Scientific and educational work of the museum.
For Defender of the Fatherland Day, our young visitors (kindergarten pupils and primary schoolchildren) were given an excursion “Military Hats”. The guys saw interesting exhibits: a budenovka, a cap, a cap, a helmet.
We learned the history of the creation of the headdress of a Red Army soldier, why the cap was called a cap, and why a cap needs ribbons.
For older children (middle and high school age), a lecture “Afghanistan” was held. Listeners were briefly introduced to modern history of this country, talked about the tasks of Soviet troops in Afghanistan. Significant place takes up the story about fellow countrymen (Novoaltai guys) who died in that war.
The museum took part in the exhibition of manufacturers of consumer goods in Novoaltaisk “Our Products”. When visiting our corner, people found themselves in a room from the mid-20th century. Many visitors looked with interest at the interior items of that time: a gramophone, a KVN TV with a magnifying glass. We admired the skillfully embroidered napkins and towels. They found similarities with objects from their childhood and youth.
Some people came to the museum after visiting our corner of the exhibition.
Fund work of the museum.
Fund work includes: acquisition, accounting, storage and study of heritage objects. The museum fund is replenished mainly by donors and city residents.
This year, a resident of our city, Svetlana Konstantinovna Nikolaeva, was given a towel. It is made of linen, woven by the donor's grandmother. It was kept about a hundred years ago in the family and was used during wedding ceremonies. It became a “pearl” in the museum’s collection “Towels and Towels”.
Of particular value are 18 postage stamps, which were released on the 100th anniversary of his birth (1870-1970). Each brand is roughly divided into 2 parts. On the right side there are reproductions of paintings by Soviet artists reflecting the life and work of his house-museum in the city of Ulyanovsk, on the left there are quotes from the works and speeches of Vladimir Ilyich.
The last, most interesting exhibits: photographs, copies of documents, etc., were donated to the museum from Valery Alekseevich Polyanin, local historian, deputy. editor of the newspaper “Our Novoaltaisk”, an honored cultural worker, and they came to him from the “Obelisk” search team.
The search team "Obelisk" from the city of Moscow, the commander of the team, Mikhail Mikhailovich Polyakov, has been conducting search expeditions in the city for 18 years. In those places where the Great Patriotic War took place, missing soldiers were found. During the entire search activity of the detachment, the remains of about 2,000 defenders were found, the names of only 58 could be established. 32 families of dead soldiers were also found.
In one of the search expeditions in the Temkinsky district of the Smolensk region, near the former village of Beryozki, the children of the detachment found the remains of 28 Red Army soldiers. Among their personal belongings, 2 medallions were found. After reading them, with the help of a criminologist, we were able to identify 4 names. Among them is the name of Mikhail Kapitonovich Belinov, born in 1912, a native of the village of Bazhovo, Barnaul district. Participant in the battles in the Tyomkinsky district of the Smolensk region in 1942.
No one will be indifferent to such a wonderful exhibit as the souvenir radio “Echo”, which was made in the USSR in the 80s of the 20th century; it still runs on batteries. The case is made in the form of a bright red box and painted with gold patterns; at the very top there is a stylized gramophone trumpet.
The doors of our museum are always open to visitors and donors, and every newly brought exhibit, historical or cultural monument, will be preserved for posterity.
Exhibition activities of the museum.
For visitors of different ages It will be interesting to learn amazing facts from the history of simple things that surround us in everyday life - mirrors, combs, buttons, as well as various decorations.
From March 16, the museum will open an exhibition of artist Viktor Ivanovich Igoshin. He paints portraits, landscapes, still lifes, and creates compositions. His works made of wood, mainly sculpture, are also attractive.
We invite everyone to the museum.
Mass educational work of museums is the most important element of museum communication aimed at the formation of a harmoniously developed, socially active personality, its spiritual, moral, aesthetic education, deepening awareness and education. The museum audience is gradually expanding, its average educational and cultural level, the requirements for museums are growing and becoming more complex. This area is inextricably linked with other areas of museum activity. The specificity of MIP is associated with the use of historical evidence and original monuments. THE PRINCIPLE OF OBJECTIVENESS ensures the propaganda of historical knowledge, its evidence, and emotionally helps “EDUCATION WITH HISTORY.” An important component of this work is to educate visitors to museum culture, respect for historical and cultural monuments, human labor, awareness of aesthetic values, and preservation of them for posterity. Introducing to museum culture also means understanding the peculiarities of the museum form of communication, the ability to navigate the museum, choosing the most interesting and useful. An important element of this work is museum pedagogy - a scientific discipline that studies museum forms of communication, the nature of the use of museum funds, in the transmission and perception of information from a pedagogical point of view. Its subject is problems associated with the content, methods and forms of pedagogical influence of museums, with the characteristics of this influence on different categories of the population, as well as with determining the place of the museum in the system of educational institutions; Museum pedagogy studies: the patterns of the museum-pedagogical process, their use in practice, and possibilities for increasing efficiency. The specificity of the pedagogical impact of museums on different social and age groups of the museum audience substantiates the need for a differentiated approach to museum visitors; generalizes the experience of educational and educational activities of museums of different PROFILES, TYPES, TYPES and on the basis of this, modern museum pedagogical recommendations are developed; the most rational forms and methods are also identified modern work museums with other institutions, and the development of museums in terms of the implementation of pedagogical opportunities is predicted. What is also important here is the element of ACTIVATION of the processes of PERSONALITY FORMATION, its creative abilities, life position. One of the tasks of museum pedagogy is to create PREREQUISITES and CONDITIONS for activating museum visitors; improving their contacts with MPs, organizing the perception of the information contained in them - including in the field of EXCURSION METHODOLOGY, CONDUCTING MUSEUM LESSONS, ORGANIZING INDEPENDENT WORK IN SCIENTIFIC AND METHODOLOGICAL OFFICES. The organization of museum pedagogical events, their management, the identification and implementation of new forms is based on STUDYING the interests of VISITORS and their perception of museum information. Particular attention is paid to youth. An important task of museum pedagogy is to improve the qualifications of museum workers, teaching staff involved in working in museums, and to train future museum personnel in universities. This also includes the methodology and practice of organizing and planning education, educational work. Museum pedagogy creates a system of measures to establish close contacts with other institutions: everyone who is interested in the work of museums - concluding contracts, developing special programs, various forms and types of information, etc. Large museums often create special departments for scientific propaganda and museum pedagogy , about tour guides, historians, sociologists, etc.
The forms and methods of educational, educational, educational work of museums are diverse. The most common FORM is EXCURSIONS to expositions and exhibitions, non-museum historical and cultural monuments, etc. This traditional form is supplemented by LECTURES, THEMED EVENINGS, WORK OF CIRCLES AND CLUBS based on interests, etc. But the creative use of these forms does not lead to erasing the specifics of museums; the foundation remains the FOUNDATION MK of museums. The massive work of museums contributes to the solution of educational and educational problems and the wise use of free time.
Basic concepts of excursion work - excursion, excursion method, guide.
EXCURSION is a collective inspection of a museum or non-museum object, carried out on an intended topic and a special route under the guidance of a specialist guide for educational, educational, educational purposes. Two concepts of excursion are included here (an excursion as a group of people who came to view a museum or outside a museum object, and an excursion as a type of scientific and pedagogical work, consisting in the development and implementation of a system for displaying a museum exposition, exhibition, or non-museum object). Excursion groups are very diverse; a differentiated approach to them is important. Excursions differ in theme and purpose, varying based on the composition of the group, its wishes and familiarity with museum culture. Their common feature is a single methodological basis, that is, excursions are conducted on the basis of the EXCURSION METHOD. An essential feature of the excursion method is DIRECT COMMUNICATION between the guide and the group who came to explore the museum. During the excursion, educational and educational tasks are carried out. The EXCURSION METHOD is based on VISUAL PERCEPTION, direct observation. There is an aphorism: “Looking does not mean seeing,” but an important element of EM is to teach “seeing,” i.e. consider ME as a whole and its individual elements, identify their essential features and the information contained in them. Visual perception is enhanced by MOTOR movement along a certain route, in which the object is visible from different sides, at different distances. VERBAL COMMENT plays an important role in the excursion. The substantive clarity of ME underlies the formation of specific ideas. The thematic nature of ME requires logic, consistency of presentation, and promotes the formation of concepts and the assimilation of generalizations and conclusions. The authenticity and reliability of the ME is determined by the emotionality of perception, the emergence of a feeling of empathy, and involvement in the events and phenomena reflected by the ME. The combination of rational and emotional elements, which increases the volume of perceived information and the activation of emotional and mental processes, is a feature of the museum method. The properties of an excursion - collectivity, unity of purpose, the opportunity to exchange opinions, common experiences enrich the excursion participant, create. increase emotional mood, contributes to the perception and assimilation of what is seen and heard.
Mastering the excursion method is a mandatory requirement for a tour guide or museum teacher. He must understand pedagogy, psychology, and museology. Empathy, the ability to analyze, interpret a topic is common task collaboration guide and group. Their interaction is a prerequisite for the success of the excursion. It is necessary to take into account the level of understanding, rise and fall of interest during the excursion. It is important to make each member of the tour feel that once they enter the museum, they have entered a special world. historical sources and relics. The guide's speech culture is important, good diction, grammatical correctness, expressiveness and certain artistry, the ability to change tempo, use pauses; the word in the tour is combined with facial expressions, with a hand gesture, with a pointer; audience perception organized with the help of a gesture can reduce verbal description MP. The guide must be proficient and artistic words, use historical events and biographies of historical figures in verbal reconstruction. What matters is the culture of behavior and appearance of the guide himself. Excursion - big exercise stress, the guide needs both good eyesight and a certain amount of endurance.
CLASSIFICATION OF HISTORICAL EXCURSIONS depends on the purpose: the choice of objects and display techniques. EXCURSIONS differ in LOCATION and OBJECTS OF DISPLAY, NATURE OF THE SUBJECT, PURPOSE, COMPOSITION OF EXCURSION GROUPS.
By location and objects of display. Most Excursions inside the museum building are common - around expositions, exhibitions, etc.; excursions are also conducted outside the museum building around MONUMENTS (history, culture, architecture). There are COMPLEX excursions that combine different forms These elements form the basis of a complex of excursions, usually complemented by a demonstration of monuments located in natural conditions. This enriches the excursion; the tourist gets the opportunity to admire an architectural monument that cannot be included in the excursion, and to experience the events at the place where it took place.
By the nature of the topic. The simplest (but not the clearest, since every excursion has its own theme) division of excursions is SURVEY AND THEMATIC.
Sightseeing tours give a general idea of the museum; topics may vary. Sightseeing tours usually include information on the HISTORY of the museum.
THEMATIC or PROFILE excursions are divided into:
CROSS-cutting topics covering a number of historical periods or halls, most often constituting the main core problems of the exhibition; they most successfully highlight the patterns of historical development;
NARROW THEMATIC, based on individual historical periods or events. Give a description historical period, one of the parties historical process, life activity of a specific historical person, quantity, etc.
SPECIALIZED excursions use exhibition materials to highlight topics and problems of other disciplines of different profiles: excursion topics, art history branches of material and spiritual culture; the literary, historical background of historical literary works, their heroes - such excursions increase the scale of the museum’s activities; attract a new contingent of visitors. It is possible to conduct CYCLES of excursions related to specific issues and intended for a PERMANENT group of visitors. Cycles of excursions contribute to in-depth study of exhibition topics, increasing work efficiency.
For the intended purpose. Excursions are: SCIENTIFIC AND EDUCATIONAL (GENERAL EDUCATION) (NPOE) and EDUCATIONAL (UE). NPOE are intended for education, the rise of culture, are a form of leisure, and can be overview, cross-cutting, or narrowly thematic - but their HIGH LEVEL must always be ensured. UEs serve mainly school and lyceum students, university and college students in accordance with their programs for DEPTHING AND SYSTEMATIZING the completed and elaborating NEW educational material, which requires thorough familiarity with the curriculum and teaching aids; The main type of such excursions is EXCURSION-LESSON. It is held in the exhibition hall under the guidance of a teacher who uses museum methodology in combination with lesson techniques (questioning, repetition of material, etc.). In this regard, historical and local history museums have great opportunities. Educational excursions include METHODOLOGICAL EXCURSIONS for museum workers in order to IMPROVE their skills, as well as for students, graduate students - specialists in museum studies, practical workers of excursion and tourism organizations, they are also useful for teachers.
The guide must take into account the composition of excursion groups, which differ in age, socio-professional and national composition, educational level, place of residence, and must know the peculiarities of the psychology of an adult, teenager, and preschooler. For tourists, sightseeing and end-to-end excursions on the history of the city, region, and the general theme of the museum are preferred. Excursions in the visitors’ native language provide direct contact with visitors and the ability to quickly respond to their questions. If the excursion is carried out with a translator, then the latter has SPECIAL requirements: brevity, accuracy of descriptions and wording, special expressiveness. Mixed groups need a short sightseeing tour followed by an independent tour of the museum; In some museums, independent inspection is not allowed, and in memorial museums this form of work is the main one.
When preparing an excursion, it is divided into a number of stages:
Defining the topic, familiarizing yourself with its content, mastering the minimum literature on the topic of the museum excursion, orienting yourself in the historical content of the topic allows you to determine the TARGET setting of the excursion, focus, objectives, nature (overview, comprehensive, etc.), purpose (UE, NPOE, etc. .d.).
Drawing up a multi-step excursion plan; study of literature and sources on the topic; careful study of the exhibition, structure of excursions, highlighting topics, subtopics, establishing their order, route (4% of objects on display - EM). WRITTEN DETAILED EXCURSION PLAN, clarification of the structure: route, composition of demonstration exhibits, use of texts, logical transitions and conclusions; specifying the content of the final conversation and the method of conducting it. The plan is TESTED in practice. Only after a series of excursions are its strengths and weak sides. Based on the detailed plan, a final document is drawn up - METHODOLOGICAL DEVELOPMENT OF THE EXCURSION (MD), which includes: the name of the halls, subtopics, complexes; the group stops at the objects of display, time to examine them; disclosure of historical content, texts of conclusions during the excursion. Methodological instructions can be in the form of a free presentation of the content of the excursion and the methodology for its implementation with great depth of coverage of theoretical and methodological problems. The MR is accompanied by a bibliography, reference material, extracts from documents and literature.
THE BASIC TECHNIQUE OF CONDUCTING EXCURSIONS IS DEMONSTRATIONAL. A purposeful display of an exposition, hall, complex, exhibit should teach to see, to identify, on the basis of visual perception, the essential features of the object and its content. The guide combines the display with motor techniques (especially varied during non-museum displays): walking along a route associated with the event covered in the excursion; perception of the contour of the monument by hand movement; consideration in close proximity or in the distance, etc. The guide’s word helps to see the object as a whole, to direct attention to its essential details, connections between exhibits. The guide provides information that cannot be obtained from direct spectator perception, talks about the history of the exhibited MP, the historical event that he is witnessing, about the life of the person whose materials are placed in the exhibition; this can be facilitated by reading a QUOTE - LEADING TEXT, an excerpt from a work of fiction, an excerpt from a presented document. As a result of familiarization with the excursion topic, a brief and precise formulation of the theoretical position or conclusion is given. Each tourist should feel that the guide’s speech relates to him, especially in groups of heterogeneous composition. DM has a number of options, differing in the degree of activation of the group. The excursion can have a NARRATORY CHARACTER, the tourist is attracted to the examination of the exposition by a word, a story from the guide. Great activity is generated by the method of conversation in the form of QUESTIONS AND ANSWERS (DIALOGUE), which in museum literature is called the HEURISTIC METHOD (from the Greek “EUREKA” - “found”, found the correct answer). The system of leading questions activates group members when revealing the content of the topic. The greatest activity is caused by RECEPTION OF TASKS; after an introductory conversation in which the tasks of the work are set, excursion participants receive colorful individual plans or small-group tasks in ORAL or WRITTEN FORM, the complexity of which depends on the preparedness of the group. You can simply choose the most interesting exhibit in a given room and indicate the reasons for its choice; a more difficult task is to give examples of different types of MP covering the same topic; reveal the contents of any complex. Completed tasks are discussed collectively and sometimes even discussed. This technique teaches independence, promotes the development of one’s own opinions and judgments, and the ability to defend one’s opinion. A GAME MOMENT can also be included in the excursion; After familiarizing yourself with the topic, you are asked to imagine yourself as a participant in the events reflected in the ME, depict it in their faces, and quickly find certain exhibits.
The use of various techniques depends on the nature and purpose of the excursion. Sightseeing tours correspond to a narrative technique used for any group of adults. The heuristic technique is used in educational excursions, in working with teenagers and children; for those who have already visited the museum before, it is advisable to use homework. The game moment is indispensable when working with primary schoolchildren and preschoolers. In practice, the techniques may be intertwined. In museum practice, there is a museum technique that goes beyond the excursion method - LECTURE-ILLUSTRATIVE, in which the role of the presenter prevails, exhibits are used as illustrations as needed. The technique is effective for illuminating complex theoretical problems. The leader of such a group is called not a guide, but a LECTURER. Compared to a conventional lecture with illustrations using TCO, the advantage in this case is the direct encounter with the original. Sometimes the disclosure of a topic requires the introduction of additional information into the excursion. visual materials, mainly NVM, for which there is a so-called TOUR GUIDE PORTFOLIO. It is most often used for non-museum tours; can be shown, for example, a plan of a city, a monument, photographs of participants in events, an image of the object in question in different periods etc.
Each excursion consists of three parts:
Introductory conversation (WB);
The main part of the excursion;
Closing conversation.
In an educational excursion, a special stage can be considered the sequential elaboration of the content. The purpose of the introductory conversation is to establish contact between the guide and the audience. The conversation includes getting to know the group, finding out its composition, interests and specific requests, which is especially important in the absence of preliminary information about the group; brief information about the museum, definition of tasks, topics of excursions, order of its conduct; instructions on the rules of conduct in the museum.
The excursion is divided into elements, each of which ends with a conclusion. At the end, a general conclusion is given. The transition from one topic to another, from one exhibit to another must be justified LOGICALLY or EMOTIONALLY. When moving to the thematic display hall, you should first of all indicate the general appearance of the hall, draw attention to the exhibits of increased attractiveness; when the natural interest in the new is satisfied, it is not difficult to direct and focus attention on individual fuel and energy complexes, exhibits, and on the disclosure of the topic at hand. This technique is applicable to the demonstration of the exhibition complex: first a general idea of it, then a display of individual exhibits. Alternating techniques relieves fatigue and maintains the level of attention. The equipment placed in the ME can also be used during the excursion: tourists listen (for 1-2 minutes) to tape recordings of participants in events, for example, those not related to the content of the ME, active MODELS, MOVIE TV INSTALLATIONS, etc. are turned on. The guide must master the technique of conducting an excursion and choose the best point for viewing a museum or non-museum object; arrange the group, organize the TRANSITION from hall to hall or along the city streets; use a pointer correctly, etc. In the case of USING PHONO RECORDING during an excursion, the guide, while listening, points to the mentioned exhibits, then answers questions. Audio recordings during excursions are used mainly in monument museums and memorial museums, where individual inspection of the ME is not allowed. The excursion ends with a FINAL CONVERSATION, in which the group’s impressions of what they saw are clarified, recommendations are given for deepening the information received, etc.
The bulk of people who come to the museum are unorganized “singles” or family groups; many of them prefer to independently examine the ME. They are offered short informational and instructional messages at the entrance to the museum, in each hall, in particular explaining the orientation system in the museum, as well as the names and numbering of exhibition topics and fuel and energy complex. The rooms offer individual or group consultations. It is useful for visitors to be given a short text leaflet that recommends routes for exploring the ME on their own. “Unorganized” visitors are greatly assisted by technical means - sound speakers used by visitors independently and tape recorders with headphones. The excursion can be supplemented with a visit to the non-museum complex of monuments.
Specific forms of excursion include discussion of the excursion:
initial audition - acceptance of the excursion - testing it;
control listening, mutual listening by museum staff of excursions on the same topic;
educational excursions, which are conducted in the presence of guides and teachers to exchange experiences. The audition usually ends with a review of the excursion and an exchange of opinions. Among other forms, a prominent place in the mass work of museums is occupied by MUSEUM LESSONS and INDIVIDUAL WRITTEN TASKS (IWT), which are used as an element of work with schoolchildren, but can sometimes be used in work with other categories of the population. Great importance has a methodology for developing lessons for schoolchildren. The lesson is organized for students to acquire knowledge on a specific topic or consolidate the material covered. Their effectiveness is determined by the museum’s specific interpretation of phenomena and processes. A lesson in a museum activates both weak and strong students. The following IPDs are given: description, sketch of VIs, characteristics of their purpose, style, manufacturing techniques, evolution of forms and techniques; identification based comparative analysis MP character of everyday life different nations and layers of the population, the interconnectedness of working conditions and lifestyle; interpretation of AI, components and rituals; analysis and critical assessment of PIs, their inclusion in the general historical context; reading NVM: diagrams, maps, diagrams, statistical data and using them to characterize certain periods; development trends and sketches and critical analysis of the fuel and energy complex. The most effective tasks are those that allow you to reproduce the STEPS OF THE COGNITIVE PROCESS; they help in comparison, highlighting the general and specific, essential and secondary, recognizing patterns and connections. The result can be student reports in front of the class, reports at conferences, summarizing lessons, and essays. Such types of work can be successfully used in the museum by museum workers and teachers. CIRCLES and CLUBS at museums (especially the first one) play a big role in museum work.
A circle is a small group (usually children or teenagers) united by interests and working under the guidance of a museum educator. Historical circles study specific historical events, the history of an object, the biography of an outstanding person, using MP and ME, making reports on them at circle meetings.
Museum collections (numismatic, archaeological, branches of cultural materials, ethnographic, etc.) are studied by SOURCES studies groups. Members of the circles participate in museum expeditions and become familiar with the methods and techniques of museum work. In artistic and technical circles, enthusiasts using MK make models, engage in drawing, modeling, and various areas of decorative and applied arts. The MUSEUM SCIENCE club trains young tour guides around the museum and the city, pathfinders-collectors who participate in historical, everyday life, military-historical and other expeditions of the museum or organize independent collections with the subsequent transfer of materials to the museum. Cognitive elements in the circles are combined with artistic sketches and illustrations of the museum theme; exhibitions on historical topics are being prepared; Certain techniques for defining and describing MP are discussed, the design of the school museum is being designed, etc. Sometimes there may be clubs for adults - such as seminars. Sometimes circles are engaged in the production of MPs characteristic of the folk crafts of the region.
CLUB is amateur public organization, whose members are united by common interests in the field of science, culture, and profession. Club members set the most convenient form organizations (division into sections, creation of club circles, etc.). The activities of the club are usually managed by the CLUB COUNCIL. On general meeting Section reports are accepted. The club is attractive because it satisfies the interests of everyone individually and provides the opportunity for free communication with people who have the same interests. Councils of museum clubs are focused on professional experimentation with the participation of young people. There are three groups of MUSEUM CLUBS:
Clubs with a broad general educational program (for example: “Club of Young Local Historians”, “Historical Club”).
Clubs dedicated to individuals current topics history and modernity (military-patriotic clubs).
Clubs for young museum experts introduce them to the methodology and participation in the practical work of the museum.
With the help of the museum, clubs for adult amateurs and museum veteran visitors: record workers, numismatists, and philatelic collectors unite and offer communication based on their interests. The museum provides premises, equipment, professional advice, and helps with literature; provides permanent passes to museums; booklets, etc. A notable form is MUSEUM OLYMPIADS and COMPETITIONS (for example, for young historians and museum experts), the tasks of which are usually based on museum materials. Participants of the Olympiad must describe this or that event, phenomenon, characterize the interior and present the results of their work to the jury members orally or in writing. The winner must not only reveal the topic, but also answer questions, defend an opinion in a discussion, written or oral presentation. Olympiads and competitions contribute to the acquisition of knowledge, the ability to think independently, and involve participants in the work of the museum.
Lectures and theme evenings play a big role. These are common forms that reach a large audience. At lectures held by the museum, MP demonstrations are widely used. Lectures may be accompanied by transparencies and photographs, and a kind of “correspondence excursion” through the museum halls is conducted. The description and characteristics of the MP are included in the verbal story. Unlike excursions, the content of which is limited by the framework of the ME, exhibitions of lectures are more diverse and wider. One of the objectives of the museum’s lecture work is to promote historical and cultural monuments, to treat them with care and respect, and to popularize knowledge. Sometimes lectures are held in CYCLES (by subscription) in a certain museum environment (meetings with interesting people, “Meeting with the original”, “Evening of one exhibit”, etc.).
SCIENTIFIC AUXILIARY OFFICES AT MUSEUMS are specially equipped premises equipped with DUPLICATES (doublets) MP, PI and NVM models, layouts, historical maps and diagrams, etc., used by students, members of circles and clubs; as well as possible themes of museum excursions - additions to the exhibition. You are allowed to pick up the material, leaf through it, and conduct consultations. Sometimes COMPLEX SCIENTIFIC, EDUCATIONAL and EDUCATIONAL MASS EVENTS are held with the tasks of popularization, propaganda, and recreation. Their characteristic appearance: an “open day” with advertising of the museum and free entry. Mobile forms of work also play a role - traveling museums, exhibitions using PMP, traveling photo exhibitions based on documentary photographs and reproductions of MP. Sometimes there are holographic exhibitions. For mobile forms, specially equipped buses (museum buses) or carriages are convenient. Scientific and popular science works of museums, catalogues, propaganda through radio, TV, advertising and reference publications play a role in the popularization of museums and the work of museums. Popularization is facilitated by publications and oral presentations devoted to various aspects of the museum’s activities. Museum magazines, collections, conference materials, guides to expositions and exhibitions, which reveal the NK ME, its historical content, information about the halls, the history of the MC.
UNIVERSAL guides are available to the widest segment of visitors. The assimilation and retention of museum materials in memory is helped and facilitated by the methodological and technical design of the guidebook text, clear division, the use of different fonts, correspondence to the halls and fuel and energy complex, clear route diagrams, colorful illustrations with general views of the fuel and energy complex halls and individual exhibits.
Catalog guides provide a description of all exhibits in the order of their location or by type of exhibit. They are especially useful for museum exhibitions; plans of the layout of the halls, indicating routes, placed at the entrance, also help, especially in open-air museums and museum-reserves. Advertising boards are used at the entrance to the museum. The traditional form of advertising is the museum poster - a colorful or graphic poster combines an image with text, representing the image of the museum's exposition, the exhibition as a whole. The poster contains information reference material: opening hours, topics of excursions, order of registration for them, etc. The effectiveness of a poster is facilitated by its artistic design, size, color scheme, composition, and combination of fonts. The content of posters is updated, but some elements of it are usually STABLE - for example, the museum logo, which is important when placing the poster on general billboards. In memory of the museum, BOOKLETS are published - illustrated folding brochures, in which the short form Information about the museum is given, the most interesting halls and exhibits are advertised. Booklets dedicated to MK are in great demand. Based on the museum's sketches, SIGNS AND SOUVENIRS can be PRODUCED that embody the symbol or content. The same is true for the image of the museum on postcards, envelopes, stamps, calendars, etc. Direct advertising is invitation tickets to museum events. Systematic, diverse, constantly updated information and advertising built on a scientific basis is an important part of the museum’s work. This is often carried out by special propaganda departments, which keep statistical records of events, their types, quantity (per year, quarter, month), the participation of museum employees, and their attendance. All documentation is preserved and, upon expiration, is handed over to the museum’s archives. Copies are also useful for further work.
DEVELOPMENT OF AN EDUCATIONAL COMPLEX
INFORMATION AND EDUCATIONAL ACTIVITIES OF MUSEUMS
Completed by: 2nd year student
full-time education
Bachelor's degree direction:
071800 Socio-cultural
activity
profile: Management of socio-cultural activities
Kozlovskaya Svetlana Vadimovna
Checked:
Candidate of Pedagogical Sciences, Associate Professor
Telitsyna S.V.
Murmansk
I. Development of the lecture “Information and educational activities of museums.”
The lecture is designed for a standard amount of time 90 minutes (1.5 hours). You will need a laptop, screen and projector.
Purpose of the lecture: to form in students a full-fledged understanding of the museum as a sociocultural institution, to develop interest in the types museum activities, expand existing knowledge about the field of museum practice.
Tasks:
1) demonstrate the development of types of museums;
2) using the example of the largest museums in the world to show the functions of museums;
3) talk about the forms and types of museum activities.
Literature:
1) Kulemzin A.M. About the museum specialist [Text] / A.M. Kulemzin // Directory of the head of a cultural institution. – 2004. - No. 7. –P.77-80.
2) Lysikova O.V. Museums of the World [Text]: Textbook / O.V. Lysikova. - M., 2004. – 128 p.
3) Museum Affairs in Russia [Text] / Ed. M.E. Kaulen, I.M. Kosova, A.A. Sundieva. - M.: Publishing house "VK", 2005. - 2nd ed. - 614 p.
4) Museum of the Future [Electronic resource]. - Access mode http://www.future.museum.ru.
5) Russian Museum Encyclopedia [Text]. – M.: Progress, M.: RIPOL classic, 2005.- 848 pp.: ill.
Plan:
1. History of museum affairs.
2. Types of museums.
Industry.
Complex.
Memorial.
3. Largest museums peace.
Versailles.
Orsay - a museum from the station.
Wine Museum.
4. Types of museum activities.
Collecting.
5. Functions of the museum.
Documentation function.
Other functions.
Consultation.
Museum activity.
Museum lesson.
Excursion.
Play.
Concert.
Master Class.
Museum circle.
Museum holiday.
Festival.
Museum event.
1. History of museum affairs.
The concept of a museum as a socio-cultural institution.
Museum is a historically determined multifunctional institution social information, intended for the preservation of cultural, historical and natural scientific values, accumulation and dissemination of information through museum items. Documenting the processes and phenomena of nature and society, the museum assembles, stores, examines collections of museum objects, and also uses them for scientific, educational and propaganda purposes.
History of the development of the museum in the XV - XVIII centuries.
The emergence of the museum as a sociocultural institution during the Renaissance.
The emergence of art collecting in Italy in the 15th and 16th centuries.
Art collecting outside of Italy.
Formation of scientific collections during the Renaissance.
Museum work in the 17th century. and during the Enlightenment (XVIII century).
Collecting and the first public museums in the 17th - 18th centuries.
Art collections and museums in various parts Europe.
Scientific collections and museums of the 17th - 18th centuries.
2. Types of museums.
The word "museum" translated from Greek means a temple in which the muses live - the temple of the muses. In accordance with the content of the collections, museums are distinguished as sectoral, complex, and memorial.
Industry.
Job historical museums related to the study historical events, monuments, archaeological finds. Art museums collect and study works of fine and decorative art. Literary museums store materials related to the life and work of writers. Music museums can be museums of musical instruments, musical culture or memorial museums. Musical instrument museums collect unique collections of instruments different eras and peoples, as well as those made by great masters. Museums of musical culture store archival and handwritten materials, musical instruments, visual materials, and music libraries. Musical and memorial museums are created, as a rule, in houses and estates where people lived and worked. famous musicians.
Complex.
Complex museums, which include local history museums, combine several areas of collecting, collecting and studying exhibits. Local history museums make up the widest network and include departments of history, nature, decorative and applied arts, and small art galleries.
Memorial.
Memorial museums are usually created on the basis of outstanding monuments of architecture, wildlife or on the basis of local history, literary, music and other museums.
The work of museums of various types is regulated by the Constitution Russian Federation, Fundamentals of the legislation of the Russian Federation on culture, Federal Law “On the Museum Fund of the Russian Federation, on Museums in the Russian Federation”.
3. The largest museums in the world.
Art Gallery The Louvre, even taken separately, could become a museum of world significance. Great works by the greatest painters - Francisco Goya, Raphael, Delacroix, Rubens, Rembrandt - are collected here.
Versailles.
Each era made its contribution to the improvement and decoration of Versailles, and almost every monarch left memories of himself. But the image of Versailles is still firmly associated with the name of Louis XIV. Under him, construction work was carried out for almost forty years. There was always a celebration at Versailles that lasted for decades. Its main director was Louis XIV. He took great pleasure in both the Menagerie with rare animals and the Greenhouse with strange plants. And the main pride of the king was Versailles Park, which spread over an area of 101 hectares. It all started with the titanic work of draining the swamps, then earth, sand and stones were brought in to level the soil and create artificial terraces. Thousands of workers dug canals and built water supply for the famous fountains and cascades.
Museum of Impressionism in Paris.
On the ground floor of the Museum, paintings by the “painter of joy” Auguste Renoir are also exhibited - “Road in the Grass”, “Model in the Sun”. Renoir's canvases also move to the second floor of the Museum. In addition to them, paintings by Claude Monet, Pizarro, Cezanne, Vincent Van Gogh, Paul Gauguin and other artists are exhibited here. And one of the masterpieces is C. Monet’s painting “Impression,” which gave the name to the entire movement of impressionism.
National Museum Arts named after Georges Pompidou.
The Pompidou Center houses within its walls not only a library and modular exhibition spaces. There is also a cinema, a concert hall, a children's playground, several restaurants and bars. In the basement floors of the Center there is the Institute for Research into the Coordination of Acoustics and Music, which is a complex of ultra-modern acoustic laboratories. Its concept is designed to combine optimal
conditions for acoustic research with the possibility of public access to the demonstration hall.
Orsay - a museum from the station.
The creation of this museum was a significant event in cultural life France. The largest station of the Orleans Company, which had lost its functional significance, was supposed to turn “from a station into a museum” - this was main idea its restorers and organizers. One of the main tasks in the implementation of this project was not only to preserve the station in its original form, but also to include it in modern life, to give the museum – the station a double function – as a carrier historical memory, and a modern genuine phenomenon.
Wine Museum.
In 1981, the Wine Museum was opened on Parisian Rue O, on the site of which a monastery stood in the 15th century. Modest monks, nicknamed “virtues,” engaged in winemaking in their free time from prayer, adapting the galleries of old quarries into wine cellars. The monastery was famous for its wines, and King Louis XIII himself loved to taste the light monastery wine when returning from hunting from the Bois de Boulogne. The monks made wine for church needs, and sold the excess on the market. But after the French Revolution, the monastery was closed and looted, and its surviving buildings served as a weaving factory until 1906.
In one of the surviving underground galleries, the Wine Museum was established. Its exhibits not only introduce tourists to the history and technology of winemaking, here you can try the most famous varieties of French wines: after visiting the Museum, a special tasting program is provided for its visitors. Hospitable guides will tell you in which years, for example, it is better to produce Bordeaux, and in which to produce Burgundy. You will be shown the color, taste, strength, and bouquet... And those who want to consolidate their acquired knowledge will be invited to a restaurant, which is located in one of the Museum’s dungeons.
Demonstration of the presentation "Museums of the World. France. Treasures of the Louvre."
4. Types of museum activities.
Collecting.
Formation and storage of collections. The museum carries out its functional program using specific means. A physical monument is the basis of various types of museums. Identification, registration and acquisition of funds are carried out according to the profile of the museum. Depending on the significance of the exhibits, the museum’s funds are divided into basic and scientific-auxiliary.
Research activities.
Research activities consist of several successive phases. The first stage is the definition and classification of material, its possible use for further scientific processing and for cultural and educational purposes, placement of proceeds in funds and exhibitions. The scientific classification of the museum's collections is reflected in the compilation of catalogs and other scientific and supporting documentation. The final phase of scientific processing of museum material is the organization of exhibitions and the preparation of scientific publications. In order to carry out scientific work, museum staff and fund specialists must ensure the availability of all materials in the fund collections.
Exhibition activities.
The basis of the museum's activities is the permanent exhibition. It is formed mainly from authentic exhibits that have undergone preliminary scientific processing. The main requirements for the exhibition: unity of architectural and planning structure and scientific concept; good conditions for visitors: organization of thoughtful movements, opportunities for individual inspection and as part of excursion groups, taking into account the interests of different categories of spectators; an expressive form of presentation of demonstration material in accordance with the structure and thematic and exhibition plan of the museum as a whole; ensuring the safety of exhibits: compliance with the required lighting, temperature and humidity conditions, measures to protect the collection.
5. Functions of the museum.
The main functions of museum activity, which determine its place and role in society and culture, are the function of documentation, the function of education and upbringing and the function of organizing free time.
Documentation function.
The essence of museum documentation is that the museum identifies and selects natural objects and man-made museum objects that can act as genuine evidence of objective reality, completes museum collections, and deals with their storage and study.
Function of education and upbringing.
The function of education and upbringing is based on the informative and expressive properties of a museum object. It is determined by the cognitive and cultural needs of society and is carried out in various forms of exhibition and cultural-educational work of museums.
Function of organizing free time.
The function of organizing free time is derived from the function of education and upbringing, since visiting a museum in free time is associated mainly with motives of a cognitive and cultural nature.
Other functions.
As independent social functions The museum also includes its research, security, and communication functions.
A lecture is a consistent oral presentation of a topic or section related to the profile of the museum or using materials from the museum collection. Having formed as a form of transfer of reproductive knowledge in the field of science and education, the museum lecture retained not only its name, but also such features as the predominant verbal method of transmitting information and the “static” nature of the communication situation (as opposed to the “motor” nature of the excursion). Significant features of a museum lecture are also the non-exhibition form of delivery and, as a result, greater variability in the thematic range compared to an excursion. A museum lecture is divided into two types: 1) academic (educational) lecture and 2) popular science lecture.
Consultation.
In addition to the classic version of museum consultation, modern museum educational practice presents various modifications of this form, which allows it to be differentiated into two types: 1) standard (traditional) consultation and 2) non-standard (innovative) consultation, based on the methods of theatricalization and role-playing.
Museum activity.
A museum activity is a specific form of museum communication, carried out directly in the exhibition space or in the interactive zone of the museum and allowing for a different logic and dynamics of the exhibition viewing route from an excursion in accordance with the thematic dominant of the activity. The function of a museum lesson, correlated with such areas of the museum’s educational activities as training and development of creativity, is to appeal to the objects of the exhibition to activate the process of cognition, which means a high quality level of use of the museum’s pedagogical potential. Depending on the task, a museum lesson can be: 1) educational and 2) developmental, and in accordance with the leading method: 1) game, 2) studio, 3) practical and 4) seminar type.
Museum lesson.
The museum lesson is conducted with the aim of deepening students’ knowledge on the topic of the school’s curriculum (main or elective) directly at the museum’s exhibition. This form of organizing the museum-pedagogical process has a clearly targeted nature and is designed for collective work with a group of students ( school class), characterized by relative homogeneity of socio-demographic and psychological characteristics, as well as a single motivation for coming to the museum. The peculiarity of a museum lesson is the implementation of tasks school education in the educational environment of the museum, which implies not only serious preparation of all communication agents (student, teacher and tour guide/museum educator) prior to the class’s arrival at the museum, but also the development of the final phase of testing the level of students’ assimilation of new knowledge through the creation of a “feedback” mechanism. The final result of a museum lesson from the point of view of communication theory is “communication delayed in time,” when the influence of the museum continues to be felt at the final stage of the museum lesson, carried out by a school teacher in the classroom.
Excursion.
A museum excursion is a form of cultural and educational activity of a museum, based on a collective inspection of museum objects under the guidance of a specialist on a pre-planned topic and a special route. An excursion is a form of educational activity, the content of which is a complex (visual, verbal, emotional) perception of the visual objects offered by the excursion route in order to acquire knowledge and impressions. The main criterion for distinguishing an excursion, distinguishing it from other possible forms of cultural and educational activities of the museum, is the function of presentation of the exposition (exhibition). According to this criterion, a museum excursion is divided into two types: 1) sightseeing excursion (full presentation) and 2) thematic excursion (partial presentation, presentation of one of the thematic sections of the exposition or exhibition). The next level is the division of each type of excursion into subtypes, depending on the methodological principle of their construction: 1) traditional excursions, 2) theatrical (interactive) excursions and 3) specialized excursions (with a dominant theme). Adjustment for the socio-demographic and psychological characteristics of the contingent of excursionists (sixth level of classification) allows us to further differentiate excursions into three categories: 1) excursions for children, 2) excursions for teenagers and 3) excursions for adults.
Play.
When identifying a museum performance as an independent basic element of the classification, we mean a stage production using the museum interior, performed by professionals. All other options for museum stagings refer to the form of a studio lesson based on the method of theatricalization.
Concert.
The concert as a form of cultural and educational activity of the museum is closely related to the problem of using music in museum communication. According to the classification based on the functional approach (N.G. Kolokoltseva), the use of music in the museum is differentiated into three types: 1) “sounding” of the exhibition, 2) music as a sounding exhibit, 3) concert in the museum. The proposed classification takes into account only the form of a concert in a museum.
Along with its attractiveness, the undoubted advantage of this form is its versatility, the possibility of application in almost all museums, regardless of the profile. If in historical, art or literary museums the fashion show takes the form of demonstrating the fashions of the corresponding eras and classes, then in an ethnographic museum the signs of nationality and ethnic specificity of a traditional costume come to the fore. The demonstration of clothing models is closely linked to the form of the ball. A ball at the museum is a dance evening with immersion in the historical and cultural environment to gain emotional impressions.
Master Class.
A master class in an ethnographic museum usually takes the form of a demonstration of the art of making a product (or a fragment of it) in a traditional style. A master class on teaching elements of folk dance, the basics of pictographic writing, playing simple musical instruments, etc.
Museum circle.
The activities of the museum circle have all the advantages of serial forms (“feedback”, the effect of “museum-pedagogical aftereffect” caused by the factor of “communication delayed in time”, the progressive complication of the program, which makes it possible to track the mechanism of the transition of quantitative accumulation of information into quality - the acquisition of knowledge by students and skills, etc.); in addition, knowledge of individual abilities and creative potential each member of the circle, achieved only through long-term contact with the group, opens up new opportunities in the use of means, methods and methodological techniques museum pedagogy. From the point of view of organizing the educational process, circle work provides the museum teacher with unlimited opportunities for creative experimentation, giving each lesson an original appearance based on various combinations elementary museum forms and innovations from other spheres of culture and education. In this sense, the circle is akin to a creative laboratory of museum experimentation.
The studio, in contrast to the circle, involves introducing a component of artistic creativity into the learning process.
Courses as a special form of communicative activity of the museum are not an innovation in the practice of museum affairs. According to the level of complexity, this form of cultural and educational activities of the museum is divided into: 1) courses addressed to the general public, 2) advanced training courses for specialists - museum professionals and teachers.
The classification of a museum club as a form derived from the recreational function of a museum is determined by: 1) the optionality of the course, 2) an appeal to the recipient, for whom visiting the club is motivated by the desire for educational leisure, 3) the correlation of this motivation with such areas of the museum’s pedagogical activities as recreation and communication.
Closely related to the museum club is another form of cultural and educational activity of the museum, called “evenings” (“literary evenings”, “ musical evenings"), V to a greater extent characteristic of artistic and literary museums. Without going beyond its competence, the ethnographic museum introduces new ideas into the development of this form, prompted by folk tradition(for example, “Yuletide evenings”).
Museum holiday.
Holiday at the museum – complex form work with museum audiences, including elements of an excursion, theme evening, theatrical performance, etc., united by a single theme, carried out on the basis of a script using exhibitions and museum collections. This specific form of implementation of the cultural and educational activities of the museum is characterized by the syncretism of its basic elements, combined in various options, with a clear focus on meeting the visitor’s recreational needs. Depending on the content, the holiday is divided into two main types: 1) holidays of the folk calendar and 2) event holidays.
Festival.
Despite the borrowed nature of the form, at present we can say with confidence that the museum festival not only successfully combines with the tasks of the cultural and educational activities of the museum, but also generally enriches this form, introducing new content into it.
Museum event.
A museum event is a set of museum events, most often associated with the opening and operation of a new exposition or exhibition. Recently, when carrying out museum events, along with traditional forms, various innovative forms: happenings, performances, as well as other options for organizing museum events based on interactivity technology.
One of the most important functions of the museum - educational - is carried out through cultural and educational work.
The educational activities of our museum are diverse in the forms of organization and implementation. The forms of this work can be divided into main categories: traditional (excursions, lectures) and public events.
A museum excursion is a “collective examination of a museum by visitors united in excursion groups.” The museum hosts sightseeing, thematic and educational excursions.
Sightseeing tours are conducted throughout the museum's exposition and are aimed at familiarizing visitors with the museum in general. The sightseeing tour is of a general educational nature.
Thematic excursions that are held in the museum are distinguished by a clear thematic definition in chronology and content; they are devoted to a specific issue. Therefore, they are not held throughout the museum, but based on materials from one of the halls or a specific section of the exhibition. Thematic excursions are educational in nature. The museum’s guides have compiled and conducted the following excursions: “Living Memory of the Day”, “An Unforgivable War Has Come to Our Land”, “Valozhynshchyna Today”, “The Hour and We”, “Living Memory” and others.
Educational excursions are intended to expand the knowledge that students received according to the curriculum at the lyceum, and to flesh it out on the basis of authentic monuments - museum objects. These are excursions on history (theme “Great Patriotic War”), on the course “Man. Society. State” (theme “Man in the system market relations") and etc.
Educational excursions are very diverse in the form they take. These include lessons-excursions conducted at the exhibition by a guide or the teacher himself, and excursions-seminars with presentations by listeners.
The development of excursions in our museum is carried out by students from the group of guides. The main source of excursion content is the exhibition and museum objects.
The construction of a museum excursion route is based on three principles - chronological, thematic, thematic-chronological.
For example, the route of a sightseeing tour is based on a chronological principle, while the route of a thematic and educational excursion is built on a thematic principle.
the purpose of the excursion, the significance of its topic, the main issues that are revealed during the excursion are called. In conclusion, general conclusions are given
on the topic of the excursion.
In addition to excursions, our museum holds lectures. They differ from excursions in the purpose and presentation of material. The main goal of a museum lecture is to convey theoretical material to the audience, illustrating it with museum objects. Lectures under the general title were successfully held “I know what I would like only here...”
- “Architecture of Valozhynshchyny”,
- “Memories of the history and culture of the city of Valozhyn”,
- “Educational regulations of the city of Valozhyn”,
- “The ancient heritage of the city.”
The most diverse and multifaceted in terms of their form are mass educational events. These are evenings dedicated to a specific topic or any events, dates, anniversaries, meetings with interesting people, quizzes, performances. So, throughout 2008-2009. The following events took place at our museum: round table “And it’s scary to remember, and you can’t forget”, lesson of courage “Memory of the Heart”, historical quiz “Fight for Belarus”, oral magazine “Leafing through the pages of the wartime”, literary and musical composition “On the Roads of War”, literary lounge “In Memory people forever” and others.
Fund work
The collections of our museum consist of the main and scientific-auxiliary funds. All materials stored and exhibited in the museum constitute the museum's fund.
The most valuable and important part of museum funds in quantitative and qualitative terms is fixed assets. This includes only genuine historical and cultural monuments that have the status of a museum item. This
Exhibited in the museum and real archaeological materials obtained as a result of excavations, as well as random finds: tools, product samples, weapons, household items and clothing, numismatic materials: coins, seals. Of great interest to museum visitors are weapons from the times of the Great Patriotic War(bayonets, shells, cartridge cases from shells and rifles, etc.)
Available written museum items of the following types: handwritten and printed institutional and personal materials (certificates, certificates, letters, memories, certificates, party, Komsomol, trade union cards), periodicals and non-periodical publications, books, leaflets. In the funds of our museum there are personal testimonies “Ausweis, a Red Army book from the war,
Fine Museum objects are works of decorative and applied art: graphics, paintings, sculptures, posters, etc., photographs. Among the audio recordings, the museum stores audio cassettes with memories of veterans of the Great Patriotic War, and documentaries about the war.
In addition to the main thing, the museum has auxiliary a fund that is a complex combination various materials, which do not have the status of a museum item. These are materials produced by the museum for exhibition and propaganda work.
Legal documents in the museum are acts of receipt, acts of issue, and books of receipts.
Accounting pursues two goals: ensuring the safety of the object itself and its scientific protection, that is, ensuring the safety of existing information about
Forms of scientific and educational activities
museum
The museum carries out its scientific and educational activities through various shapes, which developed as a result of systematically conducted research work (A.V. Bakushinsky, M.S. Kogan, I.M. Kossova, K.G. Levykin, M.V. Potapova, N.D. Reva, N. I. Romanova, S.T. Shatsky, K.G. Hedber, etc.). The transfer of information can take place through: excursions (T.A. Kudrina, N.D. Reva); museum lessons and individual written assignments (E.I. Ivanova, V.S. Moiseeva); circles and clubs (I.M. Kossova); lectures, theme evenings, museum Olympiads and competitions (M.N. Grachev, A.I. Mikhailovskaya); universities of culture (K.G. Levykin, K.G. Hedbet). The leading form of museum work is excursion. Excursions can be classified:
at the venue;
by the nature of the content;
for the intended purpose;
according to the composition of the excursion group.
Museum tour |
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| Tour inside the museum | sightseeing tours | scientific and educational excursions | excursions for students |
| Outdoor excursion | themed excursions | educational excursions | excursions for students |
| excursions for specialists of the same profession | |||
| excursions for other social groups | |||
Determining the topic and content of the excursion.
Drawing up an excursion plan. At the same time, the group’s route, exhibits, the logic of the guide’s story and many other provisions are thought through.
A targeted display of exhibits or the actual excursion.
Communicating with visitors to summarize the information received and answer questions.
Museum holidays are a complex form of work, including elements of theatrical performance, excursions, musical and literary compositions, quizzes, etc.
Some museums create special exhibitions for children. In them, exhibits are hung at the child’s eye level, elements of national clothing are placed that children can try on, various things are placed that can be touched, wound, moved, etc. At such special exhibitions, children receive tasks before the examination begins, and at the end they “report” on the results of its completion. For example, in the Arkhangelsk Museum of Local Lore, a thematic exhibition was set up before Christmas. In general, it should be taken into account that all scientific and educational activities are being built in stages. At the same time, each previous stage provides an understanding of the subsequent material. The choice of the form of museum work depends on the content of the information offered for assimilation; age of the audience; features of museum objects and exhibitions.
The specialist's portrait is readywow to the point
museum work with preschoolers
Problems that arise in the process of introducing preschool children to museum culture cannot be solved without an adult who has a set of knowledge and skills that will ultimately ensure the success of this work. Numerous studies (Zhidkova E.V., Pidkasisty T.I., Semenushkina L.T., etc.) show that the list of knowledge, skills and abilities necessary for a person to implement professional activities constitutes a professionogram, i.e. a kind of specialist passport. The professionogram has important practical significance because, firstly, it shows ways to improve the professional training of a specialist; secondly, it helps in setting goals and objectives for self-education and self-education. Thus, we come to understand the need to determine the range of knowledge and skills that allow us to most successfully carry out work to introduce preschool children to museum culture. This is all the more important because currently educational institutions, just like cultural institutions, to which the museum belongs, are actively looking for ways to interact. However, neither museum workers, nor preschool teachers educational institutions do not have special training in order to optimize the process of introducing children to museum collections. Based on the works of Abdulina O.A., Bakushinsky A.V., Grigorieva G.G., Knyazeva O.A., Konukhova E.N., Kulchinskaya N.L., Mikheeva A.P., Panteleeva L.V. , Pankratova T.N., Reva N.D., Chumalova T.V. etc., a professional profile of a specialist prepared to work on introducing museum culture to preschool children was compiled. In the professional program, three blocks of knowledge and skills can be distinguished:
General pedagogical knowledge and skills.
Scientific and methodological knowledge and skills.
Special knowledge and skills.
Professional profile of a specialist
ready to conduct museum work with preschoolers
| 1. | General pedagogical knowledge and skills |
fundamentals of museum pedagogy; features of children’s perception of objects of material culture; features of the influence of museum culture on the development of the personality of a preschool child |
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| 2. | Scientific and methodological knowledge | classification of museums and features of their work; requirements for the selection of museum exhibitions and exhibits intended for perception during excursions and other forms of work with preschoolers; methods, techniques and forms of optimizing the processes of perception of museum exhibitions by preschool children |
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| 3. | Special knowledge and skills |
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