How to create a school museum

Dear colleagues.

So, how our museum was created. In February, I was hired at Municipal Educational Institution Lyceum No. 60 as a history and social studies teacher. For the first time during my work, I proposed to the Lyceum administration to create a school museum. There was no need to convince anyone. The director of the lyceum supported the idea and promised all possible assistance in all matters related to the creation of the museum. Now a few words about the reason for creating the museum. I often heard from colleagues during this period (fortunately, not from historians) that museums were now in fashion, like some kind of fad. I think there is no point in commenting on this statement in this audience. I will say one thing, if I were the Minister of Education, I would order it mandatory in every educational institution open a museum, just like every school has a gym, and every chemistry and physics classroom has a laboratory.

I personally, no matter where I worked, in every school, I either created a local history corner, or took part in the creation of a museum, or opened clubs on numismatics and faleristics. And this is regardless of whether this work was paid or not. Often this caused bewilderment among colleagues, they asked why you needed it, they say, some looked askance, some upstart appeared, etc., etc.

The explanation for this is simple. First of all, I love doing this business. I have been interested in numismatics since 1963, and a little later I became interested in phaleristics and everything related. When I came to work at any school, the first thing I found out was that the teaching staff included collectors or simply people who were interested in history. Usually, in each class, there are from 2 to 6 such students. Then he created a circle of numismatists. What did this give me as a history teacher?

1. Quick adaptation based on common interests.
2. Increasing motivation to study history and other studies. subjects from students, members of the circle. These students, as a rule, became my first assistants in all endeavors.
3. Students were taught the skills of working independently with sources.

1. Creative cognitive activity students.

1. Students received more in-depth knowledge in a number of subjects. There was an opportunity to influence individual students through a team (a circle).

1. Corporate identity is being formed.
2. The problem of “free time for students” was eliminated, and, consequently, it became possible to protect them from harmful habits.
3. There was a practical development of the basics of marketing.

10. Developed communication skills with people of different ages and professions during “going out” (visiting the city numismatist club)

As we can see, from the listed numismatic organizations,

we have many phalleristic circles positive aspects, but there is one small “but”. This is specificity. Fans of numismatics and faleristics, as mentioned above, on average in the class from 2 to 6. But what about the rest? And this is where the school museum comes to the rescue. School Museum is designed to contribute to the formation of patriotism in students, broadening their horizons and educating cognitive interests, abilities to promote the development of socio-political activity of students, their mastery of practical skills in search and research work. With the help of a school museum you can solve the following problems:

Expand and deepen students’ knowledge in a number of academic subjects;

Develop students' organizational skills;

Provide assistance to teachers in conducting lessons;

Influence the formation of students' worldviews and beliefs.

A museum is a space for practical activities, etc. This list of museum opportunities and its significance can be listed further. You know all this very well. Where did I start? I found out from the administrator a question related to the premises. Then prepared necessary documentation around the museum:

Order on the creation of a museum;

Regulations on the school museum;

Books of registration of museum exhibits (main and auxiliary funds);

Book of minutes of the meeting of the Museum Council;

Review book.

At the same time, the Museum Council was selected from among students who collect coins, badges, stamps, and who love history.

I didn’t have a question about the museum’s profile. Only historical and local history. Any other is a narrow specialization. The local history museum can be used with great benefit and impact throughout the study of the entire history course.

Over the next year, active work was carried out to prepare the premises, gather exhibitors, make display cases and tablets. Exactly one year later, on the eve of the 60th anniversary Great Victory The museum was inaugurated.

I will not dwell in detail on the sections of the exhibition, since they are visible in the presentation. I would like now to focus on how I personally use the museum's capabilities when studying history.

Firstly, every year during the decade of history, scheduled excursions are held for lyceum students. In addition, unscheduled events are also held at the request of students, teachers, and guests of the lyceum.

Secondly. I regularly use exhibits and documents of the museum in the course of studying the history of Russia and social studies.

For example, in the 5th, 6th, 10th grades the topic is “ Primitive society" I bring exhibits to lessons from the section “Our Land in Antiquity” Topic: “Mongol-Tatar Invasion” - arrowheads from the same section.

Thus, you see that throughout the entire academic year you can use museum exhibits and documentation in your work.

Several times I tried to conduct educational classes in the museum premises, but later I had to abandon this, because the students’ attention was scattered.

I do not stop in my speech about working as a museum asset. This big topic for a separate conversation. And you, who worked with the asset, have probably already found your own style of work.

A museum in an educational institution is created “for the purpose of education, training and socialization of students.” The school museum is designed to create a sustainable interest in acquiring new knowledge on the history of the native land, to cultivate a desire and readiness for self-study history of the native land, to develop skills in 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.

Only in a museum can historical knowledge be transformed into beliefs. This is facilitated by the presence in the museum of the original history and culture, in which the phenomenon of unity of information-logical and emotional-figurative impact on the mind and feelings is manifested. In a museum, information acquires clarity, imagery and activates visual thinking, which becomes an effective means of cultural continuity.

The museum of an educational institution is a unique point of reflection of culture and education. The objectives of the school museum are:

To cultivate a sense of patriotism - such a “social feeling, the content of which is love for the Fatherland, devotion to it, pride in its past and present, the desire to defend the interests of the motherland.”

Promote the introduction of museum material into educational process.

Transform a museum object into a means of informational and emotional perception of past eras.

To promote the inclusion of students in sociocultural creativity, search and research activities to study and restore the history of their small Motherland.

Contribute to the formation of spiritual values.

To create a school museum, a number of conditions are required:

collected and registered museum objects;

museum asset;

premises and equipment for storing and exhibiting museum objects;

museum exhibition;

The charter (regulations) of the museum, approved by the self-government body and the head of the educational institution.

Functions of the school museum

In combination "school museum" is the word museum. Like any other museum, it has the functions inherent in this social institution. The Regulations on the Museum of an educational institution define educational and documenting functions. The essence of the documenting function is the purposeful reflection in the museum collection, with the help of museum objects, of those historical, social or natural phenomena that the museum studies in accordance with its profile.

The documenting function is carried out in three forms:

Collection of funds;

Fund work;

Creation of a museum exhibition;

A museum object is a historical and cultural monument that has been removed from its environment, gone through all stages of scientific processing and included in the museum collection3. The main thing for museum item- 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 on all media) 5.13.

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.

The process of acquiring the collections of a school museum can be divided into 4 main stages:

Acquisition planning.

Search and collection work.

Identification and collection of historical and cultural monuments.

Inclusion of historical and cultural monuments in the museum collection.

At the first stage, a theme and acquisition objects are selected depending on the profile and capabilities of the museum. There are several packaging methods:

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 4.28.

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

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

correspondence with people;

meetings with interesting people;

receiving gifts from family collections;

work in libraries, archives;

expeditions.

One of the basic principles of any search engine -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.

Acquisition of museum funds is one of the functions of the museum, the purpose of which is to accumulate social information and document the development of any phenomenon or event.

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 of accounting of museum objects (“Inventory book”) 3, 12. The inventory book is the main document of accounting, scientific description and protection of historical and cultural monuments of the school museum. It can be made by the schoolchildren themselves from a large thick notebook or a book with a strong 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 sheets in it. The recording and binding of the book are sealed with the seal of the educational institution where the museum operates.

In the header information on the front cover on title page In addition to the name of the document itself, it is necessary to reflect the name of the school museum, its affiliation with a specific educational institution, address information, and the start date of making entries in the book. Once the book is filled with entries, the volume number and accession numbers of the museum items recorded in it are indicated on the cover or title page. Every new volume The inventory book must begin with the next number following the one under which the last museum item was registered in the previous volume.

All entries in the inventory book are made carefully, in black or purple ink; corrections, which are allowed only as a last resort, are made in red ink and certified by the entry “corrected to believe” - and the signature of the head of the museum (Appendix 2).

The phenomenon of a school museum is that its educational influence on children and adolescents appears most effectively in the implementation of areas of museum activity. Their participation in search and research work, studying descriptions of 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, help students learn the history and problems of their native land “from the inside”, to understand how much effort and soul their ancestors invested in the economy and culture of the region. This fosters respect for the memory of past generations of fellow countrymen, careful attitude to cultural and natural heritage their rights, without which it is impossible to cultivate patriotism and love for one’s Fatherland."

The Ministry of Education and Science of the Russian Federation considers the museum of an educational institution as effective remedy spiritual, moral, patriotic and civic education of children and youth. The educational function is based on the informative and expressive properties of a museum object and is carried out in various forms of cultural and educational work of the museum. 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. .

In the Regulations on the Museum of an Educational Institution, traditional functions include:

acquisition, study, accounting, storage of museum objects;

the use of museum objects, museum forms of communication as a means of historical, patriotic, moral and aesthetic education. Museums of educational institutions, like state museums of the Russian Federation, are required to comply with the rules and regulations for recording, storing and scientific description of museum objects.

The purpose of the creation and operation of the school museum is to fully promote the development of communication competencies, research skills of students, support of children’s creative abilities, and the formation of interest in national culture and respect for the moral values ​​of past generations. The museum should become not just a special classroom for a school, but one of the educational centers of an open educational space.

The purpose of museum activities is to develop a sense of responsibility for the preservation of natural resources, the artistic culture of the region, pride in one’s Fatherland, school, family, i.e. feelings of belonging to the past and present of the small Motherland. The school museum, being part of the open educational space, is called upon to be the coordinator of the military-patriotic activities of the educational institution, the connecting thread between the school and other cultural institutions, public organizations.

Objectives of the school museum

One of the main tasks of the museum is to cultivate the patriotic consciousness of schoolchildren. As you know, the museum provides a link between times. It gives us a unique opportunity to make our allies in organizing the educational process of the generation of those who lived before us, to take advantage of their experience in the field of science, culture, and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidence of its existence in the form of monuments of material and spiritual culture, which are stored and promoted by museums.

The core of any museum is history. This could be the history of a family, a school, an individual graduate, or a teacher. Each of these testimonies reflects some piece of history. From such fragments the history of human society is ultimately formed.

Fundamental to museum theory and practice is the principle of historicism. This principle requires compliance with three the most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modern times.

The constant increase in the flow of information requires such an organization of the cognitive process in which students, in parallel with mastering a certain stock of knowledge, satisfy the need for independent “writing” of history.

The museum has enormous educational potential, as it preserves and exhibits authentic historical documents. Effective use of this potential to educate students in the spirit of patriotism, civic consciousness, and high morality is one of the most important tasks of the school museum.

The participation of children in search and collecting work, studying and describing museum objects, creating an exhibition, conducting excursions, evenings, and conferences helps fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum research. professional activities, and in the course of local history research - the foundations of many scientific disciplines not covered by the school curriculum. Depending on the profile topic of the school museum, children become familiar with the basic concepts and methods of genealogy, archaeology, source studies, ethnography, museology, etc.

In addition, students learn the basics of research. They learn to select and formulate research topics, carry out a historiographical analysis of the topic, search and collect sources, compare and criticize them, compile a scientific reference apparatus, formulate hypotheses, assumptions, ideas, test them, draw up research conclusions and develop recommendations for using the results achieved . As a result, children develop an analytical approach to solving many life problems, the ability to navigate the flow of information, distinguish reliable from falsification, objective from subjective, find relationships between the particular and the general, between the whole and the part, etc.

Traveling around their native land, studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, visual and visual objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about history, culture and nature of their city, learn to understand how the history of their small Motherland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world influence the development of these processes in hometown, school.

Thus, the knowledge and ideas of children gleaned from studying are concretized and expanded. school course history and social studies, the regional component of educational standards is being implemented, that is, the history of Siberia is being studied.

Yu.B. Yakhno

SCHOOL MUSEUM AS A COMPONENT OF AN OPEN EDUCATIONAL SPACE

Methodical manual intended for directors of school museums, deputy directors for educational work, history teachers and organizers of school museums.

We are entering the future
Looking back

P. Valerie

The relevance of the topic is determined by the modern socio-economic and educational reform of the school, its significance in the revival and development of spiritual and moral values, the need to form high moral and ethical principles in students, preparing young people for active participation in the development of civil society and Russian statehood. The role and importance of school museums is increasing due to the need to implement state and regional programs for the patriotic education of youth.
The scientific novelty of the work lies in a detailed analysis of the main functions, content of the forms and methods of operation of the school museum. The author covers a wide range of problems of improving the educational process, integrated into the complex of museum work aimed at developing students’ creative abilities, analytical thinking, individualization in learning school curriculum in close connection with practice and determination of professional interest.
The textbook reveals and consistently presents specific scientific and methodological instructions on the methodology for creating a school museum, its name, main functions, organization and design of thematic exhibitions. The experience of the museum of Municipal Educational Institution Secondary School No. 29 and its Council is shown in detail, using specific examples. The forms of participation of schoolchildren in the work of the museum, ways of cooperation with other museums and cultural institutions are considered.
The use of materials on organizational and educational events in the content, including scientific and practical conferences on the role of Siberian divisions and the Siberian rear in the Great Patriotic War, brings the document to life. The methodological manual was written based on the use of a significant amount of literary sources and their critical analysis, which allowed the author to draw reasoned, objective conclusions about the state of museum affairs in modern schools.
The methodological manual can be used by the heads of school museums to improve the organizational and scientific and methodological level of museum affairs.

Eingorn I.D., Doctor of Historical Sciences, Professor of the Siberian Academy of Public Administration

The purpose of the school museum

The purpose of the creation and operation of the school museum is to fully promote the development of communication competencies, research skills of students, support of children's creative abilities, formation of interest in national culture and respect for the moral values ​​of past generations. The museum should become not just a special classroom for a school, but one of the educational centers of an open educational space.
The purpose of museum activities is to develop a sense of responsibility for the preservation of natural resources, the artistic culture of the region, pride in one’s Fatherland, school, family, i.e. feelings of belonging to the past and present of the small Motherland.
The school museum, being part of the open educational space, is called upon to be the coordinator of the military-patriotic activities of the educational institution, the connecting thread between the school and other cultural institutions and public organizations.

Objectives of the school museum

One of the main tasks of the museum is to cultivate the patriotic consciousness of schoolchildren. As you know, the museum provides a link between times. It gives us a unique opportunity to make our allies in organizing the educational process of the generation of those who lived before us, to take advantage of their experience in the field of science, culture, and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidence of its existence in the form of monuments of material and spiritual culture, which are stored and promoted by museums.
The core of any museum is history. This could be the history of a family, a school, an individual graduate, or a teacher. Each of such evidence reflects some piece of history. From such fragments the history of human society is ultimately formed.

Fundamental to museum theory and practice is the principle of historicism. This principle presupposes the observance of three most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modern times.
The constant increase in the flow of information requires such an organization of the cognitive process in which students, in parallel with mastering a certain stock of knowledge, satisfy the need for independent “writing” of history.

The museum has enormous educational potential, as it preserves and exhibits authentic historical documents. Effective use of this potential to educate students in the spirit of patriotism, civic consciousness, and high morality is one of the most important tasks of the school museum.
The participation of children in search and collecting work, studying and describing museum objects, creating an exhibition, conducting excursions, evenings, and conferences helps fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum professional activities, and in the course of local history research, the basics of many scientific disciplines not covered by the school curriculum. Depending on the profile topic of the school museum, children become familiar with the basic concepts and methods of genealogy, archaeology, source studies, ethnography, museology, etc.
In addition, students learn the basics of research. They learn to select and formulate research topics, carry out a historiographical analysis of the topic, search and collect sources, compare and criticize them, compile a scientific reference apparatus, formulate hypotheses, assumptions, ideas, test them, draw up research conclusions and develop recommendations for using the results achieved . As a result, children develop an analytical approach to solving many life problems, the ability to navigate the flow of information, distinguish reliable from falsification, objective from subjective, find relationships between the particular and the general, between the whole and the part, etc.
Traveling around their native land, studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, visual and visual objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about history, culture and nature of their city, learn to understand how the history of their small Motherland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world influence the development of these processes in their hometown and school.

Thus, the knowledge and ideas of children, gleaned from studying the school course of history and social studies, are concretized and expanded, the regional component of educational standards is implemented, that is, the history of Siberia is studied.

Signs of a school museum

The school museum is a unique museum institution, since it conducts, to the best of its ability, search and collection work, exhibiting and promoting existing collections in accordance with educational educational tasks schools.

The school museum has a number of features:
1. The main feature of any museum, including a school one, is the presence of a fund of authentic materials that represent primary sources of information about the history of society. These objects and documents form the basis of the museum.
2. Each museum assumes the presence of an exhibition. Museum exhibition materials must reveal the content of the chosen topic with sufficient completeness and depth. The exhibition materials are exhibited in a certain system - in accordance with the logic of the museum sections.
3. The museum has the necessary premises and equipment to ensure storage and display of the collected collections.
4. A prerequisite for the functioning of a school museum is a permanent asset of students - the Museum Council, who are able to conduct systematic search and research work under the guidance of teachers, participate in the acquisition, accounting and storage of funds, in the display and promotion of collected materials.
5. Elements of social partnership should be traced in the activities of the museum.

Only if all these signs are present can we say that the school has a museum.

The educational activities of the school museum are also specific. If in government and in most non-governmental institutions While this type of museum activity is carried out by a staff of specialists, the activities of the school museum are organized differently. It is implemented through various forms of exhibition and mass educational work and aims to transfer knowledge to museum visitors and ideologically and morally influence them through personal participation in the work of the museum. The main difference between the educational effect in the activities of a school museum and a state museum is that the child acts here not as a consumer of the product of museum activity, but as its active creator. By participating in search and collection work, students are constantly in contact with the history of the school and city, regardless of what topic they are studying.
The phenomenon of a school museum is that its educational influence on children is most effectively manifested in the process of their participation in various areas of museum activities.

Social functions of the school museum

The school museum has an almost unlimited potential for educational impact on the minds and souls of children and adolescents. Participation in search and collection work, meetings with interesting people, and acquaintance with historical facts help students learn the history and problems of their native land from the inside, understand how much effort and soul their ancestors invested in the economy and culture of the region, of which the family and school are part. This fosters respect for the memory of past generations, careful attitude towards cultural and natural heritage, without which it is impossible to cultivate patriotism and love for one’s Fatherland, for one’s small Motherland.
The school museum gives children the opportunity to try their hand at different types scientific, technical and social activities. By participating in local history hikes and expeditions, schoolchildren receive physical training and learn to live in autonomous conditions. They acquire many practical skills in the process of supporting the scientific research activities of the museum. These are search skills, the ability to describe and classify historical sources, restore historical documents, compare facts, etc.
A school museum is a complex organism. Its viability depends entirely on the coordinated creative work of a team of teachers and students. Museum and local history work is a kind of social sieve, during which children learn the importance of collective activity, learn to choose and criticize their leaders, argue reasonedly, manage their area of ​​​​work and be responsible for their actions and decisions. The school museum allows you to rehearse social roles, the student has the opportunity to act alternately in the role of both a leader and a performer. Working as part of the School Museum Council, which is a student co-government body, instills in participants the skills management activities, fosters a sense of involvement with current events.<…>

Documentation function social phenomena is implemented during the selection and acquisition of documents from the school museum. Its implementation is served by the search and study of significant monuments of the history of the school. The documenting function is carried out in three forms: acquisition of funds, direct collection work, creation of exhibitions. An important direction for a school museum to implement such a function can be documenting the history of the school in which the museum operates, namely documenting the most interesting and significant events taking place within its walls. Thus, a school museum can take on the “chronicle function,” which is something that almost no government institution purposefully does. By creating a chronicle of the school, the school museum eliminates the “blank spots” in its history.
The storage function is implemented in the process of recording, storing descriptions, and restoring collected documents and objects. The research function is carried out on the basis of searching and studying historical originals.

Mastering the basics of museum affairs, becoming familiar with the specifics of various professions, crafts, and folk crafts in the process of local history research have a certain impact on the professional orientation of students. Many teachers - heads of school museums and other local history associations note a high percentage of students involved in museum activities choosing professions of a humanitarian nature: pedagogy, museum, archival, library science, etc. Often students who have been involved in military-historical local history research become professional military men, firefighters, law enforcement officers, etc.

School Museum Profile

The profile of a museum is the specialization of the collection and activities of the museum, determined by its connection with specific science, technology, production, as well as with their industries and disciplines, with various types of art and culture. The profile of a museum is the most important category in the classification of museums. Museums are divided into the following main profile groups: natural science, historical, literary, artistic, musical, theatrical, technical, agricultural, etc. The connection with the complex of sciences determines the existence of museums with a complex profile, typical example which are local history museums.
A specific feature of school museums, at least the vast majority of them, is the local history nature of the implementation of the documenting function, i.e. they study mainly events and phenomena related to the history and nature of their native land. We can say that local history is a science that studies the development of nature and society of a certain region through the efforts of its inhabitants. Consequently, local history is a methodological technique for understanding the patterns of development of nature and society through the specifics of one’s region.

School historical museums may not study the history of their region from ancient times, but may be dedicated to some historical and local history problem of the region, or to a specific historical period or even a separate event. Therefore, school historical museums can include both museums studying the history of the city and museums studying the history of the school.
School literary museum can study the life and work of not only famous writers who were born and lived in a given area, but also those local writers who have not received public recognition, and perhaps have never even been published. One of possible directions Local history research at a school literary museum can be to identify persons, as well as natural, historical and technical objects that are described in literary works.
Similar recommendations for organizing activities can be applied to school museums of other profiles: art, music, theater, etc. Therefore, for example, the activities of a school music museum may be devoted to collecting materials about local musical creativity: folk instruments, songs, dances, ditties, etc.

A special typological group consists of monographic museums. They are devoted to a comprehensive study of any object, phenomenon or specific person. For example, a bread museum, a book museum, etc. Monographic museums include military history museums dedicated to specific military formations or military events: the museum of Panfilov heroes, the museum of home front workers, etc.
Monographic museums include memorial museums created in memory of an outstanding event or person, located on memorial place or in a memorial building (museum-estate, house-museum, museum-apartment, etc.). In order to comply with the principle of historicism, it is advisable to create a memorial museum only in the place, building, room in which the event occurred or the person lived. A type of monographic museum are historical and biographical museums, where original things that belonged to the person being studied can be stored. These museums play an important role in identifying and clarifying various facts biography of his hero, in popularizing his life and activities among students.
The choice of a museum's profile essentially determines the goals and methods for implementing its documenting function and forms the basis of the museum's concept.
At the same time, one should not perceive the profile of a museum, especially a school one, as some kind of rigid structure, beyond which one cannot go. The specificity of school museums is that, created in the process of creativity of children and teachers, they are free from strict control from government agencies and may correspond to a certain profile only partially, combine several profiles, or change the profile as the museum develops.

Principles of operation of a school museum

The current practice of museum affairs has revealed the need to adhere to the following principles in this type of activity.
Systematic connection with lessons, with the entire educational process.
Conducting scientific and educational research, including local history as the basis for the development and activities of the school museum.
The use in the educational process of various techniques and forms of educational and extracurricular work of museum lessons, school lectures, seminars, scientific and practical conferences, search and project activities, patronage assistance to veterans, etc.
Reliance of museum activities on subject clubs and electives, elective courses.
Independence and creative initiative of students, which is the most important factor in the creation and life of a museum.
Assistance to the head of the museum, the Museum Council from the teaching staff, veterans of teaching work.
Communication with the public, with war and labor veterans, veterans of local wars, veterans of teaching work.
Ensuring the unity of cognitive and emotional principles in the content of exhibitions, excursions, and in all museum activities.
Strict accounting, proper storage and display of collected materials.
Organization of permanent relations with state museums and archives, their scientific and methodological assistance to school museums.

School museum funds

Museum funds are a historically established scientifically organized collection of museum objects belonging to a given museum and scientific and auxiliary material necessary for their study and exhibition. The funds are one of the main results of the museum’s research work and the basis for all its activities.
Museum funds consist of two parts - the main fund and the fund of scientific and auxiliary materials.
The main fund is a collection of museum objects corresponding to the profile of the museum. The collection of museum objects is classified primarily according to the main types of museum sources.
The fund of scientific and auxiliary material contains reproductions of originals - copies, models, models, dummies, casts, etc., as well as specially created, mainly for the needs of the exhibition, visual material- maps, plans, diagrams, diagrams, tables, etc.
Material sources are extremely diverse. These include tools, raw materials and production products - weapons and military equipment: banners, orders, numismatic material; household items - clothing, utensils, furniture, etc.; objects of decorative and applied art, etc.
A special place among material sources is occupied by items of memorial significance associated with major historical events, the life and work of outstanding people, one way or another connected with the history of the school.

Visual sources include works of art - paintings, graphics, engravings, drawings, sculpture, etc., made in various genres and in various techniques. The next group of monuments from the main fund consists of visual sources. They are usually divided into documentary visual materials and works of fine art. A fairly large part of the visual sources in school museums are photographs, especially if these are museums with a socio-political orientation. Filmed in different times And different people, they talk about the events of the past, about the people who took part in them - about students of past years, teachers.
Written sources contain handwritten and printed documents - memoirs, manuscripts, legislative acts, leaflets, letters, books, periodicals, etc.
Until recently, collections of phono sources were formed in museums, recording historical, socio-political, and cultural events.

IN modern museums, including school ones, media libraries are being created, the main purpose of which is to duplicate authentic historical documents stored in museum collections.
The main fund includes copies of books, magazines and newspapers if they represent primary sources of information on the subject of the museum - books, brochures, magazines, newspaper issues in which material about the school is published.
The main fund should also include books and other mass publications, if they have the sign of memorialization, textbooks used by students of previous years, books with autographs, dedicatory inscriptions, etc.

The main fund includes leaflets, announcements, invitation cards, various documents issued by official institutions and public organizations: identity cards, payment and work books, certificates of education, diplomas, certificates, etc.
IN major museums museum catalogs are created - lists of stock items, as well as various classifiers - alphabetical, nominal, thematic, industry, etc. Card indexes are attached to them. But school museums are small museums. School museums may have simplified museum catalogues, since they are unable to create such information and retrieval tools, and their funds are insignificant.
Museums, as a rule, have a number of card catalogs (card files), in which museum objects are systematized according to a variety of criteria. Most often, museums have thematic card indexes or personalized card indexes, which help to navigate the material associated with specific figures, as well as chronological, geographical and other card indexes.

On the basis of museum funds, permanent exhibitions and exhibitions of the museum are built. A group of interrelated objects - written, visual and other sources that reveal the essence of a specific fact, phenomenon, event - is called an exhibition complex.
It is possible to create a school museum and ensure that it fulfills its educational, educational and monument-protection functions only under the conditions of sufficiently serious scientific training of teachers and school museum activists, a deep understanding of the goals and methods of searching, collecting, recording, scientific description and use of heritage objects - museums. items.

The basis of the activities of any museum is the museum object. It is the object of acquisition, scientific study and description, and use in display, exhibition, educational and other forms of museum activities.
The main function of a museum object is to be a source of information about those processes, events and phenomena with which this object was associated,
In modern museology, a museum object is defined as a monument of history and culture, removed from its environment, gone through all stages of scientific processing and included in the museum collection due to its ability to characterize the history and culture of a particular society. A museum object is an integral part of the national cultural heritage; it acts in the museum as a source of knowledge and emotional impact and as a means of education. To characterize a museum object, its general properties and specific features are considered, and its scientific, memorial, historical and artistic value is established.
Museum objects enter the museum in various ways: they can be found by an expedition, transferred by a donor, or purchased from the owner. Many objects, before museum specialists or local historians become interested in them, are not monuments of history and culture - they are ordinary material objects and are used for their intended purpose: they work with tools, wear clothes, read books, listen to the radio, etc. In other words, each item, after it has been made, performs its utilitarian function until it loses it, breaks or is replaced by a new one. Items that are no longer in use are most often destroyed. However, some of the objects are preserved and, for various reasons, acquire the significance of historical and cultural monuments, a heritage site. These include not only archaeological monuments, but also a variety of household items from different eras, including modern items that have survived in limited quantities. Such objects are often called rarities, that is, rare objects, which gives grounds to classify them as monuments of material culture.
Almost every family has things that are kept especially carefully, because they remind of some relative or important event. Such items are usually called relics.
Rarities and relics are most often material objects that have lost their functional meaning and acquired the meaning of symbols and memorial signs. Such items are often of interest to local historians and other specialists due to their uniqueness.
Some items are specifically created to serve as symbols, such as banners, awards, identification cards, etc.
Rare and relic items are always unique because they exist in one or a very limited number of copies.

Local historians and members of the school museum may be interested not only in rarities and relics, but also in the most ordinary, fairly widespread objects, if they are in any way connected with the event or phenomenon being studied. These could be school supplies - old maps, globes, encyclopedias. These may be items needed in everyday life educational activities from previous years - pens, inkwells, notebooks, diaries. These can be items related to significant school-wide events and phenomena - almanacs, banners, cups, medals, valuable gifts.
The specificity of the museological study of events and phenomena of the past and present lies in the fact that museum specialists strive to identify and collect objects with the help of which they can, as it were, reconstruct the event being studied, visually present it with the help of those things that were witnesses or even participants in the event.
Of course, the objects themselves, if they are not written documents, sound recordings, films, photographs, etc., can tell us little about the event, but their belonging, involvement in a specific historical episode, recorded in museum documentation, makes these objects artifacts history - historical sources.

From some events, especially if they occurred relatively recently, quite a lot of different types of objects remain (material, visual, documentary), which can be used as museum items. Then the problem arises for local historians: which objects are appropriate to select first, how to present the event most fully and comprehensively, using the least number of objects. The storage space for school museum collections is not unlimited, and the capabilities of the museum itself in exhibiting museum objects are also limited, so museums always face a dilemma: how to fit maximum information about the event or phenomenon being studied into a smaller volume of sources. This may be why school museums mainly store written and visual historical sources, but practically no material ones.
The lack of objective information that is hidden in a historical and cultural monument is compensated by documentary records made in the process of compiling heritage objects from the words of their owners or participants and eyewitnesses of the events being studied. Information recorded in school documentation about the environment of the heritage object, the functional purpose of the object, its author and owners, and its use in the events being studied translates the information encoded in the object into accessible language. Entries in school documents made during the scientific description of a museum object expand its information potential and allow it to be used as a historical source.
The funds of the school museum are constantly replenished, as the museum not only accumulates documentary evidence of the past, but also creates a chronicle of the school today.

Exhibition of the school museum

The presence of an exhibition is one of the main, main features of any museum. Each exhibition is unique, because it often includes one-of-a-kind documents and objects.
The exposition of the school museum is the result of long-term, creative work of students and teachers. The museum exhibition at the school is the basis for further educational and cognitive activities of students, for the inclusion of schoolchildren in social work.
The primary, main cell of the exhibition is the exhibit - an object put on display.
Museum exhibits that reveal a specific issue or topic are combined into a thematic and exhibition complex. Several such complexes are combined into a larger complex - a museum section. The sections make up the museum exhibition as a whole.
From the principle of historicism follows an indispensable requirement for museum exhibitions - to reveal phenomena from the point of view of how they arose.
The historical and chronological principle of forming museum exhibitions has become the most widespread. It assumes such a structure of the exhibition, when each section sequentially shows the development of one or another phenomenon, one or another side of the historical process.
The next principle of building an exhibition can be called thematic. It requires that museum materials be selected in each section in accordance with the topic, and within the section they are grouped in chronological order.

In the practice of school museums, there is often a combination of the above principles for constructing museum exhibitions. Thus, the exhibition, which is based on the historical and chronological principle, includes thematic sections.
The essence of the thematic exhibition is that phenomena and processes occurring in nature or public life, are reflected in it in dialectical development, in chronological sequence or on a problematic basis. The thematic exhibition is based on exhibition complexes, united into subtopics, topics and sections.
Of course, one should strive to ensure that the exhibition is designed competently and meets the basic requirements of modern museum aesthetics. However, school exhibitions should not copy the professional design of state museums.

There are various methods for constructing museum exhibitions. The most common of them are thematic, systematic and ensemble.
The exposition of a school museum is the basis of scientific and educational work and represents that aspect of museum activity on which the museum’s performance of the function of education and upbringing largely depends. Its specific forms are excursions, consultations, lectures, traveling exhibitions, various public events play the role of a link between the museum and society.
The most museum-specific form of scientific research is educational work is a museum excursion, i.e. a collective inspection of the museum by visitors united in excursion groups. An excursion is one of the main forms of work of a school museum with students. It must satisfy the needs of visitors of different age and educational levels, who came to the museum for different reasons, who have different degrees of preparedness, and who are visiting the museum organized, in an excursion group, or individually. An important role in this regard belongs to the guide, who, acting as a kind of intermediary between the exhibition and the visitor, must build a tour - select exhibits, use various techniques for displaying them, reveal the contents of the exhibition with varying degrees of detail, etc.

To practice educational activities school museums have included forms of work that promote citizenship education. These include themed evenings and matinees, clubs for meetings with interesting people, museum lessons, gala receptions for veterans, etc.
The logical structure of the exhibition is ensured by its thematic structure, that is, division into interconnected content and subordinate parts - sections, topics. The order in which parts are placed in the exhibition determines the exhibition route - the sequence of viewing the exhibition.
The placement of museum equipment and exhibits must correspond to the scientific concept and thematic and exhibition plan of the museum.
In order for the visitor to get acquainted with the exhibition as if it were a book, it is advisable to place the exhibits of the museum collection in three plans: vertical (stands, turnstiles, showcases), horizontal (stands, horizontal showcases), hidden (turnstile doors, albums). Dioramas and banners are very beneficial. It is important to maintain the color scheme as a single artistic solution for the exhibition, and not to get carried away with the bright or gloomy colors of the halls.
All exhibits must have descriptions and annotations. Distortions, typos, and errors in these documents are not acceptable, as well as various corrections and blots.
Important and appearance: clear and beautiful font, background, placement of title, subtitle, etc.

References

1. Current issues in the activities of public museums. M., 1980.
2. Belyavsky M.T. Work in museums and with historical monuments when studying the history of the USSR (from ancient times to 1917). M., 1978.
3. Boguslavsky S.R., School Literary Museum - Club, M., 1989. B.N. Godunov.
4. Golysheva L. B. Museum pedagogy/ Teaching history at school No. 2, 2003
5. We study our region. Compiled by V.N. Patrushev, V.F. Sakharov. Kirov, 1979;
6. Methods of historical and local history work in school, ed. N.S. Borisova. M., 1982.
7. Mayorova N.P., Chepurnykh E.E., Shurukht SM. Teaching life skills in school. St. Petersburg, 2002.
8. Museum of an educational institution. Problems, experience, prospects. Collection of regulatory and legal teaching materials. Novosibirsk, NIPC and PRO, 2004.
9. Ogrizko Z.A., Elkin G.Yu. School museums. M., 1972.
10. Rodin A.F., Sokolovsky Yu.E. Excursion work on history, M., 1974.
11. Sadkovich N.P., Practical recommendations on creating a school history text / Teaching history at school No. 2, 2003.
12. Smirnov V.G., Art local history at school, M., 1987.
13. Tumanov E.E., School Museum, M, 2002.
14. School museums. From work experience, ed. V.N. Stoletova, M.P. Kashina, M., 1977.
15. School museums. Collection of documents, M., 1987.

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 high school(our school became a secondary school only in 1939, the first tenth graders graduated in 1941). We began to collect materials on its history, about its graduates and teachers, and we now have a museum room. I had the task of preparing material about retired teachers. I started visiting their families, collecting photographs, writing down biographies and designing albums. Others started correspondence with graduates of different years, after all, everyone was traveling around 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 the medalists now, but, as I always tell them, they don’t want to study at school, and then they sit in the Duma.

We also have a “Book of Honor” - it includes graduates who did not qualify for a gold medal, but had only 2-3 “B” grades, for example, and actively showed themselves. We started such a “Book” in honor of one of our students, great guy- he was a good student and an athlete, but he died tragically in a car accident six months before graduation.

Another section of the museum is “Famous School Alumni.” Here different years graduates, 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 attitude, you know... He saw everything in a black light. And in the end he committed suicide. And his mother collected all his works and published several books. This was in the 80s, exactly the period when all this politics began, when everything was heading towards collapse.

And these are the memories of a 1943 graduate, an excellent student, Klara Iosifovna Shutto. They were later published as a separate book for the 75th anniversary of the region. In 1988, Klara Iosifovna gave us many exhibits - letters from classmates, for example, which she kept.

Lyudmila Anatolyevna Bushueva

Here, love. People laugh at me, but it’s interesting to me - that people were friends at school and are still together. I find these married couples, how their lives turned out.

And it happens that children who are now studying at school discover something about their family in the museum. After all, in many families they don’t always talk, there’s never time. And here there is an opportunity to talk slowly.

I myself am from the village of Srostki, this is the birthplace of Vasily Shukshin. My teacher was his second cousin, Nadezhda Alekseevna Yadykina, who, after the writer’s death, organized the first museum in his honor in a rural school. And then one day I arrived at my native school and was puzzled: why is there only information about Vasily Makarovich and not a word about us, other graduates? And I thought that the Charysh school should have at least something about everyone.

I decided that I needed to hang photographs of all our school’s graduations in the hallway so that everyone would be here. At first I was afraid - what if the kids started drawing on them and ruining them? But everything turned out to be fine.

With the opening of the museum, I began to notice pride in the children for their school, for their family. You know, they are so proud that their parents studied here. When we hung the 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 appear in our chronicle.

When we started decorating the museum, people came to us and said: “Wow! I never thought we had something like this good school, these are our teachers!”

When everything is ordinary, we get used to it and don’t notice anything. And here, at least in a few, I bring out that other portrait, they revere it - and they already form an image. And this pride in the school - they are now developing it very well. There is no need for any extra words.

I then had various conversations and cool watch I conduct it on the basis of 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