First lesson on creating a school museum. Program-project for the work of the school museum. Stages of work on the project “Creation and work of a school museum”

05.03.2020

My city

- young ecologists - to the city.

Introduction

1.1 Background

historical;

natural science;

Art Gallery;

memorial museum;

technological;

ecological

Museum-exposition (exhibition).

Museum-workshop (studio).

Museum - laboratory.

The museum is a club, the museum is a theater.

The museum is an adaptation center.

Museum - excursion bureau.

Museum - toy library.

Museum Cafe

Museum - fair

Collection of funds;

Fund work;

Creation of a museum exhibition;

Attractiveness

Expressiveness

correspondence with people;

meeting interesting people;

expeditions.

Excursion;

Consultation;

Scientific readings;

Meetings with interesting people;

holidays;

Concerts;

Competitions, quizzes;

Historical games, etc. .

Museum exhibition

Thematic exhibition

Systematic exposure

Monographic exhibition

Ensemble exhibition

Stages of activity		Expected result

	Selecting a room (class) Purchasing furniture;
	Selecting search directions;	School line
Creation of an asset, a museum council	Distribution of duties; asset study;
Fund work
Exhibition activities	Creation of artistic a sketch of the future exhibition; Performance technical project; Exhibition installation;
Museum opening

2. 4. Conclusion

Applications

Annex 1

from 12.03.03

№ 28-51-181/16

General provisions

Basic Concepts

Museum exhibition;

Functions of the museum

Appendix 2

Conducted at the museum . 1 time per quarter.

2. (September October), excursions for mid-level managers (December, February b) and senior management (April May).

3. 1 time per quarter.

4. Design development "The world through the eyes of eighty." 1 time per month

Project participants:

Objective of the project:

Project objectives:

Project description:

“There is such a profession - to defend the Motherland”

The purpose of the lesson:

Lesson objectives:

During the classes:

"Defender of the Fatherland Day".

"Newspaper "Pravda"

1922. January 27

Preservation of historical and cultural heritage by organizing the work of school museums

Supervisor school museum MBOU Irkutsk Secondary School No. 80: Ivanova Elena Yurievna

Since 1997, the MUK “Museum of the History of the City of Irkutsk” has been holding an annual scientific and practical conference “ My city”, in which schoolchildren studying local history from the Irkutsk region take part.

Within the framework of the conference, meetings of the following sections are held:
- problems of studying and popularizing the cultural and historical heritage of the city of Irkutsk;

Problems of studying and popularizing cultural and historical monuments of Irkutsk;
- problems of study and popularization national cultures Angara region;
- problems of study and popularization literary heritage Angara region
- young ecologists - to the city.

Every year, more than 100 schoolchildren from the cities of Irkutsk, Shelekhov, Angarsk, and villages of the Irkutsk Selo region take part in the conference.

1. It is very important, when talking about the history of the Small Motherland, to talk about “The history of my family in the history of my city”, “The history of my house”, “The history of the street”, “The history of my suburb”, “The history of the school”. The history of the school can be told in the form of exhibitions in the exhibition halls of the school museum.

2. Extracts from the essay “The School Museum as a Form of Educational Work”:

Introduction

Currently, interest in local history has increased, i.e. comprehensive study of the native land in various aspects: natural-geographical, cultural, historical. Many teachers, in their classroom and extracurricular activities, are increasingly turning to the problem of using local history material in order to develop knowledge, skills and value orientations, develop creative abilities, and cultivate respect for the culture and history of their native land. Academician D.S. Likhachev said: “If a person doesn’t like to at least occasionally look at old photographs of his parents, doesn’t value the memory of them... - that means he doesn’t love them. If a person doesn’t like old streets, even poor ones, then he doesn’t have love for his city. If a person is indifferent to the historical monuments of his country, he is, as a rule, indifferent to his country."

Understanding the enormous possibilities of education and “education with history” led to the realization of the active participation of teachers themselves and their students in local history research. The topics of local history research are extensive: family history, family traditions, history of streets, villages, hamlets, churchyards, churches, enterprises, institutions. How to preserve this unique material for contemporaries and descendants, how to use the result of search activities to develop knowledge, skills, and value orientations, how to use it to develop the creative abilities of students, to instill in them respect for the culture and history of their native land? We believe that a school museum is a worthy place for storage, use, popularization, exhibition, and study of the results of search and local history activities. The idea of creating a museum is arrived at in the process of long-term local history work, when the accumulated material requires design, systematization, and placement. How to organize the work of the museum? Museum as a form of educational work. The joint activities of pupils and teachers to create a school museum are clothed in certain organizational forms, which in pedagogy are designated as forms of educational work.

1. Museum educational institution as a striking phenomenon of national culture and education

1.1 Background

The concept of “museum” was introduced into the cultural use of mankind by the ancient Greeks. The origins of this concept must be sought in the phenomenon of collecting. Already at the dawn of its history, humanity collected and sought to preserve all kinds of objects: literary and scientific texts, zoological and botanical herbariums, artistic paintings, natural rarities, remains of ancient animals. In Russia, museums appeared in the era of Peter I. Opening the first Russian museum in 1917, he defined the goal: “I want people to look and learn.”

By the end of the 18th century, publicly accessible exhibitions were created in Russia with the aim of educating the bulk of visitors. At the end of the 19th century, about 150 museums were created in Russia with publicly accessible exhibitions for the purpose of education (museum of technology, crafts, instruments). In Russia there is actually a museum-educational tradition. The new visual teaching method within the walls of the museum is warmly supported by K.D. Ushinsky, N.A. Corf.

In 1864, a completely new type museum - pedagogical museum. The basis of his collection was made up of visual aids on public education. At the beginning of the 20th century, in connection with the rise of the local history movement in Russia, the opening of public museums, created on the initiative of the public and operating on a voluntary basis, gained great momentum. Public museums are created at cultural bodies, schools, and enterprises. These are museums of Military Glory, Labor Glory, museums dedicated to the leaders of the Communist Party, which are assigned the status of a political and educational institution. Due to changes in the socio-political and economic life of Russia, these public museums were closed, leaving extensive practical experience in the creation, organization of activities, and structure of public museums. The increased needs of Russian society for the study and preservation of Russian culture, Russian traditions, the history of large and small cities, villages, schools, the destinies of people, families, dynasties contribute to the revival of such a social institution as public museums.

IN different periods In the history of our country, children's and school museums have experienced ups and downs. Research devoted to the characteristics of school museums, their main functions, and areas of work also experienced ups and downs. Currently, there is a “museum boom” in connection with the search in Russia for a nationally unifying idea that underlies the education of a citizen of the new Russia. Educators and museum experts assign a large role in this search to museums as guardians of the social memory of generations.

The legal basis for the activities of school museums is Letter of the Ministry of Education and Science of the Russian Federation No. 28-51-181/16 dated March 12, 2003. “On the activities of museums of educational institutions”, “Instructions for accounting and storage of museum funds in museums operating on a voluntary basis”, Order of the USSR Ministry of Culture dated March 12, 1988.

In the modern sense, a museum is:

An institution engaged in collecting, studying and exhibiting objects - monuments of history, material and spiritual culture, as well as educational and popularization activities;

A repository of valuables, a research institute and an educational institution at the same time;

A place for information exchange between representatives of various ethnic groups, generations, ages, professions, etc. .

A museum is understood as an institution that collects, stores and displays objects of history and culture.

1.2 Features of the school museum

The term "school museum" is a general one. School museums essentially include all public museums created with the active participation of students.

Those who create the museum are also its main “consumers” or “users”. This distinguishes the school museum from many other museums, including state and departmental ones, which are created by one group of people for others.

1.3 Profiles and genres of school museums

The profile of the museum is the specialization of the museum collection and the activities of the museum. The profile of a school museum depends on the chosen direction of search research activity. Museum experts distinguish the following profiles:

historical;

natural science;

Art Gallery;

memorial museum;

technological;

ecological

On the genres of museums, famous museum experts E.L. Galkin and M.Yu. Yukhnevich include the following:

Museum-exposition (exhibition). The museum's exposition represents a more or less established complex of objects, usually 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, rather limited topic. Museum material is used in the educational process mainly as an illustration. In a school setting, such a museum often becomes a fact of prestige; extracurricular, club, and leisure activities are minimally represented.

Museum-workshop (studio). The exhibition space in this museum is built in such a way that it necessarily contains work areas for creative activities. Sometimes such a museum is located in classrooms where technology lessons are taught, or in art workshops. Exhibits can also be dispersed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process.

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 the museum operates. These are natural science and technical collections, usually very extensive. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.

The museum is a club, the museum is a theater. The exposition of this genre, as a rule, is quite compact and static, and serves as a support for developed forms of club and circle activities. It is organically included in the work of the school theater, becoming the basis for teaching regional studies, studying the culture, customs, and language of a particular people.

The museum is an adaptation center. This is a museum with a clearly identified socio-psychological task - creating an atmosphere of psychologically comfortable communication. Most often, the head of such a museum is a psychologist who works with children from disadvantaged families and adolescents with developmental disabilities. It is important that the work of the museum is carried out according to a specially developed, long-term program that takes into account the specifics of the audience.

We will very briefly try to outline the possibilities of the following three genres, the activities of which are not only of humanitarian significance, but are also directly related to new economic realities, since they can help improve the financial situation of both schools and students.

Museum - excursion bureau. The creation of such a museum is possible on the basis of active local history research in the field of history and culture of a particular area. The accumulated information can become the basis of a school excursion bureau, which develops local history topics and offers this “product” to educational institutions in its area. The creation of such a museum is possible based on the introduction of an elective in “Excursion Guide” into the school curriculum.

Museum - toy library. This is a museum of games and toys, some of which were brought from home, but most of which were made by children. Based on these collections, museum activists and teachers conduct theatrical classes with primary schoolchildren, after-school groups, and also offer on-site performances to nearby kindergartens and schools. A necessary condition for the operation of such a museum is the study of the history of the production and existence of toys.

Museum Cafe It would be most appropriate to organize it in schools or vocational schools where future culinary specialists are trained. It is important to develop this activity so that the culture of cooking is connected with the history, national holidays and customs of a particular people, and museum visitors bring the joy of informal communication to all participants.

Museum - fair simultaneously serves as a shopping and recreational center. He can undertake the sale of any type of product made by students in the workshops of his own or surrounding schools. When organizing trade fairs, off-site events related to participation in holidays or evenings, schoolchildren have the opportunity to try themselves in such current roles as a commercial agent or marketing specialist. This determines the prospect of creating similar museums in schools focused on teaching similar professions.

When choosing the profile and genre of a school museum, it is necessary to take into account the real needs of a particular school. It seems obvious that the more closely the profile of a museum is connected with the specifics of the school, the more diverse the genres it uses, the more functional and in demand it is, the wider the field of its activities, the numerous assets and the more intense the connection with specialists and the local community. In reality, each school museum is a kind of conglomerate, a synthesis of various profile characteristics and genres.

1.4 Purpose, objectives, prerequisites to create a school museum

A museum in an educational institution is created “for the purpose of education, training and socialization of students.” The school museum is designed to form a sustainable interest in acquiring new knowledge on the history of the native land, to cultivate the desire and readiness to independently study the history of the native land, to develop the skills of research work with local history literature, archival materials, written and oral sources. Only a museum has an emotional, informational impact and can introduce students to the material, cultural, spiritual values of their native land, carry out patriotic education using examples of heroic struggle, exploits, and service to the country.

1.5 Functions of the school museum in three forms:

Collection of funds;

Fund work;

Creation of a museum exhibition;

A museum object is a monument of history and culture that has been removed from its environment, gone through all stages of scientific processing and included in the museum collection. The main thing for a museum object is its semantic meaning, artistic value or information potential. All museum objects have a number of properties. These are informative, attractive, expressive.

Information content of a museum object- consideration of a museum object as a source of information.

Attractiveness- the ability of an object to attract attention with its external features or its artistic and historical value.

Expressiveness- the expressiveness of the subject, its ability to have an emotional impact.

Representativeness (representativeness) - the uniqueness of an object in relation to similar objects.

All museum objects are divided into three groups:

material (clothing, household items, personal belongings);

fine arts (paintings, sculpture, graphics);

written (documents in all media).

The totality of museum objects constitutes the museum's funds. Collection acquisition is one of the main activities of a museum in an educational institution:

Thematic acquisition is a acquisition method associated with the study of any historical process, event, person, natural phenomenon and the collection of sources of information about them;

Systematic acquisition is a method used to create and replenish collections of similar museum items: dishes, furniture, clothing;

Acquisition “hot on the heels of events” - taking collecting work on site at the time of an event or immediately after it;

Current acquisition - receiving individual museum items from the donor, purchasing, random finds.

Second stage: search and collection work. There are methods of search and research activities:

collection of oral evidence (population survey, questionnaires, interviews);

correspondence with people;

meeting interesting people;

receiving gifts from family collections;

work in libraries, archives;

expeditions.

One of the basic principles of any search and research work is the principle of complexity. Following this principle, young local historians should try to comprehensively explore the topic, strive to connect the events being studied with general historical processes, see their characteristic features, establish the reliability of the information received, and understand the role of individuals in these events. Every local historian must remember the responsibility for the safety of identified and collected historical and cultural monuments: it is important to preserve not only the monument itself, but also the identified information about it and its history.

Also, schoolchildren must comply with legal requirements related to the collection and preservation of historical and cultural monuments, i.e., it is inappropriate to take from the owners those items that the museum does not have the right to store: jewelry, orders, firearms and bladed weapons. It is very important to be able to collect and record the necessary information about those processes that are the topic of search and collection work.

For accounting and scientific description of collected historical and cultural monuments, as well as versatile information about them, field documentation and accounting documents are used. These include: “Act of Reception”, “Field Diary”, “Field Inventory”, “Notebook for recording memories and stories”, books for recording museum items (“Inventory Book”).

Museum experts distinguish the following museum forms:

Excursion;

Consultation;

Scientific readings;

Historical and literary evenings;

Meetings with interesting people;

holidays;

Concerts;

Competitions, quizzes;

Historical games, etc. .

1.6 Exposition of the school museum

The individual face of the museum is the exhibition. Museum exhibition- these are museum objects (exhibits) put on display in a certain system. The procedure for organizing work on a museum exhibition was developed in 2004 by the Federal Museum of Vocational Education. The result of the exposure should be the achievement of maximum awareness combined with imagery and emotionality. If you compare a museum to an iceberg, then the exhibition is only that small visible part of it. Therefore, we can say with confidence that creating an exhibition is a complex creative and technological process, which naturally requires an innovative approach, experimentation, and the efforts of a whole team of like-minded people.

Designing an exhibition and performing individual stages of its creation can be represented as follows:

Concept: scientific concept and thematic structure of the exhibition.

Development of an expanded thematic structure; drawing up a thematic and exhibition plan.

Compilation art project: preliminary layout of materials.

Execution of technical project; installation of the exhibition.

Based on the form of presentation, exhibitions are divided into stationary and temporary, but based on the principles of structural organization of the displayed material, they are divided into thematic, systematic, monographic and ensemble.

Thematic exhibition includes museum objects that explore one theme.

Systematic exposure is an exhibition series created on the basis of homogeneous museum objects, in accordance with a specific scientific discipline.

Monographic exhibition dedicated to a person or group, natural phenomenon or historical event.

Ensemble exhibition involves preserving or recreating an ensemble of museum objects, natural objects in the living environment: “open-air museum”, “peasant hut”.

The choice of one or another form of exhibition, the principles of systematization of exhibition materials depend on the concept of the museum, on the composition of the funds, on the creative imagination of the museum staff.

The subjectivity and clarity of the exhibition, the emotionality of perception help to attract the attention of visitors to individual objects, and through them - the desire to understand the event. This can be achieved using various methodological techniques. These include highlighting the leading exhibits (color, light and background size); the properties of the objects themselves, their different ability to attract attention, should also be taken into account. Nowadays, theatricalization and installation of museum exhibitions have become the most popular.

The attention of schoolchildren weakens when examining monotonous exhibits. At the same time, it is important to take into account the psychological side of perception. First you need to get the children's attention. To do this, the introductory complex must be exciting, promising, and stimulate interest in viewing the exhibition. After 15-20 minutes, when the students’ attention is dulled, they should approach an unusual object or complex that arouses new interest. This is where the most attractive exhibits, unique objects, working models, and slide shows are needed. Such a switch of attention should be caused after 10-15 minutes, given that the inspection of the exhibition lasts no more than 45 minutes. The final final complex should complete the entire topic so that the student has a desire to visit the exhibition several more times and engage in a new search.

To implement the principle of logical connection of all sections of the exhibition, a clear route, clear and concise headings and leading texts are needed. Not only a full-fledged scientific commentary can reveal the information potential of the subject and the content of the exhibition as a whole. This role in a museum exhibition is played by leading, title, explanatory texts and labels, which represent an integral, well-thought-out system that maximizes the disclosure of the content of the exhibition. Each type of text performs its own function:

Leading texts express the ideological orientation of the exhibition, section, theme, hall, thus reflecting the main provisions of the scientific concept of the exhibition;

The title texts reflect the thematic structure of the exhibition; their purpose is to provide a guide to its inspection;

Explanatory texts (annotations) reveal the content of the exhibition, section, topic, reflect the history of the exhibited collections;

A label or annotation is attached to a separate exhibit, it indicates: the name of the item, the manufacturer of the work, the place and time of production, a brief description of the exhibit, technical specifications, original/copy .

The selection of museum objects is closely related to their grouping. You can group various objects depending on the task at hand. For example, showing related connections between phenomena, reflecting any events, comparing objects, comparing them. One type of comparison is the contrast display method. Thus, in school museums you can find thematic complexes “Our region before and now”, “The past and present of the village”. Grouping of materials can also occur according to a systematic principle. A systematic collection of stones and minerals placed in the exhibition makes it possible to get a clear idea of their importance for the development of the region, to understand the relationship between minerals and their natural grouping. Grouping is also possible according to the principle of combining various objects into logical groups as they were in life, in their inherent environment. This can be the interior of a room with all its characteristic objects, a biogroup with flora and fauna in certain climatic conditions. In museum practice, such groupings are called “ensemble exhibitions”; they use various grouping methods, combining them depending on the task at hand.

The equipment must match the exhibition space in style, size and color. For school museums, we can recommend horizontal and vertical display cases mounted against the wall. Large things are located closer to the center, small ones - closer to the viewer. In vertical cabinets, small exhibits are located at eye level, and larger items are located above and below. Showcases should not occupy the main space and obscure other exhibition complexes.

An exhibit installed on the floor is psychologically perceived as inventory, so it is necessary to install it on a stand.

1.7 Council (asset) of the museum as a self-government body

The public body of self-government of the school museum is the Council (asset) of the museum, which is created to widely involve students and teachers in conscious, purposeful activities to create a museum.

2.1 Organizational principles for creating a museum

Creating a psychological mood: an incendiary story about the upcoming task, dreams of results - opening a museum, publishing a wall newspaper, writing an unusual advertisement.

2.2 Museum of School History in MBOU Secondary School No. 80 in Irkutsk

The initiative group for the creation of this school museum was a local history circle of students, led by the teacher of Russian language and literature of school No. 80 Voytseshko Elena Andreevna (and later Elena Yuryevna Ivanova, teacher of Russian language and literature, teacher of additional education, took the matter into her own hands). As a result of search work, members of the circle collected local history material on the history of the school (photos, personal belongings, memories of graduates, documents). Some of the written and material sources on the history of the school are on display at the stands: “School in the 30s”, “Semyon Afanasyevich Skarednev”, “A Word about Teachers”, “Pioneer Organization at School No. 80 in Irkutsk”, “School Theater ". Part of the collected material is systematized in thematic folders: “School teachers”, “School students”, “History of the literary circle”, “ Creative works students in local history", "A feat that we will not forget." Student activists, together with the teacher-organizer, identified problems and outlined ways to solve them:

1. Patriotic education of the younger generation: Currently, among young people the craving for Western culture. They often don’t know enough about their origins, and therefore many representatives of everything Russian younger generation are treated with disdain. Doing local history work arouses in schoolchildren an interest in our origins, in our native land, in the ancestral occupations of our ancestors. By creating an exhibition dedicated to the history of the school, the goal is to acquaint museum visitors with the pages of the history of the school and the city.

2. Popularization of materials accumulated by school teachers. Over the course of several years, the school's teachers have accumulated a lot of interesting material on the history of the school and the city. All this can be successfully used in the educational process, so the material should not be stored in a “far corner”, we need to convey it to people in an accessible way: tell what we heard during the search work, show objects of museum significance found and received from old-timers.

The museum's exposition, objects of museum significance are presented and stored in a room specially designated for this purpose - an office, consisting of three adjacent rooms.

At school, based on the collected material on the history of the city, schools are created research projects, authored by students and teachers. For example, “Outstanding Graduates of School No. 80”, “History of the School Theater”, etc.

Museum lessons, excursions, conversations, quizzes, cool watch.

In the school museum there is no long-term plan for the acquisition of the museum’s fund, the directions of the museum’s work, but the process of registration of museum objects and registration documents is being developed; There are basic legal documents regulating the interaction of participants - the creators of the museum (Regulations on the Museum, Regulations on the Council, Charter of the Museum). Therefore, one of the tasks of our research work was the creation of a project for organizing a museum of an educational institution.

3. 3. Model for creating a school museum:

Stages of activity		Expected result
Creation of the concept of a school history museum in	The concept is a unique and long-term program of activities for creating a museum. Determining the goals, objectives, factors of creating a museum; - Select profile and genre; - Determination of directions for search and research activities.	The concept is undergoing a process of discussion and approval in the school’s self-government bodies.
Organizational and legal activities	Development of the draft Regulations on the school museum; Development of the draft Regulations on the Museum Council; Selecting a room (class) for housing the museum's exposition, for storing museum funds; Development of a draft order for the school director on the appointment of a museum director; Purchasing furniture; Purchase of office supplies;	Adoption of the Regulations on the Museum, Regulations on the Museum Council in the school’s self-government bodies; Order on the appointment of the head of the museum, order on the allocation of a separate room for the school museum and its funds;
Search and research activities	Drawing up a plan for acquiring the museum's funds; Selecting search directions; Development of tasks for search teams; Organization of search teams; Training of members of search teams; Start of the search operation (on the school line)	Plan for acquisition of museum funds; Conducting class meetings to select search party members; The work of search teams to carry out search tasks; School line
Creation of an asset, a museum council	Conducting class meetings at the selection of the Council (asset); Organizational fee of the Museum Council (assets); Distribution of duties; asset study;	The created Council (asset) of the museum operates in accordance with the Regulations on the Council (asset) of the museum; Meeting of the Museum Council once a month; Work plan of the Museum Council (assets);
Fund work	Study of a group of fund specialists on the rules and regulations of registration of museum objects; Registration of objects of museum value in the books of the main fund, auxiliary fund Thematic systematization museum collections;	Museum items are registered and described in the Inventory books of the main and auxiliary funds; Beginning of systematization of museum objects; Registered items of museum value (Appendix)
Exhibition activities	Development of a thematic and exhibition plan; Creation of artistic a sketch of the future exhibition; Performance technical project; Exhibition installation; Technical preparation of the exposition (stands).	Approved thematic and exhibition plan by the Museum Council; A competition was held for the best sketch of the future exhibition;
Museum opening

2. 4. Conclusion

A school museum is a worthy place for storage, use, popularization, exhibition, and study of the results of search and local history activities. Creating a school museum is a form of educational work.

2. 5. List of references used:

1. Bordovskaya N.V., Rean A.A. Pedagogy. M., 2001.

2. Zavgorodnyaya O.N. Museum of the history of an educational institution as a result and form of attracting students to search and research activities // Organization of research activities of students in an educational institution. Materials of the first regional correspondence scientific and practical conference and methodological seminar, January 2007. Vologda - Totma, - 2007.

3. Instructions for accounting and storage of museum collections in museums operating on a voluntary basis. Order of the USSR Ministry of Culture dated March 25, 1988. No. 134.

4. How to organize the work of a school local history museum. Guidelines Perm Regional Museum of Local Lore, etc. - Perm, 1980.

5. Karpova O.B. School museum: life in creativity. Methodological recommendations to help organizers of museums in educational institutions. - Vologda, - 2006.

6. Malenkova L.I. Theory and methods of education: Textbook. manual for pedagogical students. Universities and beginning teachers/ educators/ L.I. Malenkova; Edited by P.I. Faggot. - M.: Ped. island of Russia, 2002.

7. Methodological recommendations for the identification, selection and scientific description of monuments of science and technology in museum collections. / State Historical Museum. All-Russian Society for the Protection of Monuments. Comp. Zhegalova S.A., Maistrov L.E. - M., 1981.

8. Mikhailovskaya A.I. Storage and accounting of photographic collections in museums (from the experience of Moscow museums). // Questions of museum affairs. / Research Institute of Local History and Museum Work. - M., 1952.

9. Molchanov V. Photography in museum affairs. (Photo imitation of the original and photo replica). / proceedings of the Scientific Research Institute of Culture, issue 60, - M., 1977, pp. 131 - 139.

10. Museum studies. Museum of historical profile. - M., 1988.

11. Nagorsky N. Museum pedagogy and museum-pedagogical space // Pedagogy. - 2005. - No. 5.

12. Pedagogy: Textbook. manual for students and teachers. Universities and pedagogical colleges. / ed. Pidkasisty P.I. - M.: RPA, 1995.

13. Podlasy I.P. Pedagogy: Textbook. for universities / I.P. Podlasy. - Book 2 - M.: Vlados, 2004

14. Regulations on the museum of the history of the educational institution, at the State Educational Institution of Secondary Professional Education "Totemsky Pedagogical College", working on a voluntary basis, dated 02/21/2006.

15. Letter of the Ministry of Education of the Russian Federation dated March 12, 2003 No. 28-51-181/16 “On the activities of museums of educational institutions.”

16. Model Regulations on the museum of an educational institution (school museum). From Letter of the Ministry of Education dated March 12, 2003 No. 28 - 51 - 181/16.

17. Prutchenkov A. Museum pedagogy // Education of schoolchildren. - 2002. - No. 5.

18. Smirnova L.M. Three stages of creating a museum // Museum. - 1982. - No. 3.

19. Tumanov V.E. School Museum. - M., 2002.

20. Henkin Ya. From the experience of school museums // Education of schoolchildren. - 2001. - No. 3.

21. Khitkov N.A. School museum, its significance and organization. - Kyiv, 1915.

22. Shmit F.I. Museum work. Exposure issues. - L., 1929.

23. Shcheglova T.K. Methodology for collecting oral historical sources. On Sat. School local history. - M., 1993.

24. Yukhnevich M.Yu. Children's Museum: the past is fulfilled in the present // World of Museum. - 1985. - No. 5.

25. Yukhnevich M.Yu. Children's Museum: past and present // Landmarks of cultural policy. - Information release No. 4. - M., 1997. - (Ministry of Culture of the Russian Federation. Russian Institute for Retraining of Workers of Art, Culture and Tourism. Main Information and Computing Center).

26. Yukhnevich M.Yu. Pedagogical, school and children's museums of pre-revolutionary Russia. Toolkit. - M.: 1990. - (Research Institute of Culture).

Applications

Annex 1

Appendix to the letter from the Ministry of Education of Russia

from 12.03.03

№ 28-51-181/16

SAMPLE REGULATIONS ABOUT THE MUSEUM OF AN EDUCATIONAL INSTITUTION (SCHOOL MUSEUM)

General provisions

School museum (hereinafter - museum) is a general name for museums that are structural divisions of educational institutions Russian Federation regardless of their form of ownership, acting on the basis of the Law of the Russian Federation "On Education", and in terms of accounting and storage of funds - the federal law on the museum fund of the Russian Federation and museums of the Russian Federation.

The museum is organized for the purpose of education, training, development and socialization of students.

The profile and functions of the museum are determined by the objectives of the educational institution.

Basic Concepts

The profile of a museum is the specialization of a museum collection and the activities of a museum, determined by its connection with a specific specialized discipline, field of science or art.

A museum object is a monument of material or spiritual culture, an object of nature, received by a museum and recorded in an inventory book.

A museum collection is a scientifically organized collection of museum objects and scientific auxiliary materials.

Acquisition of museum collections is the activity of a museum in identifying, collecting, recording and scientifically describing museum objects.

The inventory book is the main document for recording museum items.

Exposition - museum objects (exhibits) put on display in a certain system.

Organization and activities of the museum

The organization of a museum in an educational institution is, as a rule, the result of local history, tourism, and excursion work of students and teachers. The museum is being created on the initiative of teachers, students, parents, and the public.

The founders of the museum are the educational institution in which the museum is organized. The founding document of a museum is an order on its organization, issued by the head of the educational institution in which the museum is located.

The activities of the museum are regulated by the charter (regulations) approved by the head of the educational institution.

Mandatory conditions for creating a museum:

Museum activists from among students and teachers;

Museum items collected and registered in the inventory book;

Premises and equipment for storing and exhibiting museum objects;

Museum exhibition;

charter (regulations) approved by the head of this educational institution.

Accounting and registration of museums are carried out in accordance with current rules.

Functions of the museum

The main functions of the museum are:

documenting the history, culture and nature of the native land, Russia by identifying, collecting, studying and storing museum objects;

implementation by museum means of activities for education, training, development, socialization of students;

organization of cultural, educational, methodological, informational and other activities permitted by law;

development of children's self-government.

Accounting and ensuring the safety of museum funds

Accounting for museum objects in the museum’s collection is carried out separately for the main and scientific-auxiliary funds:

Accounting of museum items from the main fund (genuine monuments of material and spiritual culture, natural objects) is carried out in the museum’s inventory book;

Accounting for scientific and auxiliary materials (copies, models, diagrams, etc.) is carried out in the book of accounting for scientific and auxiliary funds.

The head of the educational institution is responsible for the safety of the museum’s funds.

Storage in museums of explosive, radioactive and other items that threaten the life and safety of people is strictly prohibited.

The storage of firearms and bladed weapons, items made of precious materials and stones is carried out in accordance with current legislation.

Items whose safety cannot be ensured by the museum must be deposited in the nearest or specialized museum or archive.

Management of museum activities

The general management of the museum’s activities is carried out by the head of the educational institution.

Direct management of the practical activities of the museum is carried out by the head of the museum, appointed by order of the educational institution.

The current work of the museum is carried out by the museum council.

In order to assist the museum, a council of assistance or a board of trustees can be organized.

Reorganization (liquidation) of the museum

The issue of reorganization (liquidation) of the museum, as well as the fate of its collections, is decided by the founder in agreement with the higher education authority.

Appendix 2

School Museum Inventory Book

Work plan for the school museum in collaboration with the school newspaper and IGDO in the 2013-2014 school year.

Head of direction: Ivanova Elena Yurievna

To successfully master knowledge and skills, the student must use creative methods in teaching (V.I. Andreev, P.R. Atutov, N.I. Babkin, Yu.K. Vasilyev, V.A. Polyakov, V.D. Simonenko and etc.). In order to develop in students the necessary qualities in the learning process, methods related to the search, research nature of acquiring knowledge should be more widely used, and this is one of the main tasks of the research that a student conducts in a museum.

One of the methods that allows you to implement an activity-based approach to learning is the project method. which contributes to the formation of responsible and creatively active students who consciously expand the scope of their own knowledge, skills and abilities, continuously engaged in research work in museums of educational institutions, including school museums.

In this regard, to implement the project method in search work, we proceeded from the following:

– the inclusion of the project method creates conditions for improving the student’s knowledge;

– research organized using the project method will promote the development of activity, independence, and initiative of students;

– implementation of the project in the process of research activities gives the student practice in carrying out creative project;

– the project method integrates teaching, educational, and developmental aspects of learning.

The project method (from the Greek “path of research”) is a teaching system, a flexible model of process organization, focused on the creative self-realization of the student’s developing personality, the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services under the supervision of a teacher. , possessing subjective or objective novelty, having practical significance.

Based on the above, the main method of work of the school museum in collaboration with the school newspaper and the IGDO “Future of the Angara Region” (hereinafter referred to as the Commonwealth) will be the method of project activities.

It is planned to create on the basis of the Commonwealth an asset consisting of schoolchildren, teachers, and students, which will implement the following types of projects during the year:

Conducted at the museum themed creative evenings of author's songs with the participation of invited guests - bards. From the very beginning of the development of the school museum, musical evenings were held within its walls. Today the museum has its own extensive photo archive with photographs of concerts of these events. Currently, one of the areas of work of the school museum is teaching guitar and organizing regular concert programs for school teachers, students, parents. Moreover, the head of the music club is a member of the museum’s activists - a graduate of the Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80 Stanislav Yarushchenkov. Today there are 12 students studying under his leadership. All of them successfully master famous original songs, thereby connecting generations, and history seems to come to life under the strings of their guitars. The museum activists decided that starting from the 2013–2014 academic year, the activities of this association will also be carried out as part of the implementation of projects. The nearest project is the organization of themed evenings in the museum, dedicated to the celebration of memorable dates for the history of the school, the Angara region, Russia . 1 time per quarter.

1. Project “Give a smile to children.” Establishing joint activities with children from boarding school No. 3 in Irkutsk, holding joint events, as well as with Irkutsk regional public organization of disabled children “Nadezhda”, which is located next to the school - on Kasyanova Street. Once a month – meetings (once every 2 weeks – schoolchildren visit the organization).

2. Conducting excursions for primary school (September October), excursions for mid-level managers (December, February b) and senior management (April May).

3. “There is such a profession - to defend the Motherland”. Excursions to museums of the city and region with members of the museum group in order to collect information and design new stands in the school museum of school No. 80. With the participation of the Council of Veterans of the Sverdlovsk region. For example, a field trip with 6th grade students to the A.P. Beloborodov Museum, the regional museum of local lore, etc. 1 time per quarter.

4. Design development "The world through the eyes of eighty." primary goal this project: development on the basis of the school museum of a local history and tourism association, whose tasks would include organizing hikes, expeditions to memorable, historical or simply beautiful places in the Angara region, maintaining a photo archive and diary entries, which would ultimately become the basis for creating a local history corner in a school museum with a changing exhibition, classroom hours and open lessons for primary schools. Ideally: creating short documentaries about the Irkutsk region on the basis of the school museum, which would make up the collection of the school museum, holding regular tourist gatherings with school students and representatives of the Commonwealth, organizing hikes with the subsequent design of information stands. 1 time per month

Project name: “Give a smile to children!”

Project participants: head of the school museum of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, members of the school museum, students of school No. 80, parents, school teachers, students orphanage No. 5 Irkutsk.

Objective of the project: Development of cooperation between the School Museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80 with the Irkutsk city children's public organization "The Future of the Angara Region" and orphanages in Irkutsk, the creation of a strong platform for educating the civic position of students with a priority in respectful attitude towards all segments of the population of the Russian Federation, sensitive attitude to those in need, in the ability to extend a helping hand to those who need this help.

Project objectives:

1) Conducting a school-wide campaign to collect toys and things that can be donated to an orphanage, restoration, and the formation of a fund for purchasing gifts for children.

2) Master class on making toys with your own hands - angels.

3) Drawing up and rehearsing a congratulatory program for children from orphanages.

4) A trip to an orphanage, a performance, holding games, drinking tea (during the school year - by agreement, timed to coincide with holidays or at the request of the museum’s activists).

4) Inviting children from the orphanage on an excursion to the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80, sightseeing tour, keeping a diary of wishes, tea party, exchange of impressions (by agreement during the school year).

Project description:

1) Studying the statistics “Abandoned Children” - comparing data on how many children live in orphanages today and how many adult working people in the Russian Federation today - an asset of the museum, interested school students involved.

2) Conducting a survey around the school - how students and teachers feel about the problem of abandoned children and how they advise solving this problem. What can each of us do to ensure that this problem is gradually resolved? Collection of data in the school museum archive. Until the end of the school year - placement of material in the school newspaper "School Time" with a conclusion, creation of a corner in the museum "Parents and Children" - an asset of the museum, students.

3) Meeting with a representative of orphanage No. 5 on the street. Bezbokova, agreement to organize a joint event at the end of December 2012 - head of the museum, class teachers.

4) Conducting a conversation on the topic “Children and Parents” - what a blessing it is to have parents and how spiritually deprived those children who live in orphanages are, because there are not many teachers, and not every teacher can replace real parental participation. Therefore, these children especially need the support and friendly participation of every concerned citizen of the Russian Federation - class teachers.

4) Carrying out a school-wide campaign to collect toys and things that can be donated to an orphanage, restoration, formation of a fund for purchasing gifts for children - class teachers.

3) Master class on making toys with your own hands - angels - an asset of the museum, head of the school museum.

4) Drawing up and rehearsing a congratulatory program for children from orphanages is an asset of the museum.

5) A trip to an orphanage, a performance, holding games, tea drinking (during the school year - by agreement, timed to coincide with holidays or at the request of the museum’s activists) museum activists, participants in the concert program, the head of the museum, class teachers.

6) Discussion at a meeting of participants in the school museum about the action carried out - identifying the pros and cons, developing a further program of cooperation (after trips and concert programs) - an asset of the museum.

7) Inviting children from an orphanage on an excursion to the school museum of Irkutsk Secondary School No. 80, a sightseeing tour, keeping a diary of wishes, tea, sharing impressions (by agreement during the school year) is an asset of the museum.

8) Development and formation of a museum corner “Parents and Children” - the idea is to be submitted to a project competition among school students, the winner designs the corner according to his project. Keeping a diary of the community (appoint a person in charge from among the museum’s assets) - a museum asset, the head of the school museum.

Plan - lesson summary (as part of the implementation of the project of the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80 “There is such a profession - to defend the Motherland”).

Brief summary of the entire project “There is such a profession - to defend the Motherland”: Preparation of museum assets for the celebration of Defender of the Fatherland Day should begin long before the most memorable date. The school museum traditionally hosts excursions for middle management, during which the head of the museum, as well as representatives of the museum staff and guides talk about the history of the school, the first school days, the opening and the founders of the school museum itself. Of course, most of the excursion is occupied by the story of how school graduates fought for our Motherland. In the museum, an entire stand is dedicated to Semyon Afonasievich Skarednev - whose name school No. 80 is named after. Most of the conversation is dedicated to him. The guys - guides read letters from the front and everyone present is imbued with a sense of pride in their distant and at the same time very close “schoolmate”.

In addition to excursions, the school museum also hosts classroom hours dedicated to the celebration of Defender of the Fatherland Day. One of the cool watches - called “There is such a profession - to defend the Motherland” For the parallel of 6th grades, we will present it in this development.

The purpose of the lesson: Tell about the history of the appearance of the memorable date “Defender of the Fatherland Day”, about the exploits of heroes - graduates of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, strengthen the feeling of patriotism and love for one’s level.

Lesson objectives:

1) Provide information in the form of a photo presentation and voice-over commentary about the appearance of the memorable date “Defender of the Fatherland Day”,

2) Conduct a conversation on the topic “Defender of the Fatherland is a profession or way of life”,

3) Students read poems on a military theme;

4) Show the presentation “Semyon Skarednev – graduate of school No. 80. Semyon’s feat.”

5) Students read excerpts from Semyon Skarednev’s letter home from the front,

6) Closing words of a veteran of the Great Patriotic War, invited to the event.

7) Questions from students to the veteran about his life, about participation in the war, about comradeship, about his attitude towards the Russian army.

During the classes:

1. Opening speech by the head of the museum, class teachers. How did the holiday come about?

In Russia, until 1917, traditionally the Day of the Russian Army was considered the holiday of May 6 - the Day of St. George, the Patron of Russian soldiers. Since the beginning of the 90s, this holiday has been celebrated annually in Russia by the Russian Orthodox Church and military-patriotic, Cossack and public associations. On this Day, soldiers of the Russian Army took part in parades, on this day they were awarded St. George’s Crosses and other awards, they presented and consecrated Banners, and at the end they visited churches and commemorated all the soldiers who died for Russia.”

On February 23, 1918, the Soviet government began forming the first detachments of the Red Army. At this time, Russia was at war with Germany.

Newspapers wrote: “Young detachments new army- the armies of the revolutionary people - heroically repelled the onslaught of a German predator armed to the teeth. Near Narva and Pskov, the German occupiers were given a decisive rebuff. The day of repulse to the troops of German imperialism - February 23 - became the birthday of the young Red Army."

The official name of the holiday at that time was: " Victory Day of the Red Army over the Kaiser’s troops in Germany, 1918.” And today (since 1993) the holiday is called "Defender of the Fatherland Day".

“The newspaper Pravda reported on February 23, 1918:

The holiday began to be called Red Army Day. And soon he was forgotten. Hunger and devastation reigned in the country. The celebration of the “red” day was resumed in 1922. On January 27 of this year, a decree of the Presidium of the All-Russian Central Executive Committee on the 4th anniversary of the Red Army was published, which stated:

In accordance with the resolution of the IX All-Russian Congress of Soviets on the Red Army, the Presidium of the All-Russian Central Executive Committee draws the attention of the executive committees to the upcoming anniversary of the creation of the Red Army (February 23)

2. Questions on the topic “Defender of the Fatherland - is it a profession or a way of life”: What is DEBT? What do you mean by the concept of “debt to the Fatherland”? Why do many people today not want to join the army? But still, there are guys who serve with success and dignity and, when they come home, remember only good things about the army. What do you think allows some people to be strong and others to be weak? Is the profession of “defending the homeland” considered prestigious today? What problems exist in the modern army? And you yourself would like to join the army, why? How can you prepare for the army (boys) today? Can girls serve in the army? Remember the cases when women in war performed feats and worthily defended their people and their loved ones?

3. Poems by Alexander Tvardovsky, Jack Altauzen “The Motherland Was Looking at Me”, Yulia Drunina “You Must!”, Konstantin Simonov “Motherland”.

4. A story about the feat of Semyon Afanasyevich Skarednev (based on a presentation made based on materials from the school museum), reading excerpts from Semyon’s letter home.

5. Conversation with a veteran of the Great Patriotic War.

Planned activities carried out on the basis of the lesson - class hour:

1) Preparation of a photo report for the archive of the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80,

2) Discussion of the event at the school museum activist council with the participation of class teachers of school No. 80 and invited veterans of the Great Patriotic War,

3) Development of the next event for the project “There is such a profession - to defend the Motherland”: a trip with 6th grade students to the village. Baklashes on an excursion to the A.P. Beloborodov Museum. This excursion was carried out with the support of the Council of Veterans of the Sverdlovsk District and the administration of Irkutsk, which provided a bus. During the excursion, students of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80 learned about the life of the outstanding commander Afonasy Pavlantievich Beloborodov. It was decided to create a corner in the museum dedicated to Beloborodov from March to May 2013.

The following took part in the project “There is such a profession – to defend the Motherland”: head of the school museum of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, active members of the school museum, students of school No. 80, teachers and the Council of Veterans of the Sverdlovsk District.

The future of Russia depends on the civic position of its residents, adults and children. It is impossible to become a true citizen of the country without realizing yourself as a resident of the “small Motherland” - your street, city, region. The formation of historical memory is also facilitated by the work of school museums, which play a huge role in patriotic, civic, and adolescent education.

The work of the school museum is included in the educational process: through its collections and forms of activity, it is connected with the teaching of various school subjects and with additional education. A similar connection exists between schools and museums of other types, but it will never be as close and productive. More than anyone else, he is included in the life of the local community, and his “quality of life” is directly related to the attitude towards him on the part of the local administration, nearby enterprises and organizations.

Thus, a museum in a modern school represents an integrated educational environment where it is possible to implement new forms of organizing the cognitive and communicative activities of students.

Conceptual basis for the work of a school museum

The social project “Creation and operation of a school museum” is a program of real action, which is based on current problem society that requires a solution. The implementation of the project will help improve the social situation in a particular area and society. This is one of the ways to be included in public life through practical solutions to existing social problems. That's why we identified the problem first.

Problem: loss of interest among teenagers and young people in studying the history of the Fatherland, the Great Patriotic War, and the traditions of generations. Now this problem is one of the most pressing in our society.

Relevance: the study of the history of the Fatherland, the military and labor traditions of generations, the culture and moral foundations of one’s own people is of great importance in the life of every person. Love for the “small Motherland” and its study lead to knowledge of one’s Motherland and the whole world. The museum significantly concretizes and deepens knowledge about the native land and its glorious heroes and workers.

One of the traditions of our school is organizing and holding meetings with veterans of the Great Patriotic War and labor veterans. The day before, students, under the guidance of class teachers, visit their homes, write down memories of wartime, collect documents and artifacts of the era. This is how interesting material accumulates. And since our school is located on the street named after Hero of the Soviet Union Mikhail Alekseevich Guryanov, it was decided to collect material about M.A. Guryanov and his associates and everything collected will be presented in the school museum.

The goal of the project: to create and organize the work of the school Museum of Military and Labor Glory named after Hero of the Soviet Union M.A. Guryanov, who will contribute to the civic-patriotic, moral education of schoolchildren.

Project objectives:

development of civic initiative and civic responsibility among students;
students' acquisition of practical research experience;
carrying out work to collect material and exhibits for the museum, classifying materials, creating an exhibition.

Methodology for implementing the social project “Creation and operation of a school museum”

In our work to create the museum, we used various methods:

conversation,
survey,
collection of information,
expeditions,
excursions,
work with the District Veterans Council.

Before starting work, we held conversations in classes, wanting to find out “should there be a museum?” The results showed that a museum at school is necessary and interesting for schoolchildren. The guys supported the proposal, and many wanted to contribute to the creation of the exhibition.

We have decided on the algorithm for working on the project:

Determination of the thematic field and theme of the project. Clarification of contradictions, search and analysis of the problem, goal setting.
Collection and study of information. Development of an algorithm for your own solution to the problem in each specific case. Implementation of the action plan.
Execution of planned technological operations. Current step-by-step quality control of the completed work.
Preparation for project defense. Project presentation.
Analysis of project results, quality assessment.

Stages of work on the project “Creation and work of a school museum”

1. Organizational stage of work on creating a school museum.

At this stage, only the main areas of work and activities are planned. The plan helps to systematize and direct the work, but does not make it formal, does not fetter initiative, and does not impose unjustified restrictions. To begin with we did:

creating an initiative group of 5-6 students (preferably older ones) under the guidance of an adult (museum director). This is the Museum Council, each member of which takes on one of the areas of its activity (search work, exhibition design, lecture and tour guide work, creation of a data bank, creation of a museum page on the school website on the Internet);
Since starting “from scratch” can be difficult for children, at least a small foundation is needed, so the head of the museum first creates a mini-base. In our case, such a foundation was the materials collected at meetings with war participants, the Council of Veterans of the Pechatniki district, letters of inquiry to various archives of Moscow, the Moscow region, the Kaluga region to search for information about the partisan detachment of the Ugodsko-Zavodsky district (now the city of Zhukov ), which was led by the commissar of the partisan detachment M.A. Guryanov.

At the first stage, it is most reasonable to involve high school students in the work, dividing them into small groups according to areas of activity and working with each of them separately.

The motivation of the activity is of decisive importance for the fate of the entire project at the first stage of work. The head of the museum should pay special attention to this issue. Children need to see the results of their efforts and be confident in the importance of the work they do. In our school, trips to the place of M.A.’s death were of great importance. Guryanov in the city of Zhukov, Kaluga region. The children visited the hero’s grave, the museum of the famous commander G.K. Zhukova.

2. Search stage

In search work on this topic, gradation is also necessary. For example, you can highlight sections such as “Compatriots-Veterans”, “Home Front Workers”, “Children and War”, etc. To begin with, it is important to choose one topic for search work, gradually adding new ones. We started with the topic “Veterans - residents of our area during the Great Patriotic War,” since the participants and witnesses of those events are becoming fewer and fewer every year, and the risk of irreversibly losing the opportunity to learn the actual facts of those difficult and heroic times is growing. Biographical material, memories, personal belongings, photographs of 40 participants in the Great Patriotic War were collected; their battle path is described. The guys received valuable material about the fate of their fellow countrymen who died at the front on the Memorial website of the Russian Ministry of Defense.

3. Stage of systematization of material and documentation of exhibits

The collected search material must be systematized and properly formatted. Documentation of exhibits is carried out in three forms:

acquisition of funds;
stock work;
creation of a museum exposition.

Work of the school museum: acquisition of funds

Accumulating collections is one of the most labor-intensive types of work in a school museum. It can be roughly divided into 4 main actions.

The first step is planning the acquisition.

The theme and objects are selected depending on the intended profile and capabilities of the museum. There are several packaging methods:

Thematic is a method associated with the study of any historical process, event, person, natural phenomenon and the collection of sources of information about them.
Systematic is a method used to create and replenish collections of similar museum items: dishes, furniture, clothing.
Current - receiving individual museum items from the donor, purchasing, random finds.

The second step is the actual search and collection of material.

The following methods are used:

collection of oral evidence (population survey, questionnaires, interviews);
correspondence with people;
meeting interesting people;
receiving gifts from family collections;
working with information in libraries and archives;
expeditions.

One of the basic principles of any search and research work is the principle of complexity. Following it, schoolchildren strive to explore the topic from all sides, try to connect the events being studied with general historical processes, identify their characteristic features, find out the reliability of the information received, and the role of individual participants in these events. It is very important to teach children to collect and record information about those processes that are the topic of search and collection work.

The third step is identifying and collecting objects for display.

Each participant involved in the organization and work of the school museum must remember the responsibility for the safety of found and collected historical and cultural monuments: it is important to preserve not only the object itself, but also the information collected about it and its origin. Also, the guys must comply with legal requirements related to the collection and preservation of historical and cultural monuments, i.e. there is no need to take from the owners those items that the museum does not have the right to store: jewelry, orders, weapons, even if the owners want to transfer them to the museum .

The fourth step is the inclusion of the collected material in the museum fund.

It is important to determine the historical value of the exhibit, its emotional and educational impact on the viewer. Field documents of description and accounting are used to record and scientifically describe the collected materials, as well as to obtain comprehensive information about them. These include:

"Acceptance certificate"
"Field Diary"
"Field inventory"
“Notebook for recording memories and stories”,
books of accounting of museum objects (“Inventory book”).

The inventory book is the main document for recording, scientific description and storage of exhibits in a school museum. It can be made by the schoolchildren themselves from a large thick notebook or a book in a durable binding. The book is graphite, stitched along the spine with strong threads, the sheets are numbered in the upper right corner of the front side of each corner. At the end of the book, a certification is made about the number of numbered sheets. The recording and binding of the book are sealed with the school seal.

4. Stage of organizing work on the museum exhibition

Exhibition in the school museum

The exposition of a museum is the museum exhibits presented for viewing in a certain system. The procedure for organizing work on it was developed in 2004 by the Federal Museum of Vocational Education. The result of the exposure should be the achievement of maximum awareness combined with imagery and emotionality.

If you compare the work of a school museum with an iceberg, then the exhibition is only a small visible part of it. Therefore, we can confidently say that creating an exhibition is a complex creative and technological process that requires a creative approach, experimentation, and the efforts of a whole team of like-minded people.

Designing an exhibition and working on the individual stages of its creation can be represented as follows:

Concept: thematic structuring of the exhibition, development of an expanded thematic structure and drawing up a thematic exhibition plan. We developed the content and sketches of the stands for the design of the premises. The exhibitions reflect the main stages and battles of the Great Patriotic War: “The Beginning of the War.” “Get up, huge country, get up for mortal combat”, “Battle of Moscow”, “Battle of Stalingrad”, “Kursk Bulge”, “Liberation of Europe. Battle of Berlin", "Partisan movement", "Hero of the Soviet Union M.A. Guryanov", "People's Militia Divisions", "Youth, scorched by war", "War has no woman's face", "Veterans of our area", "To remember..." (in memory of the terrorist attack in 1999 on Guryanov Street).
Drawing up an art project: preliminary layout of materials.
Execution of the technical project: installation of the exposition.

According to the form of presentation, exhibitions can be stationary and temporary, and according to the principles of structural organization of the demonstrated material - thematic, systematic, monographic and ensemble.

Thematic exhibition includes museum objects that explore one theme.
Systematic is an exhibition series created on the basis of homogeneous museum objects, in accordance with a specific scientific discipline.
Monographic the exhibition is dedicated to a person or group, a natural phenomenon or a historical event.
Ensemble involves preserving or recreating an ensemble of museum objects, natural objects in an ordinary environment: “open-air museum”, “peasant hut”.

The choice of one or another form of exhibition, the principles of systematization of exhibition materials depends on the concept of the museum, on the composition of the funds, on the creative imagination of the museum staff.

The basis of the exhibition is a museum object, and its structural unit is the thematic and exhibition complex. Thus, on the theme of the Great Patriotic War, the basis of the composition are soldiers’ helmets, shell casings, and a sapper’s shovel found near Moscow. Thematic composition - “Battle of Moscow”.

Not individual exhibits, different in content and theme, not continuous rows of the same type of materials, but rather a complex of clothing, documentary and other monuments, united thematically, becomes the main link of the exhibition. For a more complete understanding of the events displayed in the exhibition, scientific and auxiliary materials are introduced into it.

To enhance perception in the work of a school museum, you can use works of art, music, fragments of newsreels or films, lighting effects and color solutions, presentations and videos edited by schoolchildren themselves. We have accumulated not only photographic material, but also video clips and voice recordings of veterans’ speeches.

The principle of thematic selection of exhibition materials is most often used.

Firstly, this is the inclusion in the exhibition of those museum objects that are associated with certain phenomena and characterize their essential aspects.
Secondly, the use of other exhibition materials of a scientific and auxiliary nature to comprehensively reflect the essence of the phenomenon.
Thirdly, the placement of thematically related exhibition materials.

To implement the principle of logical connection of all sections of the exhibition, a clear, well-developed route, concise headings and accompanying texts are needed. Not only a full-fledged scientific commentary can reveal the information potential of an individual object and the content of the exhibition as a whole.

This role in a museum exhibition is played by explanatory text headings, which represent a holistic, well-thought-out system that reveals the content of the exhibition. Each type of text performs its own function:

leading texts express the ideological orientation of the exhibition, section, theme, hall, thus reflecting the main provisions of the scientific concept of the exhibition;
capital letters reflect the thematic structure of the exhibition; their purpose is to provide a guide to its inspection;
explanatory notes reveal the content of the exhibition, section, topic, reflect the history of the exhibited collections;
the label is attached to a separate exhibit, it indicates: the name of the item, the manufacturer of the work, the place and time of production, a brief description of the exhibit, technical characteristics, original/copy.

Selecting materials for an exhibition means determining the composition of its exhibits in order to most optimally reveal the topic.

The selection is carried out throughout the work on the exhibition, and the final composition of the exhibits is fixed in the thematic and exhibition plan. Systematic collection of materials makes it possible to obtain not scattered and fragmentary objects, but an organically interconnected exhibition complex, reflecting a specific part of the entire exhibition theme. The selection is preceded by the study of objects, the determination of their authenticity and reliability, authorship, etc.

Working conditions of the school museum

Grouping is also possible according to the principle of combining various objects into logical groups as they existed in life, in their inherent environment. This could be the interior of a room with all its characteristic objects. In museum practice, such groupings are called “ensemble exhibitions.”

1. Technical and fire safety conditions for the functioning of the museum.

Preparing premises for a museum is not an easy task. First of all, you need a room for exhibitions and a special room for storing funds.

When choosing an exhibition area, you must be guided by the following rules:

the room or hall should be located on the shady side of the building, so that direct sunlight does not fall into it. Windows must be curtained. Fluorescent lamps and various lighting for display cases must be positioned so that the light falls from the viewer and at a certain distance from the exhibit. If the room is located on the sunny side, the windows on the outside should be darkened with greenery;
the room must have a constant room temperature;
to prevent exhibits from becoming dusty, it is necessary to place them in sealed display cases and regularly carry out wet cleaning of the premises;
the equipment must match the style of the exhibition room,
dimensions and color;
the exposure should be placed at a safe distance from the heating system;
it is necessary to provide fire-fighting conditions (fire extinguishers, sand containers)

2. Aesthetic conditions

For school museums, we can recommend horizontal and vertical display cases mounted against the wall. Large things are located closer to the center, small ones - closer to the viewer. In vertical display cabinets, small exhibits are located at eye level, and large items are located above and below;
showcases should not occupy the main space and obscure other exhibition complexes;
an exhibit placed on the floor is psychologically perceived as inventory, so it is necessary to place it on a stand;
The desire of school museums to place all available materials in the exhibition leads to its oversaturation and weakening of the emotional impact. The multitude of items diminishes the importance of each one.

3. Organizational and information conditions.

The ability to correctly present information has become as important an aspect of museum work as the preservation of exhibits.

Schoolchildren's attention inevitably wanders when examining monotonous objects. It is necessary to take into account the psychological side of perception. First, the children's attention needs to be attracted. For this introductory, starting complex should be exciting, promising, arousing interest in viewing the exhibition. When the audience's attention becomes dull, they should approach an unusual object or complex that again attracts attention.

This is where the most attractive exhibits, unique items, working models, presentations, and videos are needed. This switching of attention must be caused several times, depending on the age of the spectators and taking into account that the inspection of the exhibition lasts no more than 45 minutes.

The final final part of the exhibition should complete the entire topic so that the viewer has a desire to visit the museum several more times, to join a new search.

Work of the school museum: functional purpose

In the phrase “work of a school museum” the main word is museum. Like any other, it has the functions inherent in this social institution. The Regulations on the Museum of an educational institution define educational and documenting functions. The documenting function consists in the purposeful reflection in the museum’s collection of objects of those historical, social or natural phenomenă, which the museum studies in accordance with its profile.

The educational influence of a school museum on children and adolescents is most effectively manifested in the implementation of museum activities. The participation of schoolchildren in search and research work, studying, describing museum objects, creating an exhibition, conducting excursions, evenings, conferences helps fill their leisure time, mastering various techniques and skills of local history and museum work, helps them feel the history and problems of their native land “from the inside”, understand how much effort and soul their ancestors invested in the economy, culture, and defense of the region. This fosters respect for the memory of past generations, without which it is impossible to cultivate patriotism and love for one’s Fatherland.

Museum experts identify the following museum forms of working with visitors:

lecture;
excursion;
consultation;
scientific readings;
mugs;
clubs;
historical and literary evenings;
meeting interesting people;
holidays;
concerts;
competitions, quizzes;
historical games, etc.

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 goes beyond school life. In rural areas where there are no state museums, the school museum is one of the most important factors in expanding education and 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

School like social institution, its main purpose is to teach and educate, so that various museum-type formations (local history corners, halls, exhibitions and museums) in their own way could revive the educational process, introduce children to the history of their small homeland, and therefore the Fatherland, and instill skills research work.

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, provide assistance in the formation of family collections, home archives, thanks to which love for one’s home could be fostered (in in a broad sense this concept).

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 make it possible to save many valuable relics from home archives and will 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 photo”, “Photos tell the 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 foster a sense of pride in one’s 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:

Images of the school in different years of its existence (drawings, photographs, plans, layouts);

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.

Such a form of literary creativity as the literary almanac (handwritten or typed on a computer) has not lost its relevance. 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.

Motherland

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). The comparison of the particular and the general, the presentation of the particular against the backdrop of the general is an important aspect of museum activity. 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, in the most unexpected way, interesting information will flash about your area, for example, by a famous historian. Or a young poet will read poems about a neighboring river. So familiar means mass 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 and 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 conducted at industrial enterprises, government agencies, and 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 primary document, in which basic information about the finds is entered (later they will be transferred to the Fixed 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 stock 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 use them 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. Fixed full names and patronymics of donors, names of institutions (address, telephone number, etc.) that donated the item to the museum;

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 (a copy with the author’s autograph, an author’s layout, a rare photograph, etc.) are entered into the Inventory Book.

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 with ink or oil paint on 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 applied 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 like 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. Based on these collections, museum activists and teachers can conduct theatrical classes with primary school students, after-school groups, as well as on-site performances in 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 of.

Label examples

Plow

Used for arable work in peasant farms of the Kama region at the end XIX - early XX centuries.

The plant was founded in 1868. Equipped with English machines. In 1890 the number of workers exceeded 5,000.

Pupils of the 5th grade in Zyukaika In the last row (far right) Andrey Mokhov. Perm region, 1934

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 the best way performed their functions. There are also rules arising from the external features of exhibits of various 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, summary letters.

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)

· Scientific and auxiliary fund accounting book

· 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 for the museum's upcoming work 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; creation of conditions for storing museum collections, procedures 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, additional education institutions, public organizations, and 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.

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 class 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 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 can you 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” - graduates who are gold medal They didn’t make it, but they had only 2-3 “B’s”, for example, and they 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 - civil aviation pilot. 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 worldview, 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 a separate book to 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 writer’s death, organized the first museum in his honor at 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 photos 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 be 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

Patriotic education of the younger generation is one of priority areas state policy. 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, in our opinion, more than ever, the history of the heroic past of the peoples of Russia is becoming a particularly important factor in patriotic education. When there are frequent attempts to “rewrite” or distort the history of our country and society, it is difficult to overestimate the importance of the patriotic education of youth and strengthening the connection between generations. We must not forget the bitter, but at the same time heroic and glorious chapters of our history. A son should not forget his father, nor a grandson his grandfather. A person is only strong in memory. For the successful education in our society of a patriot and a citizen of his Fatherland, it is necessary to organize targeted activities to preserve and acquire by modern youth knowledge and ideas about the past of our Motherland, about the historical paths of development of Russian society, information about their Little Motherland, about their region. 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.

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Municipal budgetary educational institution

"Open (shift) school"

Project

creating a school museum

2017

Explanatory note

Patriotic education of the younger generation is one of the priority areas of state policy. 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, in our opinion, more than everThe history of the heroic past of the peoples of Russia becomes a particularly important factor in patriotic education.When there are frequent attempts to “rewrite” or distort the history of our country and society, it is difficult to overestimate the importance of the patriotic education of youth and strengthening the connection between generations. We must not forget the bitter, but at the same time heroic and glorious chapters of our history. A son should not forget his father, nor a grandson his grandfather. A person is only strong in memory.

For the successful education in our society of a patriot and a citizen of his Fatherland, it is necessary to organize targeted activities to preserve and acquire by modern youth knowledge and ideas about the past of our Motherland, about the historical paths of development of Russian society, information about their Little Motherland, about their region. 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.

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 is of great importance in the education and formation of the personality of students, the education of Citizens and Patriots and is necessary for involving students and parents of the Open (Shift) School in active search (research) activities.

The school museum 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, city, 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 worth.

Thus, we believe that our school needs to create its own school museum.

The project will be implemented at the MBOU “Open (Shift) School” in the 2017-2018 academic year.

2. Project goal:

1. Saving historical memory and cultural heritage;

Developing students' interest in history, deepening their knowledge of history and forming civic-patriotic feelings and beliefs on specific historical material, affirming the significance of such values as: a) love and respect for their hometown; 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. Development of students’ interest in history, research, scientific and educational activities;

6. Involving students in socially useful work, developing children’s activities to protect memorable places, historical and cultural monuments of their hometown.

7. Involving teachers, parents, students and other members of the public in the project.

4. Description of the project implementation.

To achieve the set goals and objectives, it is necessary to purchase and manufacture 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 at school will contributeincreasing interest in the history of your city; 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 (2017 -2018) and includes 3 stages:

Stage I - preparatory(September - October 2017.)

Stage III – final(January - February 2018)

Preparatory stage (September – October 2017)

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.
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.

Searching for and attracting partners for cooperation in cultural institutions, veterans' organizations, and the teaching community.

Main stage (November – December 2017)

Its main task is to create a school local history museum.

Decorate the interior of the museum.
Create exhibitions and sections of the museum.
Organize work with students, parents, and the city public in order to replenish the school museum with exhibits.
Prepare guides for conducting excursions in the school museum.

Final stage (January – February 2018)

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 of the School Museum
Summarizing

6. Work plan for the project.

2.http://ipk.68edu.ru/consult/gsed/748-cons-museum.html