISTORICAL - (military historical, history of regions, settlements, educational institutions);
b) LOCAL HISTORY - these are museums of a complex profile, which contain collections of monuments not only of history, but also of nature;
c) ETHNOGRAPHIC - engaged in the study and preservation of monuments of folk culture;
d) ARTISTIC - (literary, art history) are based on original works painting, sculpture, graphics and other forms of art
e) NATURAL SCIENTIFIC - (geological, biological, zoological, environmental) are created for the purpose of a more in-depth study of the nature of their region.
f) TECHNICAL - museums dedicated to the history of the development of technology, associated with outstanding events or figures in the field of science and technology.
II . LOCAL HISTORY WORK IN SCHOOL MUSEUMS
The school, as a social institution, with its main purpose of teaching and educating, allows various museum-type formations (local history corners, halls, exhibitions and museums) to revive in their own way educational process, introduce children to the history of their small homeland, and therefore the Fatherland, and instill research skills.
It is necessary to highlight three main directions of the local history work of the school: family, school, native land.
Family
Regardless of the profile of the museum, the theme of family should become the main one in the local history work of the school, given that for many years this area of local history activity was, if not completely forgotten, then thoroughly neglected. For various reasons, many families have practically no preserved archives of their ancestors (letters, documents, personal files, awards, etc.). Today it is extremely important to introduce elements of museum culture, to provide assistance in the formation of family collections and home archives, thanks to which love for one’s home (in the broad sense of this concept) could be fostered.
The main areas of research activity can be:
Family tree
Drawing up a simple diagram of a kind in the form of a family tree is a feasible task for any schoolchild. The simplest techniques allow you to teach research techniques with genealogical sources. Joint activities in this area will allow us to save many valuable relics from home archives and unite people of different generations.
The fate of the family in the fate of the country
Many schoolchildren do not know where their parents and grandparents work, they have never been to the places of their childhood, to family cemeteries, this is another factor that separates people. But getting to know the streets of the city where their loved ones spent years of their lives, young residents get to know their native land more deeply, more soulfully, and become closer to their relatives. Taking photographs together and sketching the places where loved ones live will further enhance these good feelings.
Family archive
Identifying objects that are interesting from the point of view of a local historian, young researchers, together with older family members, begin to form a family archive: they create and sign envelopes, thematic folders, fill small boxes with things, and create “legends.” The basis for a small home museum is gradually being created. It would be good if the first museum for every person would be a home museum.
The school museum could select the most interesting materials for exhibitions (with subsequent return to the family). Approximate themes of the exhibitions: “Our family heirlooms”, “The Order in my home”, “Old photography”, “Photos tell a story”, “Professions of our parents”, etc. As a result, local history work will help increase the prestige of the family, strengthen family ties, and help instill a sense of pride in your ancestors.
School
Every person goes through a school, which could become a repository of memories of the people who studied there. The collected materials about the school will eventually become an invaluable asset of a bygone era. To some extent, the school can serve as an archive. Here it is appropriate, first of all, to talk about the creation of the history of the school itself. And here no one, except teachers and students, will compile its full chronicle. In this regard, it is recommended to collect the following materials:
School images different years its existence (drawings, photographs, plans, models);
Evidence of school life as a process (a kind of chronicle of education);
Attributes of school life at different times (textbooks, notebooks, diaries, pens, etc.);
Children's essays, creative works.
This form has not lost its relevance literary creativity, as a literary almanac (handwritten or typed on a computer). It may contain the following sections: “Day after day”, “The most important”, “From the history of our school”, “News from the classes”, “Teacher’s Tribune”, “In my family”, “Please speak!”, “ Laughter from under the desk,” etc. The editor of such an almanac can be the most active local historian of the school, a member of the museum activists.
Native land
When developing a plan for collecting activities on the history of your native land, you should not strive for “omnivorousness.” It is necessary to develop a real concept for the museum for the next few years. It is desirable that the museum has a comprehensive character (reflecting the history, nature and culture of its region), can be used as much as possible by teachers in the educational process, and helps students to reveal their creative potential during museum activities.
At the first stage, it is necessary to identify the circle of possible informants. This can be done through students, with the help of bright leaflets-appeals for help to the museum. After some time, the first finds will appear. However, it can be difficult to determine the degree of their value. In this regard, primary fixation and the correct description of the document are of great importance. It is not always advisable to tear out a separate item from someone's collection, remembering the principle of indivisibility of personal funds.
When organizing the local history work of a school museum, one should be guided by the following principles:
Complex nature of research;
Variety of research methods.
Complex nature of research
The complex nature of collecting material (which does not mean collecting everything in a row without any selection, but the diverse nature of the research) and, as a consequence, the local history profile of the museum suggest its widest possible inclusion in the educational process. In this case, the museum will not become a foreign body in the school’s body. This will be the key to its long existence. It is advisable to designate the territorial boundaries within which the museum intends to conduct research and collecting work. The closer to school, the deeper the study. At the same time, one should not confine oneself only to one’s own, purely local material, but try to reach a broader territorial background (city region, Russia as a whole). Comparison of the particular and the general, presentation of the particular against the background of the general - important point museum activities. Subject teachers can provide all possible assistance in collecting materials. A geographer, for example, will help design a section related to nature and the economy of the region, select the necessary illustrative material, and prepare diagrams and charts together with the children.
The chronological framework of the exhibition may vary.
Variety of research methods
Main forms and directions of research:
· Excursions and walks around the native land. They awaken children’s interest in various parts of their region and help them identify an interesting and promising research topic for the future.
· Work in libraries, archives and scientific institutions. This creates a solid basis, without which it is impossible to competently organize local history activities.
· Population survey, questionnaire. In every locality there are old-timers, local experts on the history of the region, whose memories should be recorded. Even if they contradict historical facts, they can be treated as “legends” or evidence of how an event was imprinted in people’s memory. The survey will help the system to collect extensive information on various issues of local history, to obtain a kind of cross-section at a certain historical stage.
· Meetings with interesting people. This will help expand your social circle and include more people in the museum’s sphere of interests, who can gradually become friends of the museum.
· Watching TV, listening to radio. Sometimes it flashes in the most unexpected way interesting information, told about your area, for example, by a famous historian. Or a young poet will read poems about a neighboring river. Thus, the usual media become sources of the most unexpected information.
· The main methods of forming a school museum fund are expeditionary collection of material (expeditions, hikes, excursions), as well as receiving gifts.
· Expeditionary collection of material. Local history expeditions are carried out in the course of research on a specific topic. The formulation and order of topics put forward for study (later - for acquisition) should be of a planned nature and dictated by local history tasks, exhibition requirements and the need to create systematic collections. It is advisable to coordinate expeditions with state museums, specialized scientific institutions. It is possible to conduct joint expeditions in accordance with the developed museological methodology, which ensures the necessary scientific character of the search, selection of material, and its documentation.
Sources for completing monuments can be very diverse. First of all, these are the family collections mentioned above. In addition, you should use antique and second-hand book stores, attics, barns (with the permission of the owners), and recycling points. The search can be carried out on industrial enterprises, in government agencies, in creative unions.
When conducting an expedition, the group prepares the following field documents:
Field diary. It records the progress of the search work, its main stages, analyzes the first results and outlines the prospects for further research.
Field inventory. This is the primary document in which basic information about the finds is recorded (later they will be transferred to the Main Fund Accounting Book). The entries are placed horizontally along the spread of the notebook. The field inventory has the following columns:
1. Serial number of receipt.
2. Date and place of discovery.
3. Name of the historical and cultural monument.
4. Quantity.
5. Material and method of manufacture.
6. Designation of a historical and cultural monument.
7, Method of use and preservation.
8. Brief description indicating features. Size.
9. Owner or source of receipt.
10. Item legend.
11. Note.
A notebook for recording memories and stories. Here the stories of eyewitnesses of the event, old-timers, local historians are recorded, indicating their personal data (it is advisable to later have the narrator sign a printed or handwritten text. In this case, the material takes the form of documentary evidence.
Notebook of photographic recordings. Young photographers record information about each shot taken (Date and location of shooting. Contents of the shot. Shooting conditions. Author of the shot). This will help to avoid mistakes in the future when including photographs in funds or exhibitions.
III . ACCOUNTING AND STORAGE ACTIVITIES OF THE SCHOOL MUSEUM
1. School museum funds
All materials exhibited and stored in the school museum constitute the fund of the school museum. The school museum fund consists of the main museum and scientific auxiliary funds.
The main fund includes all types of original materials suitable for long-term storage, which are primary sources for the study of history, culture, nature and serve to create an exhibition (in accordance with the profile of the museum) and their use in the educational process.
The main fund includes:
a) material monuments: tools, household items, agricultural implements, handicrafts, samples of factory products, weapons, numismatic materials, clothing, rock samples, archaeological finds;
b) visual: works of fine art, cartographic materials, cartoons, posters, photographs;
c) written: newspapers, books, magazines, leaflets, government documents, official documents, memoirs, letters, diaries, notebooks.
The scientific and auxiliary fund includes materials made for the needs of the exhibition: diagrams, dioramas, dummies, models, texts, reproductions of works of art, photographs of mass production, samples of perishable agricultural crops and other exhibits that are subject to damage and require quick replacement.
2. Main groups of museum accounting documentation
To properly organize research work, local historians must use three groups of documents.
Scientific and accounting documentation
This includes:
a) acts of acceptance and delivery of documents;
b) fixed asset accounting book;
c) book of accounting of scientific and auxiliary funds.
The reference apparatus consists of a system of cards (possibly in a computer version) that make it possible to quickly detect the existence of a monument in the collections and its location.
Main types of auxiliary filing cabinets:
inventory (with basic information corresponding to the inventory book, indicating codes and storage location).
thematic (based on the theme of the collections).
nominal (with characteristics of specific individuals).
chronological (according to the chronology of events).
geographical (with place names).
The reference card usually contains the following information:
name of the item (with a brief description), account number, storage location.
The system for recording museum objects includes field documents, acts of acceptance of museum objects for storage at the museum, expedition diaries, reports on museum materials, and creative works.
Accounting in a school museum should pursue two goals:
ensuring the safety of the item itself;
ensuring the safety of information available about the subject.
The main document for recording and protecting museum items is the Fixed Fund Accounting Book (inventory book). Filled out in the form of a table into which the following data is entered:
1. Serial inventory number. Simultaneously with putting down a serial number in the book, the same number is put on the registered item;
2.Date of recording, i.e. entering an item into the Inventory Book. The date must be complete, without abbreviations;
Z. Time, source and method of receipt. The full date (year, month, day) is indicated, where the item came from and from whom. The full names and patronymics of the donors, the names of the institutions (address, telephone number, etc.) that donated the item to the museum are recorded;
4.Name and brief description of the item. It is written in generally accepted literary expression, indicating variants of local dialect names. The authorship, place of origin, and the material from which it is made are indicated. For photography, you need to give a brief description of the plot or event. You should include the last name, first name, patronymic of the people depicted, the year the photo was taken, and the author of the photo. In written sources, including magazines, newspapers, diaries, albums, etc., the number of pages or sheets is indicated. The number of photographs is indicated in photo albums. All inscriptions, stamps, signatures are recorded;
5. Number of items. Usually it is written “1 copy,” but if two or more identical museum objects are registered, then the corresponding number is entered;
6. Material and manufacturing technique. The type of material is indicated: stone, metal, wood, fabric, cardboard, paper, cotton wool, etc. The manufacturing method is recorded: casting, embossing, stamping, engraving, manuscript, typescript, knitting, weaving, appliqué, etc.
7. Size. Indicated only in centimeters: height, width (thickness for voluminous objects). For round objects - diameter;
8.Safety. All damage to the item is recorded: stains, dirt, rust, punctures, tears, abrasions, chips, bruises, bends, loss of parts;
E.Cost. Fixed in case of purchase of items in prices at the time of purchase in rubles;
10.Note. Location (written down in pencil). Acts of transfer, withdrawal, write-off, etc.;
Only genuine items or those with the significance of originals are entered in the Inventory Book (copy with the author’s autograph, author’s layout, rare photograph etc.).
The inventory book is numbered (in the upper right corner of each sheet), stitched, signed and sealed. When the book is completely filled, a final entry is made at the end:
“This inventory book contains items (in numbers and in words) from No. to No.”
In the next Inventory book, the numbering continues; the inventory book is kept at the school. It is included in the range of files for permanent storage.
H. Encryption and marking of museum objects
Each item is marked with its code. The code consists of an abbreviation of the name of the museum and the corresponding number in the inventory book.
On three-dimensional objects, the code is affixed in ink or oil paint from the invisible side and so as not to damage the object.
In drawings, photographs, documents, codes are written in the lower left corner with a simple soft pencil.
If it is impossible to write a code on an object, you should attach a cardboard tag with a code printed on it using a thread (to medals, orders, stuffed animals). Pieces of fabric with a code are sewn onto fabrics and clothes.
Storage of museum objects is carried out according to the type of materials. Objects made of metal, wood, fabric, paper, etc. are stored separately. Combining items by type is not allowed. You cannot store paper and metal, metal and fabric, etc. together in the same storage facilities (cabinets, folders, boxes, envelopes), as this leads to damage to museum objects (corrosion, rust).
The premises of the school museum must maintain stable temperature and humidity, because... Temperature fluctuations and humidity changes lead to damage to museum objects.
Museum objects should not be exposed to direct light. Light sources should not be located near museum objects. Paper, cardboard, and fabric are most exposed to light. Therefore, objects made from these materials are placed in boxes, folders, envelopes, each copy placed with clean paper.
The museum must maintain a biological regime: prevent the appearance of moths, wood-boring beetles, cockroaches, mice and other pests. Specialists from state museums should be hired to carry out sanitary and disinfection work.
In the school museum, any type of gluing of museum objects is not permitted. Restoration work can only be carried out by specialist restorers of state museums.
Mounting of museum objects during installation of the exhibition is carried out without any deformation or damage. They cannot be glued, cut, folded, pierced, laminated, painted over, or cleaned up. All types of conservation work are carried out with the participation of specialists from state museums.
IV . EXHIBITION ACTIVITIES OF THE SCHOOL MUSEUM
If we consider the museum as the center of museum-pedagogical work, which takes on the task of “museumizing” education, then we must, firstly, recognize its responsibility for creating an aesthetically significant and aesthetically educational environment at school. A school museum can display its exhibitions in any space, including school corridors, classrooms, and workshops.
Secondly, the task of a school museum can be to assemble and make available to subject teachers or additional education teachers a fund of visual aids (objects of museum value, copies, dummies, illustrated materials, etc.), organized as a “museum in a suitcase.”
Several genres of school museum exhibitions can be distinguished.
· Museum-exposition (exhibition) The museum's exposition represents more or m e there is an established complex of objects that is inaccessible for interactive use (closed display cases and cabinets, rigid hanging). The exhibition space is strictly localized and is used primarily for conducting excursions on a specific, fairly limited topic. Museum material is involved in the educational process, mainly as an illustration. This school museum genre needs a number of features added. With the initiative of the leader and school activists, he undoubtedly has great prospects.
· Museum-workshop
· The exhibition space in this museum is built in such a way that it necessarily contains work areas for students’ creative activities. Sometimes such a museum is located in classrooms where classes are held, or in art workshops. Exhibits can also be distributed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process, as well as in the field of additional education.
· Museum-laboratory
· This genre is very close to the museum-workshop. The difference lies in the nature of the collection on the basis of which museums operate. These are natural science and technical collections. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.
· Museum-game library
· This could be a museum of games and toys, some of which were brought from home, but most of which were made by children. Museum activists and teachers can conduct theatrical activities with schoolchildren based on these collections junior classes, after-school groups, as well as traveling performances to kindergartens and nearby schools. A necessary component of the activity of such a museum is the study of the history of the production and existence of toys. An important role is also given to the scenario and production aspect, i.e. creating special scenarios for conducting thematic classes.
Text on display at the school museum
A necessary part of preparing displays and school museum exhibitions is the selection and compilation of texts. The correct use of texts enriches the content of the exhibition and increases its impact.
The texts in the exhibition represent a holistic and systematically organized set of headings for sections and topics, annotations, labels, and indexes.
A system of texts is created during the design of the exhibition, taking into account the fact that they must be clear, unambiguous and accessible to everyone. The text must contain all the necessary information, be understandable, and sometimes have an emotional impact. One of the most important requirements that determine the approach to the text is laconicism. Overloading the exposition with textual material only reduces its educational value.
Texts in the exhibition are usually divided into the following types:
Table of Contents (capital);
Presenters;
Explanatory;
Etiquette.
Table of contents (header) texts help to navigate the exhibition. Their task is to provide a “guiding thread” for viewing the exhibition and to identify its thematic structure. Table of contents include the names of all departments and halls of the museum, exhibition themes, sections or complexes.
The explanatory text is a commentary on the hall, topic, complex. It contains information that complements and enriches the visual range,promotes a holistic perception of the exhibition image.
The leading text can be compared to an epigraph to a literary work. Its meaning is to express in a bright, clear and concentrated form the main idea of the exhibition, to reveal the meaning and content of some of its sections, themes or complexes. Excerpts from memoirs, letters, diaries, and recordings made by the heroes of the exhibition are widely used as leading texts, i.e. materials that have a pronounced personal character.
The etiquette in a museum is the totality of all the labels of a given exhibition. Each label is an annotation for a specific exhibit. Its content depends on the profile of the museum, the objectives of the exhibition and the nature of the museum object itself.
In museum practice, a certain form of placing information on a label has developed. Each label typically includes three main components:
Item name;
Attribution data (information about material, size, manufacturing method, author's affiliation, social and ethnic environment, historical and material significance);
Date.
Label examples
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Plow Used for arable work in peasant farms of the Kama region at the end XIX - early XX centuries. |
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The plant was founded in 1868. Equipped with English machines. In 1890 the number of workers exceeded 5,000. |
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Pupils of the 5th grade in Zyukaika In the last row (far right) Andrey Mokhov. Perm region, 1934 |
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Hero of the Soviet Union A.V. Ivanov (1907-1943). January 1942 Photo by B. Petrov. On the back is the inscription: “Dear, beloved mother. We are driving the enemy away from Moscow" |
Design and placement of labels
The font, color, size, and location of annotations for exhibits are determined during the work on the exhibition. The entire text commentary, including labels, should become an organic part of it. Therefore, the authors of the exhibition, while developing the content of any text, simultaneously solve artistic problems.
Texts must be consistent stylistically, with each other and with other exhibition materials, designed and placed so that they best fulfill their functions. There are also rules arising from the external features of the exhibits. different types and label requirements. For example, you should not put labels on exhibits. They are placed next to the physical exhibits on a stand, on a shelf, or on the wall of a display case. To the edged material - on the mat under the exhibit, to the framed material - they are attached to the frame. If the exhibits are located high above the exhibition belt, then below, at eye level, you can place a diagram of their location with all the necessary data. Small exhibits attached to the tablet or located in the display case are numbered, and under the corresponding numbers their list and description are given in the general annotation.
You should avoid intrusiveness and variegation of labels, highlight them sharply against the general background of the exhibition, but you also cannot level them out, making them completely invisible. We must not forget about the texture and color of the labels. They are tinted in accordance with the background of the mat of the stand or display case. They are written or printed on good paper, and for exhibits located on stands, podiums, on dense material (cardboard, plexiglass, etc.).
In a school museum, where the priority is the idea of creating, “making” a museum, where it is especially important to activate the attention of visitors, the so-called “intriguing” label is appropriate; along with traditional information, it can contain questions or tasks like: “Find...”, “ Compare...”, “Choose...”, “Guess...”, “Think why...”, etc. Thanks to this etiquette, viewing the exhibition turns into an exciting and at the same time serious game, which will be interesting and adults and children.
V . CULTURAL AND EDUCATIONAL ACTIVITIES OF THE SCHOOL MUSEUM
The content of cultural and educational activities is expressed in the forms of work with the audience. The main ones include: lessons in the museum, lessons in the classroom using museum objects, thematic lectures, conversations, excursions (theatrical), exhibitions, scientific readings (conferences), consultations, seminars, methodological associations, clubs (club, studio), themed evenings, lessons courage, days of mercy, professions, open doors, historical, folklore holidays, museum Olympiads, competitions, historical games.
All events held by the school museum should be taken into account in a special notebook (mass event book), which is filled out according to the following scheme:
All correspondence of the museum must be subject to accounting, for which a special notebook is allocated, in which the date the letter was written, the serial number, the address where it is sent, and its brief content are noted.
For letters accepted into museums, another notebook is allocated, which is also divided into columns: date of receipt of the letter, date of departure, address, author, brief content of the letter.
VI . CASSPORTIZATION OF SCHOOL MUSEUMS
The status of “school museum” is assigned by the Ministry of Education of the Russian Federation.
Requirements for an exhibition claiming to be a “school museum”:
Availability of a fund of original materials registered in the main fund accounting book (inventory book);
The presence of a designed exposition that reveals the content of the chosen topic with sufficient completeness and depth;
Ensuring conditions for the safety of collected material;
The presence of a permanent asset of students conducting systematic search-gathering and research work under the guidance of a teacher;
Protection and promotion of historical and cultural monuments, nature of the native land;
Cultural and educational activities of the museum.
Museum documentation:
· Order of the director of an educational institution on the opening of a museum and the appointment of the head of a school museum
· Current and future plans for the museum
· Fixed asset accounting book (inventory book)
· Book of accounting of scientific and auxiliary fund
· Thematic and exhibition plan
· Card index
· Public Events Book
· Guest book
· Texts of excursions, lectures, conversations, scenarios of public events.
The work plan of the school museum consists of the following sections:
1. General tasks and directions in the upcoming work of the museum in the new educational waters.
2 Work with the museum’s school assets.
Organization and procedure for teaching activists the basics of museology. Participation of activists in museum work on the scale of a district (city), region, Russia. Planned tasks for each activist within the assigned area of work.
3. Research work.
What topics and by whom will be studied and developed in the current academic year. For example: on the history of an educational institution, a street, a neighborhood, or about a specific person - the director of an educational institution, a teacher, a former student; about the combat operations of a unit, unit or individual hero. Topics can be varied depending on the profile of the museum.
4.Search and collection work.
A specific plan for the participation of schoolchildren and teachers in tourist and local history expeditions to search and collect museum materials during the autumn-winter and spring-summer holidays; what museum objects are expected to be found in the city, region, where or from whom; with whom correspondence will be established regarding the search for materials, work in archives or in specialized museums, etc.
5. Scientific exhibition work
What exhibits will be introduced into the exhibition or replaced, what temporary or permanent exhibitions will be prepared, etc.
6. Work with funds
Drawing up scientific documentation, filling out an inventory book, rules for maintaining field documentation, drawing up cards for museum items, studying, researching and describing each item; creating conditions for storage museum collections, the procedure for processing incoming historical monuments etc.
7. Methodological work
Compiling or supplementing review and thematic lectures. Education and training of museum activists for conducting excursions, etc.
8. Publishing activities
Compiling a booklet for the school museum. List of proposed information for publication in periodicals and other information sources about events held at the museum, etc.
9. Excursion-mass work
Schedule for students visiting the museum. List of events. Use of museum objects in lessons and extracurricular activities. Development of excursion themes, selection and systematization of excursion materials.
In cities where there are state museums, district (city) commissions are created for the inspection and certification of school museums, which include representatives of educational authorities, specialists from state museums, institutions of additional education, public organizations, associations of local historians. The district (city) commission gets acquainted with the activities of the school museum, fills out the relevant documents (inspection report, registration card) and sends them to the regional center for children and youth tourism
Every five years, the museum must confirm the title of “school museum,” about which the commission makes appropriate entries in the passport and registration card.
"Organization of the work of the school museum" //Methodological recommendations. / Compiled by O.V. Starkova. /Regional Center for Children and Youth Tourism. - Perm, 2002.