Scientific educational activities of the museum, scientific articles. Literature I dedicate this book to my mother, Gisela Nikolaevna Tikhonova. Information and educational activities of museums

27.09.2019

The museum is unique cultural space, which is able to combine knowledge of the past, reflection on the present and an excursion into a possible future. It is the common field of human experience that has proven its worth and stood the test of time, which we call cultural heritage. In the modern understanding, a museum means a “research, cultural and educational institution”, which, in accordance with its social functions, carries out acquisition, recording, storage, study and popularization of historical and cultural monuments and natural objects.

Museums have long gone beyond the scope of just exhibition work, and its functional activities are not limited to collecting collections, organizing exhibitions and excursions. This is a serious research, educational, cultural and educational work.

From February 2 to 10, 2012, as a member of the commission, I studied and analyzed the plans for the research, exhibition, educational and educational work of the DGOIAM from 2008 to 2011. Based on the analysis of which, I present the following conclusion.

CONCLUSION

in research, exhibition and exhibition

and educational and educational activities of DGOIAM

Educational activities of DGOIAM

The educational work of the museum includes various museum educational programs (lectures, discussions, round tables, scientific and practical seminars, excursions, museum lessons, military history club, etc.), which are aimed at overcoming passive and contemplative forms of perception of museum information. As you know, the priority audience for museums of any type and profile today are children of all ages, schoolchildren, and students of secondary educational institutions. In the activities of DGOIAM, this audience is not covered at all. For comparison: in Kazan National Museum A two-year program for high school students, developed by specialists in museum studies and museum pedagogy on the basics of mastering the museum business, is widely popular. The program introduces students not only to the history of museums and the basic concepts of museology, but also instills scientific work skills, gives an idea of exhibition art, introduces the professions of an exhibitor, museum artist, and excursion work skills. There are also popular museum-educational programs developed for primary school students, which require the organization of cooperation between a museum employee and a school teacher. Today, the Historical Museum (Moscow) has almost 20 clubs where children are introduced to authentic objects from the museum’s collection. This is how a permanent, prepared museum audience is formed. The regional museum of local lore in Sverdlovsk has developed special programs that help deepen the knowledge gained in school lessons and expand the school knowledge course program.

Of the entire range of well-known museum educational programs, DGOIAM offers only excursions to permanent exhibitions.

Research work of DGOIAM

As you know, research activities occupy an important place in the work of the museum, the results of which are primarily reflected in the exhibition activities of the museum and in scientific and popular science publications. The research work of museum researchers must be carried out on scientific topics determined by the plan-map of the employee’s scientific interests and approved at a meeting of the museum’s scientific council. The scientific council of the museum must coordinate the scientific activities of the museum: participation in museum competitions, international and Russian museum conferences; publication of reports and scientific articles by museum researchers in scientific and professional museological publications. Under the auspices of the Academic Council of the museum, scientific and practical conferences, readings, seminars, lectures, round tables, etc. should be held on the basis of the museum, educational and educational seminars, and children's educational programs should be organized.

There is no scientific council in DGOIAM. The museum staff does not include the position of scientific secretary of the museum, and the vacancy of deputy director for scientific work is not filled. The low level of research work of the museum, or rather the lack of full-fledged scientific research work in the museum, is explained by the absence of the Scientific Council of the museum in the DGOIAM.

The museum's scientific staff did not carry out full-fledged work on the scientific study and research of museum collections. The results of the analysis of the reports of the last three years convincingly indicate that there is outright profanation and imitation of scientific research activities, which is clearly visible in the plan maps. The plan maps are not implemented; their texts are repeated from year to year. For example, catalogs announced for publication in 2008 include “Collection of Prince A. Baryatinsky” (Kildeeva Z.), “Carpets in the collection of DGOIAM” (Kildeeva Z.), “Kaitag embroidery” (Kildeeva Z.), “ Weapons of the Caucasus" (Alieva S.), "Costumes of the peoples of the Caucasus" (Kildeeva Z.), were not only not published, but to date have not even been prepared for publication. In 2009, the catalogs stated in the plans were not prepared or published: “Carpets in the collection of DGOIAM” (Gamzatova D.), “Weapons of the Caucasus” (Alieva S.), “Kaitag embroidery” (Gamzatova D.), “Costumes of the peoples Caucasus" (Kildeeva Z.). The bulletin (Dandamaeva Z.) stated in the plan was not prepared and published. In 2011, the following catalogs were not prepared or published: “Collection of Prince A. Baryatinsky” (Kildeeva Z.), “Carpets in the collection of DGOIAM” (Kildeeva Z.), “Kaitag embroidery” (Kildeeva Z.).

In recent years, the museum has not held a single scientific and practical conference.

The preparation and holding of a scientific and practical conference for the anniversary of the DGOIAM, with the invitation of participants from the North Caucasus region, stated in the museum’s plans, was never held.

The participation of museum employees themselves in republican scientific and practical conferences that are directly related to its scientific activities and popularization is not observed. For example: in 2009, the Institute of Language, Literature and Art of the Dagestan Scientific Center of the Russian Academy of Sciences held a scientific session dedicated to the 110th anniversary of the birth of the first professional artist of Dagestan, Khalilbek Musayasul (later a collection of scientific articles was published). DGOIAM, which has a number unique works this author, remained on the sidelines.

The Director General, in his report on scientific activities in 2010, announces participation in a scientific conference dedicated to the 140th anniversary of the birth of a prominent scientific educator and public figure Bashir Dalgat, however, the scientific report or its abstracts are not attached (note that there is a significant difference between participation in the conference and presence).

There is not a single article on exhibition and stock work, management and marketing of museums and exhibitions, museum pedagogical practices, history of exhibits, lighting museum holidays and employee anniversaries etc., published in special museum periodicals, such as the scientific and practical magazine “Museum”, the illustrated art and historical magazine “ Museums of Russia - for professionals",magazine "Culture and Society" and etc.

The same few articles of a popular nature published in local periodicals (“Dagestanskaya Pravda”, “Makhachkala News”, “Peoples of Dagestan”, “Proji”, etc.) and presented in annual reports as “research activities” do not have They have nothing in common with the latter, but belong to the genre of journalism. In addition, museum employees do not publish in well-known historical, cultural journals, collections, bulletins, not to mention the publication of monographs, books, studies, and reference books by them. The exception is the monograph by Gadzhiev A.S. “Religious, socio-political views of Klychev Yusup-kadi Aksaisky” (Makhachkala, 2009), which does not present museum materials in any way.

The trips of the general stated in the reports. directors with the chief curator to some branches of the museum to provide methodological assistance, in order to draw up structural plans and purchase museum equipment are not directly related to their research work and are, at best, of a scientific, methodological and collective nature.

Currently, many large museums are forming an electronic database, the creation of which uses the digitization of exhibits. Every year, from 2008 to 2011, the scientific plans of the DGOIAM include “starting work on creating an electronic database on the museum collection and publishing a unified catalog of the museum fund of the DGOIAM” (Kildeeva, Dandamaeva, curators of the funds), but this, apparently, is all , all this activity ends, there are no results.

If the directorate of DGOIAM is not able to organize and conduct scientific and practical conferences, then it was simply obliged to conduct local history readings, since it has 38 (!) branches in the Republic of Dagestan, which, in my opinion, also need a serious check of their activities and condition. The employees of these branches are, in fact, museum enthusiasts and well-known local historians. There is a huge interest in the republic in its own history and traditional culture, and in the last decade the genre of rural history has become the most popular and in demand. Based on local history readings, it would be possible to publish collections of articles that would present the results of the work of both local historians and Dagestan researchers on the study of natural resources, archeology, history, ethnography, on the cultural heritage of the republic, the first experiences of local history research by students.

It should be noted here that in DGOIAM there is no reading room where anyone who visited the museum for research purposes could work with exhibits of the museum collections, having a library card (its data is recorded in the museum file cabinet). This form of work is available in many museums in the country, and this fact makes the museum a prestigious scientific center among researchers, scientists, and specialists. As far as we know, the museum’s management does not at all welcome the appearance of such visitors within its walls.

The museum does not receive subscription editions of professional specialized magazines, which allow you to keep abreast of all museum events in the country and abroad.

Publishing activities of DGOIAM

A key role in popularizing the museum and its collections is played by high-quality exhibition catalogs, collections of seminars and conferences. There is currently no publishing activity in DGOIAM. For comparison: in 1925, literally in the first years after graduation Civil War In the destroyed and devastated republic, not only a museum was opened, but also a “Museum Bulletin” was published.

Over the past 10 years, the DGOIAM has not published a single catalog of exhibits, while a catalog is an important and obligatory sign that the museum is carrying out serious research and cataloging work. The rich collection of the DGOIAM funds provides ample opportunities for the preparation and publication of excellent catalogs on ethnographic collections, firearms and bladed weapons (Russian, European, Eastern and local production), works of fine art, etc., which will popularize the museum outside the republic and country .

Particular attention is drawn to the publication of the DGOIAM “Anniversary Album for the 85th Anniversary of the Dagestan State United Museum named after. Tahoe-Godi. From the depths of centuries" (2010), published with funds from a presidential grant. A multi-page and colorful album, without imprint data (date of publication, place of publication, circulation), evokes not so much surprise due to its mediocre, illiterate text (especially captions for photographs) and primitive printing, but rather a pang of pity for an essentially beautiful museum, which so pitifully and wretchedly presented on its pages.

Each museumthe exhibition must be accompanied by appropriateprinted products for it (catalog, booklet, explication (scientific article, exhibition concept text), poster, invitation). According to several booklets presented with the report, this activity in DGOIAM is, to put it mildly, treated carelessly. For example, the booklet “Dagestan National costumes from the funds of DGOIAM" (in fact, it contains only women's costumes) published without imprint, without indicating the author of the text; Unsigned photographs of women's headdresses are scattered randomly across its pages. The mistakes in this booklet are far from being random and annoying errors, but another proof of the lack of genuine research work and directed publishing activities of the museum.

Exhibition activities DGOIAM

All museums have traditional functions: storing, restoring,study and demonstrate cultural heritage to visitors. However, inin the consciousness of modern educated society, the museum has long been transformed from a place where various exhibits are displayed into a place for intellectual leisure. It is necessary to understand that the presence of historical and art objects by themselves is not enough (even in the amount of 157,000 exhibits) to attract visitors; we need to surprise them and show them something new, attract visitors with new exhibitions, permanent and temporary, full-fledged works of synthesis of expositional art and science; they are what distinguish a museum from an archive or warehouse.

Meanwhile, all exhibition work at DGOIAM consists of selecting exhibits and displaying (hanging) them along the walls of the hall, while neither catalogs nor texts of excursions to exhibitions are prepared (see appendix). Each museumthe exhibition must be accompanied by a special scientific, information and marketing programprinted products. For example, catalogs were not compiled or published for the exhibitions “Decorative and Applied Arts of Dagestan” (Rostov-on-Don), “Ceramics and Porcelain”, “The World of the Sungurov Brothers” and others held in 2008; in 2009, catalogs were not compiled or published for the exhibitions “Traditional headdresses of women of Dagestan”, “Weapons from the collections of DGOIAM”, “From the collection of Prince Baryatinsky”, etc. None of the seven exhibitions held in 2011 are reflected in relevant printed materials(catalog, booklet, explication (scientific article, exhibition concept text), poster, invitation).

The visiting card of the museum is its permanent exhibitions. In particular, already mentioned in the press “Dagestan on the fronts of the First World War” was presented by natives of only one village of Dagestan; a number of modern expositions are presented by photo stands at the village club level; permanent exhibitions on nature, wildlife, flora and fauna of Dagestan on the first floor do not stand up to criticism due to the wretchedness of the outdated exhibition and the dilapidation of the exhibits. Some faded and crumbling stuffed animals (in particular, a mangy baby seal without an eye) cannot be shown so as not to traumatize the child’s psyche.

The explanatory material and labeling are vague, uninteresting and in some places blatantly unprofessional or completely absent (in the exhibition “Nature of Dagestan”, “Caucasian War”, etc.). Conducted in 2010, according to the report, “a complete re-exposition of the hall” “Caucasian War”, installation, compilation of leading texts, labeling do not meet the standards of a museum exhibition. The declared “complete re-exposition of the hall” “Nature of Dagestan” and the compilation of leading texts do not meet the standards of a museum exhibition.

Museum marketing.

Today, every museum faces the need to constantly search for ways to optimizeorganizing museum work, searching for additional sources of funding. This type of activity is usually defined as museum marketing.

There is no traditional “museum shop” at the museum, the assortment of which should consist of souvenirs and goods related to the museum’s exhibition (postcards, badges, copies of products, albums, posters, reproductions, pennants, handicrafts, etc.). This type of activity occupies one of the key places in the marketing concept of any major museum.

There is a complete lack of work with sponsors, philanthropists and grant givers. Unfortunately, there is no Board of Trustees of the museum.

The Museum does not make any attempt to participate in grants. Meanwhile, for several yearsThe V. Potanin Charitable Foundation is holding (this year the ninth in a row) a grant competition for museum projects for museums and museum organizations located in the Russian Federation “A Changing Museum in a Changing World.” With its rich collection, DGOIAM undoubtedly has the right to apply for a grant, with appropriate preparation and timely submission of an application for participation in it.

The directorate of DGOIAM, apparently, does not have the slightest idea about increasing the competitiveness of the museum in the market of cultural and information services, about ways to attract visitors, sponsors, and the use of the media.

Museum website.

If you look at any website of a large museum (or the same P. Gamzatova Museum of Art) and the website of DGOIAM http://dagmuseum.ru/museum, which was hastily created after the article by X-M. Kamalov and P. Takhnaeva in the newspaper “Chernovik” (04/29/2011), and compare them, it becomes obvious that it does not work and does not meet its functional purpose. The “Collections” section (the face of the site) is represented by a selection of photographs (from 14 to 63 from various collections) without accompanying text; captions to photographs (label) demonstrate blatant unprofessional attribution, moreover, accompanied by gross spelling errors. For example, (the style and spelling have been preserved), a collection of metal: “Jug-water carrier -Muchal- village Kubachi”, “Svetets. Avars", "Bucket -Satyl-", "Lamp. Copper", "Chirag lamp. 19th century Bronze", "Kumgang. Dagestan"; the collection of Kaitag embroidery is represented by 44 photographs, literally laid out in “solitaire”, without any accompanying text; ceramics collection: “Dish. Derben", "Dish. South Dag. 19th century,” “Dish. Iran", "Mug. Sulevkent", "Vessel -Kam-. Sulevkent."; collection of weapons: “Dagger-Kama. Doug. 19th century Steel, wood, metal, ivory, gold notch,” “injal-kama. Dagestan, 19th century,” “Dagger-Kama. Dagestan. 19th century." etc. This demonstrates the absolute lack of professionalism of the museum staff and those responsible for filling the site. On the website of the manager, who, by the way, speaks English, there are no texts or signatures in English. In the “News” section, the latest information is dated June 13, 2011; The museum’s email is not listed in the “Contacts” section, etc.

The beginning of scientific work and educational activities was laid from the very beginning of the Museum’s existence by its creator, Moscow University professor Ivan Vladimirovich Tsvetaev. The museum was conceived as a center art education the general public and involved conducting educational work. The very selection of the collection of casts, distinguished by its unique completeness and thoughtfulness of the composition of the exhibition, is a kind of encyclopedia of classical art. In addition, the Museum was closely connected with the scientific community of Moscow, since it was created on the basis of the Cabinet fine arts and antiquities of Moscow University as an educational, auxiliary and public museum.

Scientific work
Educational activities
About monuments in the Pushkin Museum named after. A.S. Pushkin, moved to the territory Soviet Union from Germany as a result of World War II

The foundations of cultural and educational activities in the museum began to take shape already in the 1930s. Initially it consisted mainly of excursion work. Forms of educational work are gradually expanding, and attendance is growing. Currently, the Kirillo-Belozersky Museum-Reserve is a famous museum and tourist center. In recent years, cultural and educational activities have intensified. Its system is built from excursions, thematic classes, lectures, thematic events, master classes, watching videos, holding creative competitions, presentations, etc. Every year, the museum and its branch are visited by more than 200 thousand tourists from different parts of the world. Cultural and educational work in the museum is aimed at patriotic, moral, aesthetic education based on the formation of knowledge about the history and culture of the region. It is determined by museum programs: “Museum and School”, “For You, Students”, “In Practice Students”, “Meet the Museum”, “Meeting with an Interesting Person”, “All Year Round”, “People’s Workshop”, “Visiting Museum” ", "Hooray! We are on vacation”, “Meetings at the museum”, “To the museum with the whole family”.

Within holidays - “Snowy City” and “The City and Its Museum” the museum hosts openings of new exhibitions, performances by creative groups, children's game programs with contests and competitions, quizzes, and master classes.

They work on the basis of the museum art studios“Kirillovskaya painting” and “Lada”. The goal of the studio is to develop children's interest in Russian culture and traditions of their native land. During the classes of the “Young Guide” club they get acquainted with ancient Russian and Russian culture, the history of Belozerye monasteries, the history of Russian books, and folk culture.

The museum holds competitions for children's creative works, which aim to attract the attention of children and youth to the history and culture of the city, and to enhance the creative activity of children and youth. Based on the results of the competitions, exhibitions are organized.

Museum employees who know the secrets of folk craftsmanship hold Master Days and master classes on Kirillov free-hand painting, clay toys, and folk dolls. Folk masters are involved in conducting certain classes: I.V. Luzhinskaya, M.N. Vasilyeva, N.A. Borovikov, Sysoeva M.A., with whom the museum has been collaborating for many years.

One of the types of educational activities of the museum is the creation of temporary and traveling exhibitions, on the basis of which classes are held not only with children in the city of Kirillov, but also in rural schools, kindergartens, and cultural centers. The museum practices comprehensive field trips so that children can see a traveling exhibition, listen to lectures, and take part in game programs.

Every year, the museum hosts local history seminars and conferences for teachers, students and pupils. Museum staff constantly provide methodological assistance to school and municipal local history museums.

Today, culturally - educational activities the museum becomes a priority direction in the work of the museum and is in line with modern trends.

Museum programs are targeted and include the entire range of topics, types, genres, techniques, and methods of working with audiences. Along with traditional museum forms, the museum is looking for new ways and forms of dialogue with visitors.

The excursion is the main form of cultural and educational activities of the museum. In addition to this, the museum is both cultural and science Center carries out other cultural and educational work on the basis of its fund collection. In the course of it, a museum audience is formed, a circle of museum friends is formed, and various forms of work arise. Traditionally, lectures are used, which can, if the public shows interest in them, develop into long-term lectures; circles and clubs are created that unite interested people around the museum. The most common are circles and clubs of collectors and local historians, who see the museum as a center for satisfying their interests and needs. The work of lecture halls, circles, and clubs, if properly organized, can satisfy the interests of the museum when it conducts search and collection work and expands the topics of expositions and exhibitions.

Contacts between the museum and the school play a major role in cultural and educational work. The forms of work can be very diverse - lessons, providing methodological assistance, participation of schoolchildren in museum events, clubs and clubs. Recently, the museum and schools have moved toward a collaborative pedagogy. A major role in attracting schoolchildren to mu-

Zei plays modern concept humanization and humanization of education. The museum acts as a center for cultural education, transmitting cultural experience from generation to generation, educating and educating through all its activities. Particular attention should be paid to the participation of schoolchildren in the work of the museum within their capabilities, participation in excursions and lectures, stock and exhibition work. This allows them to realize themselves as individuals. Instead of a mechanical connection between a museum and a school, a creative community emerges. It can also manifest itself in the creation school museums, in search and stock work. The benefits of this can be mutual. As a result of communication between the museum and the school, a unified museum-educational environment is created that shapes the personalities of schoolchildren and contributes to the development of the museum.

The museum, looking for opportunities to expand its activities and establish contacts with the public, is increasingly using new forms of work. Among them great place are occupied by museum holidays: folklore and military-historical, literary and professional, calendar. Holidays are organized on the basis of museum collections, historical and cultural monuments that are part of museums. Local history museums, using holidays, unite around themselves the cultural forces of the places where they are located. The celebrations on the Borodin field in the Borodino Military Historical Museum-Reserve, the days dedicated to the memory of A.S. are well known. Pushkin in Mikhailovsky and A.A. Blok in Shakhmatovo, folklore festivals in museum-reserves such as Kolomenskoye. An innovation for the residents of Suzdal was the Cucumber Festival held in 2001 by the Vladimir-Suzdal Museum-Reserve, restoring the traditions of local gardening. In connection with the annual celebration in Vyazniki, Vladimir region, dedicated to A.I. Fatyanov, the Song Festival, founded the Song Museum here, which became the basis for the song creativity of the entire region. Holidays held by museums, being massive, contribute to the restoration of cultural traditions, the introduction of the public to them, the expansion of museum audiences, and the development of museums as guardians and promoters of these traditions. Children's museum events are of particular importance for the upbringing and education of the younger generation and their socialization. The preparation was especially solemn

for the annual Museum Day on May 18. On this day, Russian museums open their doors to everyone for free. They hold public events and participate in various social endeavors. The connection between society and museums is strengthening.

A special form of museum work has become the holding of concerts, performances, and theatrical performances. The events held at the State Museum of Fine Arts named after A.S. are widely known. Pushkin “December Evenings” - a series of classical music concerts. Recently, museums have been widely practicing role-playing games, in which the historical setting is recreated, and the participants in appropriate clothes and settings temporarily become participants in the events of the past. There is an inclusion in the historical environment, contributing to its more complete knowledge. Mobile museums play a certain role in introducing people to museum activities and expanding the museum audience. They are capable of penetrating even those corners whose residents, for one reason or another, cannot get out to permanent museums. In the 1980s At the Vladimir-Suzdal Museum-Reserve there was a mobile holographic museum that introduced holographic images of historical and cultural monuments to residents of the Vladimir region. In conditions of financial difficulties, the use of mobile museums, in addition to their cultural and educational value, provides museums with additional income if their work is properly organized.

Another form of cultural and educational work of museums is their publishing activities. In this case, it is necessary to take into account:

The needs of consumers of museum printed products;

Her appearance;

Competitiveness with other similar publications;

The most profitable places of sale;

With a rational, thoughtful approach to publishing activities, a museum can have additional income from the sale of its printed products. Museum publications include:

Publication of the results of scientific activities of museums;

Publishing documents and publications about exhibits stored in the museum;

Publishing regional printed products in museums;

Publishing newspapers and magazines covering museum issues;

Publishing art books about museums;

Publishing souvenirs, badges and certificates, stamps and envelopes, calendars and posters.

All these products introduce museums to the book publishing and bookselling world of Russia and contribute to the dissemination of knowledge about them. The same purpose is served by publications in newspapers and magazines, appearances on radio, cinema, television, and video films prepared by museum research staff or on the basis of press releases, press references and press packages prepared by them. Being one of the forms of cultural and educational work, they carry advertising information about museums.

Questions and tasks

1. What is the cultural and educational work of the museum? What is its significance? In what forms does it take place?

2. In what forms is contact between the museum and the school carried out? What role does it play in the sociocultural function of the museum?

4. Do you take part in museum events? Try to accept and describe your opinion about them.

Conclusion

Museums in the modern world play the role of guardians and transformers of public memory. The model of the real world they create contributes to the transmission of cultural heritage from generation to generation. Museums, thus, act as a sociocultural phenomenon that promotes both the socialization of an individual and the acculturation of society as a whole.

The activities of museums are quite extensive. It begins with determining its profile on the basis of surviving historical and cultural monuments. The next stage is the collection and preservation of historical public memory embodied in museum objects. Based on them, a model of the real world is created in the form of expositions and exhibitions. Communication with them contributes to cultural, in the broad sense of the word, education and socialization of both individuals and the whole society. The cultural and educational events carried out by the museum, expanding the composition of the museum audience, involve broad layers of society in the sphere of its influence. Modern world cannot do without a museum as a sociocultural institution.

Under these conditions, it increases public role museum workers, museum experts, among whom the main ones are curators, exhibitors and tour guides. The Chairman of the International Committee on Museology of ICOM, Peter Van Mensch, said about them: “A calling that requires specialized knowledge and often long and intensive training, including training in skills and methods, as well as the scientific or scientific principles underlying them. historical principles, supporting organizationally or by creating an opinion high standards of activity and its results and obliging its members to constant improvement and to carry out work with the main goal of serving society” (Museum business. Museum-Culture-Society. - M.. 1992. P. 234). In this ministry society - high vocation of the Museum and Museum Scientist.

Questions to prepare for the final test

1. What is museology?

2. What reasons and circumstances caused the emergence of museums?

3. Why is the museum considered a sociocultural phenomenon?

4. What is a museum?

5. How did the importance of museums change in public life as humanity develops?

6. What functions of a museum determine its sociocultural significance?

7. What were the reasons for the emergence of museums in Russia?

8. Why did conditions arise for the creation of the first museums in Russia in the era of Peter I?

9. What characterizes the 18th century? in the history of national museums?

10. What were the first domestic museums like? What influence did they have on the further development of Russian museums?

11. What was the reason for the massive creation of domestic museums in the first half of the 19th century? What museums appeared at this time that influenced the further development of Russian museums?

12. How did the first half of the 19th century V. Russian national idea?

13. What types of museums appeared in Russia in the first half of the 19th century?

14. What principles of museum work appeared in Russian museums in the first half of the 19th century?

15. How did the socio-economic and socio-political development of Russia influence the second half of the 19th century? for the development of museums?

16. What museums that influenced the further development of Russian museums appeared in Russia in the second half of the 19th century?

17. What was the role of the merchants in the development of domestic museums in the second half of the 19th century?

18. What museums were opened in Russia and in early XIX V. ? What influence did they have on the creation of the first Soviet museums?

19. What was the participation of the Russian public in the development of museums at the beginning of the 20th century?

20. How did the destruction of the old and the creation of a new museum system take place after October 1917?

21. What museums were created during the golden age of Soviet local history? What role did they play in society?

22. How did the words of A.V. manifest themselves in the development of museums? Lunacharsky: “The Museum is a grandiose memorial book of humanity”?

23. What principles of museum work appeared in museums in the first years of Soviet power?

24. How did the socio-political conditions of the totalitarian development of the USSR influence the development of museums? How did this manifest itself?

25. How did the words of A.A. manifest themselves in the development of museums? Voltaire: “The Museum is a springboard for organizing the collective thinking of the masses”?

26. What was positive and what was negative in the development of domestic museums in the era of totalitarianism? How does this manifest itself in the development of modern museums?

27. What museums are typical for the totalitarian era? What principles of museum work were implemented in them?

28. How did the country’s museums develop during the Great Patriotic War? *

29. Under what conditions did the country’s museums develop in the post-totalitarian period? How did the liberation of Russian society from totalitarianism affect the development of museums?

30. What museums developed in the country in the post-totalitarian period? What influence did they have on the creation of the museum network of modern Russia?

31. What role did museum reserves play in the development of the museum network? Why did they represent a new stage in its development?

32. What reasons necessitated museum reforms in the 1990s?

33. What is the essence of the museum reform of the 1990s? What is its significance for the development of museums?

34. What is the museum network of modern Russia?

35. What modern types of museums are the most promising for the further development of the museum system?

36. How is the sociocultural role of modern Russian museums manifested?

37. Which Moscow museums are of national importance? Give their characteristics.

38. What Moscow museums reflect the history and life of modern Moscow? Give their characteristics.

39. What is the importance of Moscow museums in the development of the all-Russian museum system?

40.-What is the Museum Fund of the Russian Federation? What parts does it consist of?

41. What role do its state and non-state parts play in the Museum Fund of the Russian Federation and what are their relationships?

42. What is a museum object? What are the conditions of his existence?

43. What museum classification systems exist? Give their characteristics.

44. What kind of research work do museums do? What role does it play in the development of science?

45. How is the research work of the museum organized? What scientific problems are being solved?

46. What are the museum's scientific publications? How do they determine the effectiveness of the museum?

47. What are museum funds? Give their characteristics.

48. What parts do museum collections consist of? How do they interact?

49. What is a thing of museum significance - a museum object - an exhibit? Under what conditions does this transformation occur?

50. How is the collection of museum collections done?

51. How are field expeditions organized and conducted? What is their significance for the work of the museum?

52. What is a stock purchasing commission? Describe her work.

53. How is stock accounting of museum items organized and carried out?

54. What is stock documentation? What does it include? How is it formatted?

55. What are accounting documentation? What does it include? How is it formatted?

56. How is the legal assignment of museum objects to the museum formalized?

57. What are the general conditions for storing museum objects in the museum’s collections?

58. What are the general conditions for storing exhibits in displays and exhibitions?

59. What mode is optimal for storing museum objects in the collections?

60. How to ensure the safety of exhibits in displays and exhibitions?

61. What is the exhibition work of museums? Give its general characteristics.

62. What is a museum exhibition? What are the conditions of its existence?

63. What kind of work involves the creation of museum displays and exhibitions? Give their characteristics.

64. What role do expositions and exhibitions play in the museum’s implementation of its sociocultural function?

65. What is included in the concept of scientific exhibition design? What kind of work does it involve?

66. What is included in the concept of artistic exhibition design? What kind of work does it involve?

67. What is the role of a museum excursion in the work of a museum? Give her characteristics.

68. How to properly prepare and conduct a museum excursion?

69. What cultural and educational work do museums carry out? Determine its main directions.

70. How to properly prepare and conduct an advertising campaign for the museum’s activities?

Nowadays, people's interest in such cultural and educational institutions as the museum is increasing. The younger generation is attracted to visit museums, interesting exhibitions and excursions are held. Exhibitions are the main platform for interaction between the museum and the public. It is by the developed exhibition program that visitors most often judge the success or failure of a museum. Nowadays, the leisure function of visiting museums is increasing. Disconnection from the everyday bustle, the emergence of a special mental mood when communicating with the highest achievements of culture - this is where the importance of museum exhibitions for maintaining a person’s spiritual health is manifested. A clearly formulated exhibition policy and properly structured exhibition are the key to success, and the methodology for organizing and holding a museum exhibition is in demand and relevant.

Purpose work is to analyze the organization's methodology and develop its own program of interaction between the school and the museum.

Tasks works:

1. give an idea about the museum, the history of its development;

2. define the terms culture, education, cultural and educational activities.

3. talk about the aesthetic education of a person when visiting a museum exhibition;

4. give an example of a museum exhibition in Tula and the Tula region;

5. develop your own program for interaction between the school and the museum.

Object of study– cultural and educational activities.

Subject of study- museum as a cultural and educational institution

This course work Rather, it is aimed at students, students at the Faculty of Culture and at people engaged in teaching activities.

The novelty of the work lies in the fact that in the second chapter a program of interaction between an educational institution and the museum of the Tula region has been drawn up, which proposes the use of methods of different modern technologies for successful work. The work also provides examples of museum exhibitions of some museums in the city of Tula.

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The most noble and educated people set up such museums, or offices, near the burial places of their ancient ancestors, and thus such centers were also places of funeral ceremonies.

Museums were very important centers of the intellectual life of our ancestors. The competitiveness inherent in the culture of Ancient Greece left its mark on the nature and forms of activities of the intellectual elite: as a rule, these were disputes among philosophers, competitions in oratory, competitions of poets, musicians, and athletes.

Along with such centers of secular intellectual life, collections were also collected in the treasuries of ancient Greek temples. As you know, offering sacrifices to the gods was an integral element of cult in the ancient Greek religion. Over time, ancient Greek sacrifices were replaced by symbolic objects similar to ancient natural objects, for example: clay, bronze, silver, gold objects depicting vines, trees, various animals and plants, as well as humans. Special items not used in everyday life began to be made for the deity, which were kept in the Temple. They were statues and vases. However, the treasuries of the temples dedicated to Apollo, Athena, and Artemis had a more diverse composition.

During economically and politically difficult periods, treasuries in churches were considered as a kind of “banks”: they played the role of the public treasury. Also in ancient temples were kept the bones of giant animals, known in our time as fossils.

On initial stage the creation and social existence of monuments in Roman culture there was a clearly defined connection with the Greek tradition, i.e. the functional continuity of the existence of a thing was preserved. In Roman culture, there was an increase in the proportion of objects related to the nature and culture of the conquered countries in temple collections.

When put on public display, these realities helped awaken people's curiosity.

The Renaissance, at the turn of the late Middle Ages and modern times, is significant for the emergence of the first proto-museum institutions.

The formation of the museum as a sociocultural institution took place in conditions of deep interest in the ancient heritage as a standard.

Significant factors stimulating the emergence and further development of museums were also geographical discoveries that introduced Europeans to other diverse cultures and traditions.

The first museums were founded on private collections of secular and spiritual rulers. Such collections were dominated by such exhibits as weapons, portraits of outstanding military leaders, i.e. items related in particular to war.

Such collections (weapon rooms, pantheons of glory, collections of military weapons, etc.) laid the foundation for the subsequent emergence of specific museums, as well as the difference and diversity of museums in the modern world.

The first museum in Russia was openedin the era of Peter I. Opening the first Russian museum in 1917, he defined the goal: “I want people to look and learn.”

Nowadays, there is a classification of museums. Let's consider the classification of museums.

Classification of museums– this is their grouping according to characteristics essential for the organization and development of the museum network and for the implementation of museum activities. Modern museology consists of several museum classification systems:by scale of activity(central, regional, local museums);by type of ownership(state, departmental, public, private museums);on an administrative-territorial basis(territorial, regional, city, district, etc.).

In addition, there is a classification by type . In accordance with this classification, museums are divided intoresearch, educational, educational.

Research museumsmost often created at scientific institutions. The formation of funds and their study (i.e., he primarily performs scientific documentation, security and research functions) is the main thing in his work. Such a museum may not have exhibition space at all, not organize exhibitions, or hold exhibitions.

Educational museums are aimed at solving, first of all, the educational function. As a rule, they are created at schools, universities and other educational institutions, sometimes at departments. School, university and other museums form collections that help acquire the necessary skills in the educational process, as well as help in the implementation of educational programs and pedagogical methods. But educational museums are often classified as closed museums: their exhibitions are available to a limited number of visitors.

Educational museums(mass museums) are aimed at visitors of all ages, social groups, etc. The main thing in its activities is organizing work with visitors (through exhibitions, organizing access for researchers to the museum’s collections, conducting recreational work, etc.). The activities of an educational museum, as a rule, are associated with the implementation of the entire variety of social functions of a modern museum. It is these museums that are fully public (publicly accessible) museums.

Based on the above, we can conclude that museums have contributed to awakening public interest in the past. The realities of exotic nature and “alien” cultures presented in their collections testified to the diversity of the world and opened up prospects for its study with the help of museum exhibits.

1.2 Concept and main forms of cultural and educational activities and their characteristics

In the work of a modern teacher, cultural and educational activities acquire particular importance, the purpose of which is to instill in schoolchildren respect for the cultural values of the city, region, country; love for beauty; developing skills of exemplary behavior and a friendly attitude towards everything around you. This activity contributes to enrichment emotional sphere personality and its sensory experience; increases the cognitive activity of students; influences the knowledge of the moral side of the world around us.

Culture (from lat cultura, from the verb colo, colere - cultivation, later - upbringing, education, development, reverence) - a concept that has a huge number of meanings in various areas of human activity. Culture is the subject of studyphilosophy , cultural studies , stories , art history , linguistics (ethnolinguistics),political science , ethnology , psychology , economy , pedagogy and etc.

Basically, culture is understood as human activity in its most varied manifestations, including all forms and methods of human self-expression and self-knowledge, and the accumulation of skills and abilities by humans in general.

Culture is a set of sustainable forms of human activity, without which it cannot be reproduced, and therefore cannot exist.

Education - transmission, distributionknowledge And culture , as well as the system of educational activities and institutions in any state

Cultural and educational activities- This is an integral part of the teacher’s activity. It introduces parents to various branches of pedagogy and psychology, and students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, and creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children.

Cultural and educational activities are of a humanistic, cultural and developmental nature. It includes the following features:

Developmental;

Information and educational;

Cultural and creative, etc.

There are various forms of cultural and educational activities. This is an excursion, lecture, consultation, scientific readings (conferences, sessions, meetings), a club (club, studio), competition (Olympiad, quiz), meeting with an interesting person, concert (literary evening, theatrical performance, film show), holiday, historical a game.

Each of these forms can be described using a number of stable characteristics, some of which are considered basic, and some are considered additional.

Main characteristics of forms.

1.Excursion is an example of one of those traditional forms with which the formation of the cultural and educational activities of the museum began. One of its main features is dynamism, and in this sense, the excursion falls into a very small group of museum forms that require movement from the visitor. This is an example of a group form: individual excursions are an exception. In recent years, a modern version has appeared in our museums excursion services- auto guide. Having received headphones, a museum visitor has the opportunity to listen to an individual excursion, but this excursion is outside of communication, outside of collective experience, and is something incomplete.

The excursion mainly satisfies the audience’s need for knowledge and assumes, despite the naturalness and need to use techniques for activating tourists, passive behavior of the audience.

2.Lecture belongs to the traditional ones, and is one of the earliest forms in terms of appearance. In many museums, lectures began to be used as a form of communication with audiences earlier than tours. Museum lectures, satisfying the need for knowledge, were a noticeable fact of public life and usually took place in front of large crowds of people. This was explained, first of all, by the fact that they were read by outstanding scientists.

Over time, museum lectures have lost the significance of the form, which had such a wide public resonance. They began to be read mainly by museum staff, but as a result, perhaps, they benefited from the point of view of their museum quality. The use of a museum object as an attribute has become an important requirement for a lecture.

3. Another basic form, also quite traditional for a museum, consultation - practically the only one that has an individual character (whether we are talking about consultations in the exhibition or in the scientific departments of the museum). This form never had a significant spread, although it did not disappear from the museum. It seems that it is very promising due to the trend of increasing individual visitors in museums, viewing the exhibition without a guide.

4.Scientific readings (conferences, sessions, meetings) are also among the classical, traditional forms that arose during the formation of the cultural and educational activities of the museum. They are a means of “publication” and discussion by a group of competent persons of the results of research conducted by museum staff, a way of establishing and developing contacts with the scientific community.

The basic forms listed above involve mainly passive audience participation. However, among the traditional forms there are also those that are aimed at involving people in active activities. This is a club, a circle, a studio. Audience activity is their common feature, but this quality manifests itself in these forms with varying degrees of intensity.

5 .In the club (we do not mean those that are more reminiscent of a lecture hall) it is most clearly expressed. Club as a center for communication between people united by a common interest, it carries out its activities mainly through self-organization.

Seminars are often organized based on exhibitions.

Unlike a club, a circle most often brings together a small group of children who work under the guidance of a museum employee. The circle introduces teenagers and young people to museum work. In historical circles they study historical events and biographies of the figures to whom the museum is dedicated, in artistic and technical fields - they comprehend the basics of modeling, engage in decorative and applied arts, in museological studies they prepare themselves for the role of researchers or tour guides.

Traditionally, the term studio is most often used in art museums. This shape, close to a circle, provides aesthetic development children or adults and is aimed at developing skills artistic creativity and skill.

6.Competitions, Olympiads, quizzes,related to the theme of the museum, also refer to those forms of cultural and educational activities that are a means of identifying the activity of the audience, uniting experts and introducing them to the work of the museum. These competitions are organized in such a way as to bring visitors as close as possible to museum collections: assignments require not only knowledge of facts, but also expositions, monuments, and individual species historical sources. The jury evaluates the participants’ ability to prove their point of view and lead a discussion. Typically, such competitions are organized for a youth audience, as part of work with the school.

7 Let us now move on to forms that are more focused on meeting people's needs for recreation, rest, and reasonable entertainment.These, of course, include the following:meeting an interesting person.

8 .The needs for recreation are also met by such forms as a concert, a literary evening, a theatrical performance, and a film screening. Like most basic forms, they are primarilyconcerts and literary evenings,were part of turn-of-the-century museum life.

9 . The term appears holiday, which has not been used before. Moreover, we are talking about very heterogeneous phenomena, differing from each other not only in plot, but in methods of organization. The new term holiday consolidated something common that became inherent in all these actions. Community and novelty lie in the informal atmosphere of festivity. The special feature of the holiday is that it seems to push the boundaries of the museum, because the spiritual traditions of the people, craftsmanship, rites and rituals, and national art acquire museum significance. The holiday serves to preserve and revive them.

The theoretical and methodological part of cultural and educational activities is museum pedagogy. She creates new methods and programs for working with visitors.

Thus, a museum model is gradually being formed, which can be called educational. It is based on an attitude towards the museum as an institution that is democratic in nature and educational in orientation, designed to be a means of reforming schools and at the same time part of a unified system of out-of-school education. This position gave rise to the terms cultural and educational work, which were used for the emerging direction of working with audiences.

1.3 Aesthetic education of the individual when visiting a museum exhibition

Museum pedagogy is a scientific discipline based on the experience of museology, pedagogy and psychology, considering the museum as an educational system. The area of museum pedagogy is all types of contacts between the museum and the audience, the most various ways addressing a person as a participant in the process of museum communication. Museum pedagogy begins when the effect of a meeting between a museum and a person occurs (or is expected).

The role of the museum in aesthetic education is determined by its specific capabilities as an institution that performs two main interrelated social functions - documenting objective processes and phenomena in nature and social life on the basis of authentic monuments, as well as education and upbringing. To carry out these functions, the museum has such means of influence as a museum object and a museum environment.

The originals included in the museum collection have scientific, historical, cultural and aesthetic significance.

The aesthetic qualities of a museum object are often manifested in its external features (shape, texture, color), but its aesthetic value is determined, first of all, by the historical and cultural context. It is the context that shapes the attitude towards an object as beautiful or ugly, low or high, comic or tragic. In context, a museum object fully acquires its aesthetic value. Using various means to reveal the historical context of a museum object in an exhibition, it is possible to influence aesthetic tastes, views and ideals, i.e. on the aesthetic consciousness of the visitor.

However, not only museum objects, but also the museum environment itself (museum building, exhibition, complex of historical and architectural monuments, territory), which appears to the visitor as a kind of cultural space, potentially, i.e. subject to the appropriate level of architectural and artistic solution, it is aesthetically significant and educational. The aesthetic function of museum information is consistently expressed in the exhibition, in its figurative design.

It is significant that both the museum object and the museum environment have significant potential for emotional impact. Everyday objects, having become elements of the exposition image of a museum exhibition, acquire the meaning of a symbol of a certain era, phenomena, events. Acting as a carrier of emotional and figurative information, the exhibition can have an impact on the development of imaginative thinking. The fusion of rational and emotional components in perception, as shown by the results of sociological research, largely determines the attractiveness of museums for all categories of visitors, including the youngest, as well as the effectiveness of their impact.

The main direction of aesthetic education through museum means is the widest introduction of children, adolescents, and youth to cultural heritage, which is defined as “the totality of cultural values inherited from the past to humanity.” , updating and including them in the value system of new generations so that modern people can “master the culture of the past in all its integrity and multidimensionality, feel like a part of a continuous cultural creative process” .

The goal of aesthetic education through museum means is the education of a holistic, harmoniously developed personality, who has formed a value-oriented attitude towards the historical and cultural heritage.

The first task is the active introduction of the younger generation to museum values, the formation in children, adolescents, and youth of a sustainable need for communication with historical and cultural heritage.

The second task is the formation of aesthetic tastes, needs, views and ideals, i.e. - aesthetic consciousness of the individual. The ability to feel, experience, emotionally capture the beauty and other aesthetic qualities of phenomena in reality and art" .

The third task is the development of the emotional sphere of personality, imagination and fantasy, and the ability for creative activity. As noted by the famous philosopher E.V. Ilyenkov, imagination is that “most precious ability that constitutes a necessary moment of a creative human relationship to the world around us” .

The fourth task is the formation of the historical consciousness of the individual. By historical consciousness we mean a person’s awareness of his position in social time and space, his connection with the past, present and future. According to academician M.A. Barga, “historical consciousness is a spiritual bridge leading a person from the past to the future” .

The fifth task is a condition for the implementation of aesthetic education. Nurturing the museum culture of visitors, teaching the language of the museum.

Museum culture is determined by such measurable characteristics as the frequency of visiting museum exhibitions, the purposefulness of visiting the museum and viewing the exhibition, accessing various sources of information about the museum at the preliminary stage or during the inspection, the ability to navigate the museum environment, and viewing the exhibition display.

Chapter 2. M methodology for preparing and organizing a museum exhibition

Museums of Tula and the Tula region.

In Tula and the Tula region there is a wide variety of museums, such as: Tula Kremlin Museum , museum-estate Yasnaya Polyana,Tula State Museum of Weapons , Museum "Tula Samovars" , Museum and Exhibition Center "Tula Antiquities" , Museum "Necropolis of the Demidovs" , Filimonovskaya Toy Museum,House-Museum of V.V. Veresaeva , Memorial Museum of N.I. Beloborodov , Museum of P.N. Krylov , State military-historical and natural museum-reserve "Kulikovo Field" and much more.

Let's take a closer look at some of the city's museums.

The Tula Kremlin has existed for more than five centuries. Built at the beginning of the 16th century, it long time provided reliable protection against raids by nomads. The Kremlin has 9 towers, four of them with gates: Spasskaya, Odoevskaya, Nikitskaya, Ivanovskaya, Ivanovo Gate Tower, On the Cellar, Water Gate, Naugolnaya and Pyatnitskaya.

The Kremlin is a “city within a city”. Almost the entire population, both military and civilian, lived in the fortress. The first street of Tula was located in the Kremlin and was called Bolshaya Kremlevskaya.

There are two cathedrals on the territory of the Kremlin. The Assumption Cathedral in the Baroque style was built in 1766 and the Epiphany Cathedral, built in 1855-1862 in memory of the Tula soldiers who died in the Patriotic War of 1812. Currently, the Epiphany Cathedral houses the Museum of Weapons.

The Tula Kremlin Museum is a state museum, very often students different schools cities visit this museum, and guests from other cities also come.

State Museum of Weapons. New Museum, "Helmet".

In 1996, by decree of the Government of the Russian Federation, the museum received state status. At the same time, a decision was made to build a new building for it. This was dictated not only by the desire to vacate the iconic building, but also by the need to expand the exhibition space, since in recent years the museum’s collection has been significantly expanded with modern weapons. The museum regularly hosts modern exhibitions demonstrating the unique collections of the museum and dedicated to the most important events of Russian history.New museum complex has two conference rooms, a library with a reading room, and a cafeteria.

State Military-Historical and Natural Museum-Reserve "Kulikovo Field".

The State Military-Historical and Natural Museum-Reserve "Kulikovo Field" was created in October 1996. The museum is located on the site of the Battle of Kulikovo, which took place on September 8, 1380, and includes the site of the battle with the adjacent territory. The Kulikovo Pole Nature Reserve is located in the southeast of the Tula region, it occupies a section of the landscape in the upper reaches of the Don.
In the vastness of the reserve, fauna and flora close to pristine ones have been preserved. A great many architectural and archaeological monuments are concentrated there. Some of them have been preserved from the time of the Battle of Kulikovo, and are vivid evidence of Russia’s rich historical past. The victory of the Russian people in the Battle of Kulikovo is reflected in the museum’s exhibitions, memorial monuments and

obelisks.

This museum is one of the most popular museums in the city, students often go on excursions, this museum also cooperates with one of the local schools, in the museum Museum lessons are held.This cooperation helps to instill patriotism among schoolchildren, pride in their famous native land, schoolchildren learn many new things from the workers of the museum-reserve interesting facts on the history of the Kulikovo field and the battle itself.

2.2. Extracurricular activity (excursion).

The development of children's artistic creativity is the main task facing the teacher throughout the entire period of the child's formation. One of the main goals is to reveal a child’s creativity, because children are little explorers who discover the world around them with surprise and joy. I believe that introducing children to museums of this type occupies a special place in a child’s life, and also does not give us forget about Russian folklore. Solomennikova O.A. noted in one of her projects: “A necessary condition for building a modern system of aesthetic education and the development of an individual’s aesthetic culture is the use of folk art in pedagogical work with children.”

Researchers of folk art note that it has pronounced features, traditionality, the collective nature of creativity, the high perfection of language, humanity, connection with the surrounding life. I believe that if a person is not interested in the creativity of his people, does not study their history, then he cannot to be fully considered a citizen of his Fatherland. Many national traditions are closely connected with what the people live at the present time, and with what they lived before, therefore, considering the works of masters of the past, we look into the history of folk applied art multinational Russia. The Tula region has long been famous for its craftsmen and artisans. Far beyond its borders people admired the products of blacksmiths, accordion makers, samovar makers, wood carvers and potters working with clay.

The revival, preservation and development of traditional folk culture, folk arts and crafts is a priority in cultural life Tula region. Preserve and develop the fishery of one of the the oldest toys our homeland (according to some sources it is about 700 years old) -Filimonovskaya - one of the most important tasks of the craftsmen of the Tula region. The Filimonovskaya toy is a work of folk art, strong in its images, colors, boldness and originality of design, simplicity and skillful use of material, which instills in children a sense of pride in the masters of their small homeland. Has a major role folk arts in the labor education of schoolchildren.

Folk art has a deep ideological influence on children and raises themes of great civic content. It helps to look at familiar things and phenomena in a new way, to see the beauty of the world around us. Thus, working in this direction not only gives me the opportunity to help students come into contact with decorative and applied art - to hold the products of folk craftsmen in their hands, but also helps schoolchildren master the secrets of craftsmanship, find new original combinations of traditions and styles with a modern plastic solution to the image, corresponding to the aesthetics of our days.

I decided to organize an event (excursion) with the Filimonov Toy Museum in the city of Tula. This event plan is aimed at 5th grade students.

Excursion “Filimonovskaya toy”, Tula region, Odoev.

Purpose of the event:

Introducing children to the best examples of folk arts and crafts: the Filimonov toy.

Objectives of the event:

To convey in an accessible form the history of the talented Russian people who create fabulous images;

Reveal the technology for creating toys;

Show the variety of types of toys;

To teach to analyze the symbolism of the painting of the Filimonov toy, to correctly use the basiccolors fishing;

Development of perception, imagination, sense of beauty, harmony, national identity, creative abilities;

Forming an interest in the history and culture of one’s people.

Equipment:

Product samples, template set

Computer, presentation.

For the successful conduct of the excursion and for the purpose of interest, preparatory work was carried out. Previously, a week before the excursion, the children are invited to listen to a short lecture about the toy and some students independently prepared stories about the Filimonov toy (Appendix A) and visit the photo gallery (Appendix B), after which the students will receive brochures about the museum (Appendix C).

Progress of the event

1. Message about the topic of the event.

Near Filimonovskaya village

Blue forest, hills, slope

They make a toy out of clay

And they are still painting.

Yes, from red ordinary clay

Suddenly appear

Hares, conics, peacocks

And the soldiers are the color of the army.

Teacher. Our Motherland has long been famous for its craftsmen and its deeds. Wherever we are, we will meet miracles everywhere - craftsmen who know how to transform natural materials into amazing creations.Guys, you've probably already guessed what we'll be talking about today? Yes, today we will talk about toys and crafts... But not about ordinary toys, but about folk ones.

2. Org. moment

What types of folk toys did we get acquainted with in art lessons?

(Dymkovo, Filimonov, Kargopol)

3. The guide talks about the history of the toy, its creation, and different types of toys.

4 .Students attend Master Class and some of them make toys themselves.

5 . Quiz game . Now each team will take a card (Appendix D), which depicts images of a clay toy. You must think and tell what each image symbolizes in the life of the ancient Slavs. These images are the embodiment of pagan beliefs that conceal the mythology of life in ancient pre-Christian forms of Slavic cult. (Let's remember them).

1st team. The female figurine personifies the great goddess “Nature”. The feminine principle carried the sign of good forces: Mother - nurse, Spring, Kupava, Bereginya, Lada, etc. Domozhirikha - here is a list of names and meanings that people endowed with a clay female figure. This image is a continuation of the race of all living things. The bear is one of the leading characters folk tales- foreshadowed the awakening of nature, was a symbol of power. Deer - depicted a successful marriage, warmth and fertility.

2nd team. The horse was considered a servant of the Sun. Harnessed, he carried the sun god across the sky and brought his grace to people. The horse in the art of pagan Rus' had a protective meaning and occupied an important place in fertility magic. It symbolized both the cult of the sun and water. In folk art, a horse is time, light, heroic strength. Birds are a sign of the resurrection of nature, the awakening of the earth, dawn, a good harvest, a happy family. They are messengers of the Mother Goddess - the earth and obligatory companions of female images. The cow symbolized vigorous strength, fertility and power.

Teacher . All these stories reflected the naive faith of the peasant in good and evil, the poetic animation of the forces of nature on which human well-being, happiness and prosperity depended. When creating these images, the main task of the master is not to convey to the toy the characteristics of a particular bird, horse, or person, but to strive to convey the features of that natural phenomenon that he perceived in his metaphorical - mythological knowledge of the world. The horse is the sun, the woman is the Mother of the earth. The unity of man and nature, the basis of cultural tradition.

6 . Summarizing what was learned in the lesson (answering questions)

Where did the Filimonov toy craft originate?
Why is the toy called Filimonovskaya?
Features of the Filimonov toy?
What colors are traditional when painting toys?
How affectionately the Filimonovites call theircolors ?
What symbols are found in Filimonov toys?
The progress of painting in the Filimonov toy.

7 .The final stage.

Teacher: We have become acquainted with only a small part of the great Russian heritage that our ancestors left us.

- Ancient crafts flourish thanks to the work and creativity of new masters, and the secrets of old masters are carefully kept and passed on from generation to generation - and the thread connecting us with distant ancestors is not broken. The works created by our people are stored in museums, shown at exhibitions and continue to make ourlife is brighter and more beautiful. Maybe one of you will also become a master and his toys will also give people beauty and joy to adults and children.

Conclusion

The museum can be considered today as the state of mind of society at the present time, and it is the museum that needs to direct all efforts to restore the lost culture, which is so lacking in the modern world.

The essence of a museum is to be a mediator between society and its culture, between the culture of the past and the culture of the present, and not the specific content of museum activities, determined by the social order of the time.

Understanding the enormous possibilities of education and “education through history” led to the realization of the active participation of teachers themselves and their students in research. How to preserve this unique material for contemporaries and descendants, how to use the result of search activity 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? A museum is a worthy place for storage, use, popularization, exhibition, and study of the results of search and local history activities.

In a museum, a person gets the opportunity to take a fresh look at things that are familiar to him, receive useful information with pleasure, there is no need to memorize and consolidate the acquired knowledge, and museums also play a big role in the cultural and educational aspect.

Thus, the work of the school together with the museum is also supported by a regional component. This is how the pedagogical idea about the development of spiritual needs is realized, the level necessary for awareness, comprehension, and assimilation of cultural values is achieved.

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Ilyenkov E.V. Art and ideal. - M., 2000.
Cultural and educational activities of museums: Collection of works. IPRICT. M., 2002
Kuchmaeva I.K. Cultural heritage: modern problems. - M., 2005.
Museum and school. Sat. scientific Proceedings M., 2004
Nagorsky N. Museum pedagogy and museum-pedagogical space // Pedagogy. - 2005. - No. 5.
Nosik B.M. “Art Crafts”, M., “Planet”, 2001
Podlasy I.P. Pedagogy: Textbook. for universities / I.P. Podlasy. - Book 2 - M.: Vlados, 2004
Prutchenkov A. Museum pedagogy // Education of schoolchildren. - 2002. - No. 5.
Yukhnevich M.Yu. “I’ll take you to the museum,” a textbook on museum pedagogy. M., 2001
http://www.inmsk.ru/news_culture
http://www.filimonovo-museum.ru/
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Museum studies. Education of the younger generation in the museum: theory, methodology, practice. - M., 2001. - P. 11

Kagan M.S. Aesthetic and artistic education in a developed socialist society. - L., 1998. - P. 14