Municipal budgetary educational institution
basic secondary school with. Otradnoe
Vyazemsky municipal district of Khabarovsk Territory
Project
creation of the school museum “Memory”
in MBOU OOSH village. Otradnoe
Students:
Komarov E., Istomina A.
Danilchenko V., Kornienko E.,
Novenko A., Pervykh V.
Heads: Milyukova O.Yu.,
Sysoeva S.V.
S. Otradnoe
2014-2015
“But the main thing is: love and love your fatherland!
For this love will give you strength and you will accomplish everything else without difficulty.”
M.E. Saltykov-Shchedrin
Justification of the need for the project.
There are many beautiful places on Earth, but every person should love and be proud of the places where he comes from, where he spent his childhood. He must remember what contribution his small homeland has made and is making today to the history of a large country.
This project has great importance in the education and formation of the personality of students, the education of a Citizen and a Patriot and is necessary for involving students and parents of the MBOU secondary school in active search (research) activities. Otradnoye.
The school museum of the history of the village of Otradnoye is designed for students and parents. It will make a worthy contribution to the education of patriotism in students and will help to instill in our children a sense of dignity and pride, responsibility and hope, reveals true values family, nation and homeland. A child or teenager who knows the history of his area, village, the life of his ancestors, architectural monuments, will never commit an act of vandalism either in relation to this object or in relation to others. He will simply know their value.
Since 2008, the educational institution has organized the work of the “Path of Memory” research group. The guys work closely with the regional archive and museum named after. V.N. Usenko, editor of the newspaper “Vyazemskiye Vesti”. Every year they study the history of the village, its inhabitants and the contribution of fellow villagers to the history of the Motherland. The result of the search work is a number of research works:
2008 “Veterans are fellow villagers”;
2009 “Teachers of my school”;
2010 “People, years, destinies” (Kulyk family, “Countrymen on the fronts of the Great Patriotic War”;
2010 “Personality in the history of the Vyazemsky district: Nemechkina A.A”;
2011 “Workers of the Home Front”;
2012 “Pages from the history of my village”;
2013 “Otradnenskaya machine and tractor station”;
2008-2013 Chronicle “School graduates and village residents in funds mass media».
This rich material needs to be widely presented to the rural community, and this is possible in the museum created at the school.
Also in 2014, the school held the “Items of a Bygone Era...” campaign, during which a collection of antiquities of historical value was collected.
Thus, we believe that our school needs to create its own school museum.
The project will be implemented in the MBOU secondary school with. Otradnoye in 2014-2015 academic year.
2. Project goal:
1. Saving historical memory And cultural heritage;
Developing interest in history, deepening knowledge of history and the formation of civic and patriotic feelings and beliefs based on specific historical material, affirming the significance of such values as: a) love and respect for the native village, for the native region; b) careful attitude to the fruits of labor, the experience of previous generations; c) increase historical heritage, preservation of historical memory.
Raising a Citizen-Patriot.
3. Main objectives of the project:
1.Summarize and systematize the accumulated search material in accordance with the selected areas;
2. creation of a museum;
4. regular replenishment and updating of museum exhibits;
5. developing students’ interest in history, research, and scientific and educational activities;
6. introducing students to social – useful work, development of children’s security activities memorable places, historical and cultural monuments of the native village, region.
7. involving teachers, parents, students and other members of the public in the project.
4. Description of the project implementation.
There is no special room in the school building for organizing a school museum. Therefore, it was decided to organize a school museum corner in the history room. To achieve the set goals and objectives, we have already purchased display racks and material for stands. It is necessary to systematize the material according to directions and place it. After registration in the book, antiques will be placed in display cases. We believe that a museum corner at school will contribute increasing interest in the history of your village or region; active participation in historical and local history competitions, quizzes, Olympiads, hikes, excursions; formation of a civil-patriotic position among schoolchildren.
5. Planned activities.
The project is designed for 1 academic year (2014 -2015) and includes 3 stages:
Stage I - preparatory ( September – November 2014.)
Stage III – final (March 2015)
Preparatory stage ( September – November 2014 G .)
Its main task is to create conditions for the successful implementation of the project.
Analysis of the state of school capabilities.
Creation of a regulatory framework for school museum corner.
Updating the project among participants in the educational process.
Determining the circle of people from among teachers, school administration to manage the project, distribution of roles, creation of a working group.
Acquaintance with the experience of using school museums in the educational process in other schools in the Vyazemsky district.
Searching for and attracting partners for cooperation in the media, cultural institutions, veterans' organizations, and the teaching community.
Its main task is to create a school museum corner.
Decorate the interior of the museum.
Organize work with students, parents, and the village community in order to replenish the school museum with exhibits.
The final stage (March 2015)
The main task of this period is to analyze the results of activities: achievements, shortcomings, and adjust further work in areas.
Inclusion of the museum resource in classroom, extracurricular and extracurricular activities.
The grand opening of the School Museum dedicated to the 70th anniversary of Victory in the Second World War.
Summing up, sharing the experience of project participants at meetings of the teachers' council, school education department.
Design of project products.
1. Presentation of the final materials of the project on the school website and the media.
2. Design of a collection of the best developments of excursions, museum lessons, lessons of Courage, class hours, integrated lessons on the issues of the project.
6. Work plan for the project.
Events
Responsible
Preparatory stage( September-November 2014.)
Studying regulatory documents, and development of a regulatory framework.
September 2014 .
Milyukova O.Yu. - director,
Sysoeva S.V. – deputy director of water management,
Analysis of the state of school educational opportunities
September 2014
Milyukova O.Yu. - director,
Medvedeva T.N. - a history teacher
Studying the experience of using school museums in the educational process in other schools.
October 2014
Yarovenko S.A. – Librarian, Research Members. “Path of Memory” groups
Meeting of the research group “Path of Memory” on the topic
“The School Museum as a Center for Spiritual and Moral Development and Education”
October 2014
Medvedeva T.N. - a history teacher
Acquisition necessary equipment
November 2014
Milyukova O.Yu. – Director, Governing Council
Carrying out a promotion
"Objects of a bygone era..."
December-February, 2014
Medvedeva T.N. - a history teacher
Research members “Path of Memory” groups
Decorate the interior of the museum.
Create exhibitions and sections of the museum.
Medvedeva T.N. - a history teacher
Research members “Path of Memory” groups, a detachment of volunteers.
Creation of a museum section “Memory” on the school website
Tkacheva Yu.V. - computer science teacher,
Research members “Path of Memory” groups
Continue the local history search work of the “Path of Memory” research group.
December-March 2015
Prepare guides for conducting excursions in the school museum.
Yarovenko S.A. - librarian
Research members “Path of Memory” groups
Final stage (March 2015)
Analysis of project results
March 2015
Sysoeva S.V. – deputy Director for Water Resources Management, T.N. Medvedeva - a history teacher
Research members group "Path of Memory"
The grand opening of the School Museum Corner dedicated to the 70th anniversary of the Victory in the Second World War.
Izhboldin S.S., senior counselor; Research members group "Path of Memory"
Coverage of the project results in the media and on the school website
Medvedeva T.N., history teacher
Head of research. “Path of Memory” groups
7. Expected results of the project.
As a result of the implementation of the project in the school with. In Otradnoe, a modern, attractive school museum corner will appear, in demand by all participants in the educational process.
Museum will fit organically into the educational space of the school, which will allow, for example, museum lessons: “Front-line life of a soldier”, “Mass heroism as a source of victory in the Great Patriotic War"Home Front Workers" cool watch: "Our family heirlooms", "The history of my family in photographs", "I am a citizen of Russia", quizzes: “History of the village of Otradnoe”, “History of the school”, Lesson of Courage"Turning through history's glorious page" thematic excursions:“Weapons of Victory”, “Battle Awards”, Mind games"Tank landing" meetings with veterans and home front workers, etc. What will help develop the best civic qualities of schoolchildren is their inclusion in creative activities and the cultural and historical space of the school museum corner.
As a result of the project, students:
Will master:
basic national values: patriotism, citizenship, work and creativity, family, social solidarity;
active activity position;
ways to solve problems of a creative and exploratory nature.
Will purchase a stable need and skills for communication, interaction with historical and cultural monuments.
will learn see the historical and cultural context of the things around them, i.e. evaluate them from the point of view of cultural development.
They will receive experience in design and research activities, which according to the Federal State Educational Standard are priorities in training, and experience social interaction.
Testing their strengths and capabilities in creating and conducting excursions, lessons of Courage, museum lessons, quizzes, competitions, meetings with veterans and will acquire social experience in the role of guides, researchers, local historians, exhibitors.
2.http://ipk.68edu.ru/consult/gsed/748-cons-museum.html
Project for schoolchildren for the 70th anniversary of the Great Victory
Along the paths of war" (work on creating a school military historical museum)
Author of the project: Teacher of history and social studies, MBOU “Novoogarevskaya Secondary School No. 19” Kirakosyan Melanya Andreevna.
What to teach and how to educate, how to teach a child to love the Fatherland? This question has been facing the teaching staff for a long time. The task was to reveal the meaning of the words “Motherland”, “patriot”, “patriotism”, “citizenship”. Therefore, in our school, patriotic education of students is a systematic and purposeful activity to develop a high patriotic consciousness in children through various forms of work with the student. But for a child there is nothing more interesting than touching history himself and becoming a participant in it.
The modern social development of Russia has acutely posed the task of the spiritual revival of the nation. This issue has acquired particular relevance in the field of patriotic education of youth. The program of patriotic and civic education of youth is increasingly identified as one of the priorities in modern youth policy.
Project goals:
education of a patriot-citizen of Russia
increasing students' interest in studying the history of their small homeland
development of students' creative and research potential
Project objectives:
Introduce students to the work of the Heritage search team.
Involve students in collecting material about the Second World War.
Organize systematic work with veterans of the village.
Ideas of patriotism, especially in their highest manifestation– readiness to defend the Motherland, have always occupied one of the leading places in the formation of the younger generation. And now, more than ever, the history of the heroic past of the peoples of Russia is becoming a particularly important factor in patriotic education.
Cultivating patriotism is cultivating love for the Fatherland, devotion to it, pride in its past and present. But this is impossible without creating a system for developing interest in the history of one’s country and not just interest, but cognitive activity. The school museum becomes the center for the implementation of such a system.
The school museum is traditionally one of the means of patriotic education, since it has enormous educational potential.
The school museum has specific, unique features of educational impact on students. Contacts with the museum enrich the educational process and expand the range of means used by the school. The museum is necessary for the full teaching of such subjects as the culture of the native land and history, which contribute to the education of patriotism. That is why we decided to open a military history museum at Novoogaryovskaya School No. 19.
The guys are quite actively collecting material for our future museum, they are interested in studying military history the village and the Shchekinsky district as a whole. The school has its own traditions. Every year, meetings are held with WWII veterans, classes, lessons of courage, conversations where children learn about facts, events, dates associated with the immense suffering and enormous courage of the people during the Great Patriotic War.
Also, together with our teacher, the head of the “Heritage” detachment, Andrei Petrovich Marandykin, students constantly participate in the opening of the Memory Watch. Thanks to this, we have a lot of information about the dead soldiers.
Search engines constantly organize exhibitions of their finds from the past season. Our guys took part in the burial of the remains of soldiers in the village of Zakharovka, the village of Krapivna and other places in the Shchekinsky district, as well as in the Belevsky district, Oryol and Kaluga regions.
The results of this work should become system-forming in educational work, and museum pedagogy is a powerful educational tool. Our idea of creating a museum was preceded by the painstaking work of the Heritage team.
For students of our school, the creation of a museum will be a new opportunity for their creativity, self-realization and socialization.
The creation of our museum is divided into several stages:
1. Collection of information about the work of the Heritage club, about the historical facts of the Second World War in the Shchekinsky district.
2. Organizing meetings with veterans - residents of the village.
3. Formation of the main fund of the museum from materials provided by the “Heritage” search team
4. Preparation of museum documentation.
5. Opening of the hall dedicated to the 70th anniversary of Victory in the Great Patriotic War.
To date, the first three points have already been successfully implemented. The work continues.
I. SPECIFICITY OF SCHOOL MUSEUMS
1. Goals and objectives of school museums
A school museum, like any other, has a number of characteristics and functions. Its traditional functions include: acquisition, study, accounting and storage of collections, as well as their use for educational purposes. The school museum must have a fund sufficient to implement these functions. museum items and corresponding exhibition space.
But the specificity of a school museum is that it should least of all resemble a traditional museum institution. This is a museum of a special type, it is, firstly, an educational museum, where the tasks of training and education, including outside school hours, are of decisive importance, and, secondly, a targeted museum, for which the priority is the children's audience. Only in a school museum can the idea of co-creation between students, teachers and parents be most consistently embodied. Involving students in search and research activities makes it possible to make children interested participants in the process, i.e. subjects, not objects of education. It is the school museum that is able to fully implement the principle of “Museums for children and by children”, shifting the main center of gravity from the process of perceiving collections to the process of creation, doing, which, in essence, is constant and should not have an end.
The work of school museums inevitably goes beyond school life. In rural areas where there are no state museums, the school museum is one of the the most important factors in expanding education, in educating young people, today it is acquiring a new face, a new quality - the quality of a cultural center.
2. Profiles of school museums
The profile of the school museum is determined scientific discipline, on the basis of which his exhibition is based.
Museums of the following profiles can be organized in educational institutions:
a) HISTORICAL - (military historical, history of regions, settlements, educational institutions);
b) LOCAL HISTORY - these are museums of a complex profile, which contain collections of monuments not only of history, but also of nature;
c) ETHNOGRAPHIC - engaged in the study and preservation of monuments of folk culture;
d) ARTISTIC - (literary, art history) are based on original works painting, sculpture, graphics and other forms of art
e) NATURAL SCIENTIFIC - (geological, biological, zoological, environmental) are created for the purpose of a more in-depth study of the nature of their region.
f) TECHNICAL - museums dedicated to the history of the development of technology, associated with outstanding events or figures in the field of science and technology.
II . LOCAL HISTORY WORK IN SCHOOL MUSEUMS
The school, as a social institution, with its main purpose of teaching and educating, allows various museum-type formations (local history corners, halls, exhibitions and museums) in their own way to enliven the educational process and introduce children to history small homeland, and therefore the Fatherland, to instill research skills.
It is worth highlighting three main areas of local history work of the school: family, school, native land.
Family
Regardless of the profile of the museum, the theme of family should become the main one in the local history work of the school, given that for many years this area of local history activity was, if not completely forgotten, then thoroughly neglected. For various reasons, many families have practically no preserved archives of their ancestors (letters, documents, personal files, awards, etc.). Today it is extremely important to introduce elements of museum culture, provide assistance in the formation of family collections, home archives, thanks to which love for one’s home could be fostered (in in a broad sense this concept).
The main areas of research activity can be:
Family tree
Compilation the simplest scheme a kind of family tree - a feasible task for any schoolchild. The simplest techniques allow you to teach research techniques with genealogical sources. Joint activities in this area will make it possible to save many valuable relics from home archives and will unite people of different generations.
The fate of the family in the fate of the country
Many schoolchildren do not know where their parents, grandparents, and grandmothers work; they have never been to the places of their childhood, to family cemeteries, this is another factor dividing people. But getting to know the streets of the city where their loved ones spent years of their lives, young residents get to know their native land more deeply, more soulfully, and become closer to their relatives. Taking photographs together and sketching the places where loved ones live will further enhance these good feelings.
Family archive
Identifying objects that are interesting from the point of view of a local historian, young researchers, together with older family members, begin to form a family archive: they create and sign envelopes, thematic folders, fill small boxes with things, and create “legends.” The basis for a small home museum is gradually being created. It would be good if the first museum for every person would be a home museum.
The school museum could select the most interesting materials for exhibitions (with subsequent return to the family). Approximate themes of the exhibitions: “Our family heirlooms”, “The Order in my home”, “Old photography”, “Photos tell a story”, “Professions of our parents”, etc. As a result, local history work will help increase the prestige of the family, strengthen family ties, and help instill a sense of pride in your ancestors.
School
Every person goes through a school, which could become a repository of memories of the people who studied there. The collected materials about the school will eventually become an invaluable asset of a bygone era. To some extent, the school can serve as an archive. Here it is appropriate, first of all, to talk about the creation of the history of the school itself. And here no one, except teachers and students, will compile its full chronicle. In this regard, it is recommended to collect the following materials:
Images of the school in different years of its existence (drawings, photographs, plans, layouts);
Evidence of school life as a process (a kind of chronicle of education);
Attributes of school life at different times (textbooks, notebooks, diaries, pens, etc.);
Children's essays, creative works.
This form has not lost its relevance literary creativity, as a literary almanac (handwritten or typed on a computer). It may contain the following sections: “Day after day”, “The most important”, “From the history of our school”, “News from the classes”, “Teacher’s Tribune”, “In my family”, “Please speak!”, “ Laughter from under the desk,” etc. The editor of such an almanac can be the most active local historian of the school, a member of the museum activists.
Motherland
When developing a plan for collecting activities on the history of your native land, you should not strive for “omnivorousness.” It is necessary to develop a real concept for the museum for the next few years. It is desirable that the museum has a comprehensive character (reflecting the history, nature and culture of its region), can be used as much as possible by teachers in the teaching and educational process, and will help students to reveal their creative potential during museum activities.
At the first stage, it is necessary to identify the circle of possible informants. This can be done through students, with the help of bright leaflets-appeals for help to the museum. After some time, the first finds will appear. However, it can be difficult to determine the degree of their value. In this regard, primary fixation and the correct description of the document are of great importance. It is not always advisable to tear out a separate item from someone's collection, remembering the principle of indivisibility of personal funds.
When organizing the local history work of a school museum, one should be guided by the following principles:
Complex nature of research;
Variety of research methods.
Complex nature of research
The complex nature of collecting material (which does not mean collecting everything in a row without any selection, but the diverse nature of the research) and, as a consequence, the local history profile of the museum suggest its widest possible inclusion in the educational process. In this case, the museum will not become a foreign body in the school’s body. This will be the key to its long existence. It is advisable to designate the territorial boundaries within which the museum intends to conduct research and collecting work. The closer to school, the deeper the study. At the same time, one should not confine oneself only to one’s own, purely local material, but try to reach a broader territorial background (city region, Russia as a whole). Comparison of the particular and the general, presentation of the particular against the background of the general - important point museum activities. Subject teachers can provide all possible assistance in collecting materials. A geographer, for example, will help design a section related to nature and the economy of the region, select the necessary illustrative material, and prepare diagrams and charts together with the children.
The chronological framework of the exhibition may vary.
Variety of research methods
Main forms and directions of research:
· Excursions and walks around native land. They arouse children’s interest in various parts of their region and help them identify an interesting and promising research topic for the future.
· Work in libraries, archives and scientific institutions. This creates a solid basis, without which it is impossible to competently organize local history activities.
· Population survey, questionnaire. In every locality there are old-timers, local experts on the history of the region, whose memories should be recorded. Even if they contradict historical facts, they can be treated as “legends” or evidence of how an event was imprinted in people’s memory. The survey will help the system to collect extensive information on various issues of local history, to obtain a kind of cross-section at a certain historical stage.
· Meetings with interesting people. This will help expand your social circle and include more people in the museum’s sphere of interests, who can gradually become friends of the museum.
· Watching TV, listening to radio. Sometimes it flashes in the most unexpected way interesting information, told about your area, for example, by a famous historian. Or a young poet will read poems about a neighboring river. Thus, the usual media become sources of the most unexpected information.
· The main methods of forming a school museum fund are expeditionary collection of material (expeditions, hikes, excursions), as well as receiving gifts.
· Expeditionary collection of material. Local history expeditions are carried out in the course of research on a specific topic. The formulation and order of topics put forward for study (later - for acquisition) should be of a planned nature and dictated by local history tasks, exhibition requirements and the need to create systematic collections. It is advisable to coordinate expeditions with state museums, specialized scientific institutions. It is possible to conduct joint expeditions in accordance with the developed museological methodology, which ensures the necessary scientific character of the search, selection of material, and its documentation.
Sources for completing monuments can be very diverse. First of all, these are the family collections mentioned above. In addition, you should use antique and second-hand book stores, attics, barns (with the permission of the owners), and recycling points. The search can be conducted at industrial enterprises, government agencies, and creative unions.
When conducting an expedition, the group prepares the following field documents:
Field diary. It records the progress of the search work, its main stages, analyzes the first results and outlines the prospects for further research.
Field inventory. This primary document, in which basic information about the finds is entered (later they will be transferred to the Fixed Fund Accounting Book). The entries are placed horizontally along the spread of the notebook. The field inventory has the following columns:
1. Serial number of receipt.
2. Date and place of discovery.
3. Name of the historical and cultural monument.
4. Quantity.
5. Material and method of manufacture.
6. Designation of a historical and cultural monument.
7, Method of use and preservation.
8. Brief description indicating features. Size.
9. Owner or source of receipt.
10. Item legend.
11. Note.
A notebook for recording memories and stories. Here the stories of eyewitnesses of the event, old-timers, local historians are recorded, indicating their personal data (it is advisable to later have the narrator sign a printed or handwritten text. In this case, the material takes the form of documentary evidence.
Photo recording notebook. Young photographers record information about each shot taken (Date and location of shooting. Contents of the shot. Shooting conditions. Author of the shot). This will help avoid mistakes in the future when including photographs in funds or exhibitions.
III . ACCOUNTING AND STORAGE ACTIVITIES OF THE SCHOOL MUSEUM
1. School museum funds
All materials exhibited and stored in the school museum constitute the fund of the school museum. The school museum fund consists of the main museum and scientific auxiliary funds.
The main fund includes all types of original materials suitable for long-term storage, which are primary sources for the study of history, culture, nature and serve to create an exhibition (in accordance with the profile of the museum) and their use in the educational process.
The main fund includes:
a) material monuments: tools, household items, agricultural implements, handicrafts, samples of factory products, weapons, numismatic materials, clothing, rock samples, archaeological finds;
b) visual: works visual arts, cartographic materials, cartoons, posters, photographs;
c) written: newspapers, books, magazines, leaflets, government documents, official documents, memoirs, letters, diaries, notebooks.
The scientific and auxiliary fund includes materials made for the needs of the exhibition: diagrams, dioramas, dummies, models, texts, reproductions with works of art, photographs of mass production, samples of perishable crops and other exhibits that are subject to damage and require quick replacement.
2. Main groups of museum accounting documentation
To properly organize research work, local historians must use three groups of documents.
Scientific and accounting documentation
This includes:
a) acts of acceptance and delivery of documents;
b) fixed asset accounting book;
c) book of accounting of scientific and auxiliary funds.
The reference apparatus consists of a system of cards (possibly in a computer version) that make it possible to quickly detect the existence of a monument in the collections and its location.
Main types of auxiliary filing cabinets:
inventory (with basic information corresponding to the inventory book, indicating codes and storage location).
thematic (based on the theme of the collections).
nominal (with characteristics of specific individuals).
chronological (according to the chronology of events).
geographical (with place names).
The reference card usually contains the following information:
name of the item (with a brief description), account number, storage location.
The system for recording museum objects includes field documents, acts of acceptance of museum objects for storage at the museum, expedition diaries, reports on museum materials, and creative works.
Accounting in a school museum should pursue two goals:
ensuring the safety of the item itself;
ensuring the safety of information available about the subject.
The main document for recording and protecting museum items is the Fixed Fund Accounting Book (inventory book). Filled out in the form of a table into which the following data is entered:
1. Serial inventory number. Simultaneously with putting down a serial number in the book, the same number is put on the registered item;
2.Date of recording, i.e. entering an item into the Inventory Book. The date must be complete, without abbreviations;
Z. Time, source and method of receipt. Indicated full date(year, month, day), where the item came from, from whom. The full names and patronymics of the donors, the names of the institutions (address, telephone number, etc.) that donated the item to the museum are recorded;
4.Name and short description subject. It is written in generally accepted literary expression, indicating variants of local dialect names. The authorship, place of origin, and the material from which it is made are indicated. For photography, you need to give a brief description of the plot or event. You should include the last name, first name, patronymic of the people depicted, the year the photo was taken, and the author of the photo. In written sources, including magazines, newspapers, diaries, albums, etc., the number of pages or sheets is indicated. The number of photographs is indicated in photo albums. All inscriptions, stamps, signatures are recorded;
5. Number of items. Usually it is written “1 copy,” but if two or more identical museum objects are registered, then the corresponding number is entered;
6. Material and manufacturing technique. The type of material is indicated: stone, metal, wood, fabric, cardboard, paper, cotton wool, etc. The manufacturing method is recorded: casting, embossing, stamping, engraving, manuscript, typescript, knitting, weaving, appliqué, etc.
7. Size. Indicated only in centimeters: height, width (thickness for voluminous objects). For round objects - diameter;
8.Safety. All damage to the item is recorded: stains, dirt, rust, punctures, tears, abrasions, chips, bruises, bends, loss of parts;
E.Cost. Fixed in case of purchase of items in prices at the time of purchase in rubles;
10.Note. Location (written down in pencil). Acts of transfer, withdrawal, write-off, etc.;
Only genuine items or those with the significance of originals (a copy with the author’s autograph, an author’s layout, a rare photograph, etc.) are entered into the Inventory Book.
The inventory book is numbered (in the upper right corner of each sheet), stitched, signed and sealed. When the book is completely filled, a final entry is made at the end:
“This inventory book contains items (in numbers and in words) from No. to No.”
In the next Inventory book, the numbering continues; the inventory book is kept at the school. It is included in the range of files for permanent storage.
H. Encryption and marking of museum objects
Each item is marked with its code. The code consists of an abbreviation of the name of the museum and the corresponding number in the inventory book.
On three-dimensional objects, the code is affixed in ink or oil paint from the invisible side and so as not to damage the object.
In drawings, photographs, documents, codes are written in the lower left corner with a simple soft pencil.
If it is impossible to write a code on an object, you should attach a cardboard tag with a code applied using a thread (to medals, orders, stuffed animals). Pieces of fabric with a code are sewn onto fabrics and clothes.
Storage of museum objects is carried out according to the type of materials. Objects made of metal, wood, fabric, paper, etc. are stored separately. Combining items by type is not allowed. You cannot store paper and metal, metal and fabric, etc. together in the same storage facilities (cabinets, folders, boxes, envelopes), as this leads to damage to museum objects (corrosion, rust).
The premises of the school museum must maintain stable temperature and humidity, because... Temperature fluctuations and humidity changes lead to damage to museum objects.
Museum objects should not be exposed to direct light. Light sources should not be located near museum objects. Paper, cardboard, and fabric are most exposed to light. Therefore, objects made from these materials are placed in boxes, folders, envelopes, each copy placed with clean paper.
The museum must maintain a biological regime: prevent the appearance of moths, wood-boring beetles, cockroaches, mice and other pests. Specialists from state museums should be involved to carry out sanitary and disinfection work.
In the school museum, any type of gluing of museum objects is not permitted. Restoration work can only be carried out by specialist restorers of state museums.
Mounting of museum objects during installation of the exhibition is carried out without any deformation or damage. They cannot be glued, cut, folded, pierced, laminated, painted over, or cleaned up. All types of conservation work are carried out with the participation of specialists from state museums.
IV . EXHIBITION ACTIVITIES OF THE SCHOOL MUSEUM
If we consider the museum as the center of museum-pedagogical work, which takes on the task of “museumizing” education, then we must, firstly, recognize its responsibility for creating an aesthetically significant and aesthetically educational environment at school. A school museum can display its exhibitions in any space, including school corridors, classrooms, and workshops.
Secondly, the task of a school museum can be to assemble and make available to subject teachers or additional education teachers a fund of visual aids (objects of museum value, copies, dummies, illustrated materials, etc.), organized as a “museum in a suitcase.”
Several genres of school museum exhibitions can be distinguished.
· Museum-exposition (exhibition) The museum's exposition represents more or m e there is an established complex of objects that is inaccessible for interactive use (closed display cases and cabinets, rigid hanging). The exhibition space is strictly localized and is used primarily for conducting excursions on a specific, fairly limited topic. Museum material is involved in the educational process, mainly as an illustration. This school museum genre needs a number of features added. With the initiative of the leader and school activists, he undoubtedly has great prospects.
· Museum-workshop
· The exhibition space in this museum is built in such a way that it necessarily contains work areas for creative activity students. Sometimes such a museum is located in classrooms where classes are held, or in art workshops. Exhibits can also be distributed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process, as well as in the field of additional education.
· Museum-laboratory
· This genre is very close to the museum-workshop. The difference lies in the nature of the collection on the basis of which museums operate. These are natural science and technical collections. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.
· Museum-game library
· This could be a museum of games and toys, some of which were brought from home, but most of which were made by children. Museum activists and teachers can conduct theatrical activities with schoolchildren based on these collections junior classes, after-school groups, as well as traveling performances to kindergartens and nearby schools. A necessary component of the activity of such a museum is the study of the history of the production and existence of toys. An important role is also given to the scenario and production aspect, i.e. creating special scenarios for conducting thematic classes.
Text on display at the school museum
A necessary part of preparing displays and exhibitions in school museums is the selection and compilation of texts. The correct use of texts enriches the content of the exhibition and increases its impact.
The texts in the exhibition represent a holistic and systematically organized set of headings for sections and topics, annotations, labels, and indexes.
A system of texts is created during the design of the exhibition, taking into account the fact that they must be clear, unambiguous and accessible to everyone. The text must contain all the necessary information, be understandable, and sometimes have an emotional impact. One of the most important requirements that determine the approach to the text is laconicism. Overloading the exposition with textual material only reduces its educational value.
Texts in the exhibition are usually divided into the following types:
Table of Contents (capital);
Presenters;
Explanatory;
Etiquette.
Table of contents (header) texts help to navigate the exhibition. Their task is to provide a “guiding thread” for viewing the exhibition and to identify its thematic structure. Table of contents include the names of all departments and halls of the museum, exhibition themes, sections or complexes.
The explanatory text is a commentary on the hall, topic, complex. It contains information that complements and enriches the visual range,promotes a holistic perception of the exhibition image.
The leading text can be compared to the epigraph to literary work. Its meaning is to express in a bright, clear and concentrated form the main idea of the exhibition, to reveal the meaning and content of some of its sections, themes or complexes. Excerpts from memoirs, letters, diaries, and recordings made by the heroes of the exhibition are widely used as leading texts, i.e. materials that have a pronounced personal character.
The etiquette in a museum is the totality of all the labels of a given exhibition. Each label is an annotation for a specific exhibit. Its content depends on the profile of the museum, the objectives of the exhibition and the nature of the museum object itself.
In museum practice, a certain form of placing information on a label has developed. Each label typically includes three main components:
Item name;
Attribution data (information about material, size, manufacturing method, author's affiliation, social and ethnic environment, historical and material significance);
Date of.
Label examples
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Plow Used for arable work in peasant farms of the Kama region at the end XIX - early XX centuries. |
|
The plant was founded in 1868. Equipped with English machines. In 1890 the number of workers exceeded 5,000. |
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Pupils of the 5th grade in Zyukaika In the last row (far right) Andrey Mokhov. Perm region, 1934 |
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Hero of the Soviet Union A.V. Ivanov (1907-1943). January 1942 Photo by B. Petrov. On the back is the inscription: “Dear, beloved mother. We are driving the enemy away from Moscow" |
Design and placement of labels
The font, color, size, and location of annotations for exhibits are determined during the work on the exhibition. The entire text commentary, including labels, should become an organic part of it. Therefore, the authors of the exhibition, while developing the content of any text, simultaneously solve artistic problems.
Texts must be consistent stylistically, with each other and with other exhibition materials, designed and placed so that they the best way performed their functions. There are also rules arising from the external features of the exhibits. different types and label requirements. For example, labels should not be placed on exhibits. They are placed next to the physical exhibits on a stand, on a shelf, or on the wall of a display case. To the edged material - on the mat under the exhibit, to the framed material - they are attached to the frame. If the exhibits are located high above the exhibition belt, then below, at eye level, you can place a diagram of their location with all the necessary data. Small exhibits attached to the tablet or located in the display case are numbered, and under the corresponding numbers their list and description are given in the general annotation.
You should avoid intrusiveness and variegation of labels, highlight them sharply against the general background of the exhibition, but you also cannot level them out, making them completely invisible. We must not forget about the texture and color of the labels. They are tinted in accordance with the background of the mat of the stand or display case. They are written or printed on good paper, and for exhibits located on stands, podiums, on dense material (cardboard, plexiglass, etc.).
In a school museum, where the priority is the idea of creating, “making” a museum, where it is especially important to intensify the attention of visitors, the so-called “intriguing” label is appropriate; along with traditional information, it can contain questions or tasks like: “Find ...”, “ Compare...”, “Choose...”, “Guess...”, “Think why...”, etc. Thanks to this etiquette, viewing the exhibition turns into an exciting and at the same time serious game, which will be interesting and adults and children.
V . CULTURAL AND EDUCATIONAL ACTIVITIES OF THE SCHOOL MUSEUM
The content of cultural and educational activities is expressed in the forms of work with the audience. The main ones include: lessons in the museum, lessons in the classroom using museum objects, thematic lectures, conversations, excursions (theatrical), exhibitions, scientific readings (conferences), consultations, seminars, methodological associations, clubs (club, studio), themed evenings, lessons courage, days of mercy, professions, open doors, historical, folklore holidays, museum Olympiads, competitions, historical games.
All events held by the school museum should be taken into account in a special notebook (mass event book), which is filled out according to the following scheme:
All correspondence of the museum must be subject to accounting, for which a special notebook is allocated, in which the date the letter was written, the serial number, the address where it is sent, and its brief content are noted.
For letters accepted into museums, another notebook is allocated, which is also divided into columns: date of receipt of the letter, date of departure, address, author, brief content of the letter.
VI . CASSPORTIZATION OF SCHOOL MUSEUMS
The status of “school museum” is assigned by the Ministry of Education of the Russian Federation.
Requirements for an exhibition claiming to be a “school museum”:
Availability of a fund of original materials registered in the main fund accounting book (inventory book);
The presence of a designed exposition that reveals the content of the chosen topic with sufficient completeness and depth;
Ensuring conditions for the safety of collected material;
The presence of a permanent asset of students conducting systematic search-gathering and research work under the guidance of a teacher;
Protection and promotion of historical and cultural monuments, nature of the native land;
Cultural and educational activities of the museum.
Museum documentation:
· Order of the director of an educational institution on the opening of a museum and the appointment of the head of a school museum
· Current and long-term plans museum work
· Fixed asset accounting book (inventory book)
· Scientific and auxiliary fund accounting book
· Thematic and exhibition plan
· Card index
· Public Events Book
· Guest book
· Texts of excursions, lectures, conversations, scenarios of public events.
The work plan of the school museum consists of the following sections:
1. General tasks and directions in the upcoming work of the museum in the new educational waters.
2 Work with the museum’s school assets.
Organization and procedure for teaching activists the basics of museology Participation of activists in museum work on the scale of a district (city), region, Russia. Planned tasks for each activist within the assigned area of work.
3. Research work.
What topics and by whom will be studied and developed in the current academic year. For example: on the history of an educational institution, a street, a neighborhood, or about a specific person - the director of an educational institution, a teacher, a former student; about the combat operations of a unit, unit or individual hero. Topics can be varied depending on the profile of the museum.
4.Search and collection work.
A specific plan for the participation of schoolchildren and teachers in tourist and local history expeditions to search and collect museum materials during the autumn-winter and spring-summer holidays; what museum objects are expected to be found in the city, region, where or from whom; with whom correspondence will be established regarding the search for materials, work in archives or in specialized museums, etc.
5. Scientific exhibition work
What exhibits will be introduced into the exhibition or replaced, what temporary or permanent exhibitions will be prepared, etc.
6. Work with funds
Drawing up scientific documentation, filling out an inventory book, rules for maintaining field documentation, drawing up cards for museum items, studying, researching and describing each item; creating conditions for storage museum collections, the procedure for processing incoming historical monuments, etc.
7. Methodological work
Compiling or supplementing review and thematic lectures. Education and training of museum activists for conducting excursions, etc.
8. Publishing activities
Compiling a booklet for the school museum. List of proposed information for publication in periodicals and others information sources about events held at the museum, etc.
9. Excursion-mass work
Schedule for students visiting the museum. List of events. Use of museum objects in lessons and extracurricular activities. Development of excursion themes, selection and systematization of excursion materials.
In cities where there are state museums, district (city) commissions are created for the inspection and certification of school museums, which include representatives of educational authorities, specialists from state museums, additional education institutions, public organizations, and associations of local historians. The district (city) commission gets acquainted with the activities of the school museum, fills out the relevant documents (inspection report, registration card) and sends them to the regional center for children and youth tourism
Every five years, the museum must confirm the title of “school museum,” about which the commission makes appropriate entries in the passport and registration card.
"Organization of the work of the school museum" //Methodological recommendations. / Compiled by O.V. Starkova. /Regional Center for Children and Youth Tourism. - Perm, 2002.
«
stretching through centuries"
THEM. Sechenov
You can talk endlessly about spiritually - moral education, about patriotism, awakening them in the souls of our fellow citizens, but if the words are not supported by concrete deeds, then all this will look like nothing more than hot air.
In order to make the life of each of us and the whole country better,
we need to start with ourselves: stop being indifferent to what is happening around us; change your attitude towards the world around you...
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« In the life of mankind there is a continuity of thought,
stretching through centuries"
THEM. Sechenov
Justification of the need for the project.
You can talk endlessly about spiritual and moral education, about patriotism, awakening them in the souls of our fellow citizens, but if the words are not supported by concrete deeds, then all this will look like nothing more than hot air.
At the moment, no one doubts the fact that familiarization with culture should begin from early childhood. In our opinion, this is current problem today's society: the revival and development of spiritual and moral values, the need to form high moral and ethical principles among the younger generation.
The school history museum is designed for children. Children are the future of our society. If we want to raise worthy citizens, patriots of the Fatherland, we must cultivate a spiritual and moral core in our children.
2016 has been announced in YakutiaA year of additional educationHaving studied the history of the school, in preparation for the opening of the year, we conducted a questionnaire, the monitoring results showed the need to develop additional education. A lot of material was collected on the history of the school’s creation, as well as interesting information about the school’s graduates. All this was the impetus for the idea of creating a museum of the history of the school, and the accumulated materials required placement.
Project name:"School Museum"
Theme of the school museum: « History of an educational institution."
Project Manager: Grishina E.A., Makarova E.A., Fedo T.A., Zabelina E.G.
Project participants:students in grades 8-11
Description of the problem.
Firstly, as a result of the political and social transformations that have occurred over last decades in our country, the guidelines of patriotism have changed, therefore one of the key mechanismseducational work V modern school is the problem of patriotic education. Patriotic education should become one of the main, leading links in working with children and youth. Today, many spiritual traditions have been lost, and if you do not turn to the past of the country, its history, origins, holidays, rituals, customs, then the connection between times may be interrupted. Familiarizing the younger generation with historical and modern information about people who have glorified their name with high achievements in sports, science, culture, labor and military exploits home country and schools, will contribute to the formation and development of young people’s sense of pride in their compatriots and the state as a whole.
Objective of the project:
Creation of a school museum dedicated to our school. Students will learn to form museum collections and exhibitions and present the results of their own research activities.
Project objectives:
In accordance with this stated goal, we have formulated specific tasks , revealing the content of the work to solve the problem:
- Preserving the historical memory of the school
- Organization of search and research work
- Determining the direction of the museum
- Competent exhibition design
5. Replenishment and updating of museum exhibitions
6. Developing students’ interest in the history of the school
7. Development of school self-government during the project
8. Establishing contact with archives, museums, involving students, parents of students, and the public in the project
9. Inclusion in the educational plan of the school of events that will be held in the museum.
Expected results:
The implementation of the project will make it possible to create a school museum and begin systematic work to educate school students:
- Increasing students' interest in studying the history of their institution, region, city, country, demonstrating a sense of patriotism for their country, through a system of creative participation in the activities of the museum.
- Organization of interaction between educational institutions and museums in order to create a unifiededucational andeducational space.
- Mastering by students the techniques of museum, design and ICT activities.
- Expanding the information space of the school museum through cooperation with educational institutions, the department of education and culture.
- Creation of an electronic database about the most valuable exhibits of the school museum.
- Presentation of the final materials of the project on the Internet and in the media.
CRITERIA FOR EVALUATING PROJECT PERFORMANCE
- Increasing student interest in studying the history of their institution, region, city, country, and demonstrating a sense of patriotism for their country.
- An increase in the number of teachers using the museum’s capabilities to conduct lessons on the curriculum of school subjects, classroom hours, and other educational events.
- Students’ achievement of personal success in museum work.
Project implementation period: 3 years
Project implementation:
To implement the project, it is planned to create a project for the design of a school museum, search and raise funds for the creation of a museum, form an asset for organizing the permanent work of a school museum, deploy systematic work on the training and education of students based on the work of creating exhibitions and collecting materials from the main fund.
The school has begun work to involve the capabilities of the school museum in educational work.
Preparation of project proposals.
Search for business partners.
Carrying out planned events.
Adjusting the progress of the project.
Studying public opinion, we developed a questionnaire and conducted a survey among high school students, teachers, and parents. The majority of respondents supported the initiative to create a school museum. believe that the creation of a museum of the history of the school is necessary and timely.
Proposals for the implementation of the project were discussed at a joint meeting of the Council of High School Students. The following proposals were made:
- Contact the school director about creating a school museum and allocating space for the museum.
- Contact your local museum for help.
- Museum interior design.
- Creation of exhibitions and sections of the museum.
- Create a museum council and plan the design of stands and display cases.
- Continue work on collecting materials, studying and storing museum objects.
- Our business partners: school administration, regional museum,, department of education and culture.
We discussed our project with the school director Lyudmila Yakovlevna Sokolovskaya, who supported us and promised her help in implementing the project.
The project was supported by employees of the regional museum. They gave us advice on organizing the museum.
Project implementation work plan
about the history of the school
Start collecting information on topics:
School history,
They ran the school
Labor veterans,
The school is proud of them
History of children's school organizations (about pioneer and Komsomol organizations)
Graduates,
The outcome of the project must be positive for everyone.
The school museum makes a worthy contribution to spiritual and moral education.Everyone can become a custodian of cultural heritage.
A child or teenager who knows the history of the school, the city, the life of his ancestors, architectural monuments, will never commit an act of vandalism either in relation to this object or in relation to others. He will simply know their value.
Bibliography
- Current issues in the activities of public museums. \Proceedings of the State Historical Museum. Issue 52; under general ed. A.B. Zaks and L.E. Yanbykh.-M.: 1980.
- Boguslavsky S.R. School museum-club: Book for teachers: From work experience. M.: Education, 1989.
- Borisov N.S., Dranishnikov V.V., Ivanov P.V., Katsyuba D.V. Methodology of historical and local history work at school / Ed. N. S. Borisova. – M., 1982.
- Zenov A.Z. Forms and methods of work local history museum//Pedagogical information and reference bulletin of the Orenburg region. – Orenburg, 1995. – No. 25.
- Krylova N.B. Culture as a condition for personal self-development // New values of education. – M., 1995.
- Novoselova A.S. Zobacheva R.D. Museum pedagogy as a means of personal self-development. – Perm, 2000.
- New methods and technologies in school additional additionaleducation. -M., 1998.
- Reshetnikov N.I. School museum and local history work // Bulletin of children and youth tourism in Russia, 1993. – No. 5-6.
- Stolyarov B.A. Museum pedagogy: history, theory, practice. – M., 2003.
- Tumanov V.E. "School Museum". Toolkit. M.: TsDYuTiK, 2003, ed. second, corrected.
- Internet support for the website of the All-Russian Association of School Museums on the Internet “Stoik”:www.npstoik.ru
No one knows exactly when exactly the school appeared in the village of Charyshskoye. There is only information from letters that in 1887 she moved to a new building. After that, she moved two more times - in 1952 and 1978. Therefore, in the office where the school museum is located, there are three models that meticulously reproduce the details of the three buildings. After all, every graduate who comes to the museum wants to see their school.
The models were made by Lyudmila Anatolyevna Bushueva, the director and founder of the museum, with her own hands. “You know, I cultivate such patriotism here,” says Lyudmila Anatolyevna. “Which one is this?” - I ask. “This is a very rich, deep feeling,” answers Lyudmila Anatolyevna and gives an informal tour of the museum.
Lyudmila Anatolyevna Bushueva
Mathematics teacher, founder and director of the School History museum. The village of Charyshskoye, Altai Territory.
I worked as a mathematics teacher, taught classroom management, and was the head teacher of educational work for many years. In 1988, we began to prepare for the 50th anniversary 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 the Soviet Union. Great stuff was recruited, contacts were made, but in the 1990s everything came to naught.
The village of Charyshskoye is located 310 kilometers from Barnaul, among mountain ranges, and is considered difficult to access. Population 3000 people. (Photo by A.M. Bushuev)
In 2007, after retiring, I realized my dream - I created the “History of the School” museum. I made an agreement with the director and they gave me a separate office. I fulfilled my desire, knowing about the lack of money, realizing that I had few associates. But my condition was this: I don’t turn to anyone for help, and let no one get into my soul. Walking around with an outstretched hand, waiting for someone to help you with something - I can’t do that.
I take money for the development of the museum exclusively from the Bushuev Family Fund - that is, what my husband and I earn ourselves. Although I am a pensioner, I continue to work - I teach mathematics in the 10th grade. Twice we received awards at the level Altai Territory- that's our entire fund.
My husband, Alexey Mikhailovich Bushuev, himself a graduate of this school in 1968, taught mathematics here. Now it contains all the technical parts of the museum - website, digitization of archives, printouts.
But you know what’s good: we don’t ask anyone, we don’t have to report to anyone. And that’s why I do everything for the soul. Of course, I attract students, graduates, parents, and village residents - otherwise, where would I get the material?
Left: Models of school buildings on museum tables.
Top right: Lyudmila Anatolyevna demonstrates a pioneer bugle.
Bottom right: the most popular stand among graduates is dedicated to the directors and head teachers of the school.
How do I collect information? I go to families, ask for old photographs, write down memories - about teachers, about graduates. You come to one family - all the photographs are laid out in albums, signed, documents are collected in separate folders. When you come to another one, the photos are haphazard, with torn corners, no one remembers anything. But I'm looking for an approach. There is a granddaughter of an old teacher, he died a long time ago - she keeps saying “thank you” to me that I’m exhibiting his photographs somewhere, but she herself can’t tell anything about him.
They write me memories, give me photographs - my task is to systematize and formalize all this. We have everything here in folders, presentations on the computer, stands for each section.
This is the stand that all graduates approach first - these are our directors and head teachers. Everyone is looking for “their own”.
The other section is our pride, our medalists. Even in elite schools, sometimes only last names are written on such stands. I don't like it. I need a face. How can you talk about a person without a face? This is how I collect everything - so that there is a photograph and an annotation for it. The first medal was in 1965. Before that, I studied from magazines, they also graduated from school with straight A’s, but for some reason they weren’t given out medals.
I’m trying to find out which of these medalists went where and what they did next. Did they justify the medal or not? How have you settled in life? And mostly they are doing well.
They all have kind, open faces - they are really good. Almost everyone then enters universities and finds work in the city in their specialty. There are not many boys among medal winners now, but, as I always tell them, they don’t want to study at school, and then they sit in the Duma.
We also have a “Book of Honor” - graduates who are gold medal They didn’t make it, but they had only 2-3 “B’s”, for example, and they actively showed themselves. We started 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.” There are graduates from different years here, we look for them and communicate. Here is Stanislav Nikolaevich Khabarov, a famous academician and gardener. This is his book - “Soil Conservation Works” - and another book is about him. We had one film artist, a graduate of 1948, Lemar Burykin, he starred in “Pedagogical Poem”. Nina Ivanovna is an associate professor in Cherepovets. She died a month ago. Nikolai Alekseevich Epanchintsev - civil aviation pilot. Honored Builder of the Russian Federation - Evgeny Moskvin, he designed and built the cinema building in Charysh. Yes, we had a cinema, the building still stands.
Here are books by Timur Nazimkov. It's a sad story. He's the son of our alumna, she's number four in the "Famous Alumni" list. He lived a short life, only 23 years old. He was a creative person, wrote poetry and prose. He had a complex character and such a perception of the world, you know... He saw everything in a black light. And in the end he committed suicide. And his mother collected all his works and published several books. This was in the 80s, exactly the period when all this politics began, when everything was heading towards collapse.
And these are the memories of a 1943 graduate, an excellent student, Klara Iosifovna Shutto. They were later published a separate book to the 75th anniversary of the region. In 1988, Klara Iosifovna gave us many exhibits - letters from classmates, for example, which she kept.
Lyudmila Anatolyevna Bushueva
Here, love. People laugh at me, but it’s interesting to me - that people were friends at school and are still together. I find these married couples how their lives turned out.
And it happens that children who are now studying at school discover something about their family in the museum. After all, in many families they don’t always talk, there’s never time. And here there is an opportunity to talk slowly.
I myself am from the village of Srostki, this is the birthplace of Vasily Shukshin. My teacher was his second cousin, Nadezhda Alekseevna Yadykina, who, after the writer’s death, organized the first museum in his honor at a rural school. And then one day I arrived at my native school and was puzzled: why is there only information about Vasily Makarovich and not a word about us, other graduates? And I thought that the Charysh school should have at least something about everyone.
I decided that I needed to hang photographs of all our school’s graduations in the hallway so that everyone would be here. At first I was afraid - what if the kids started drawing on them and ruining them? But everything turned out to be fine.
With the opening of the museum, I began to notice pride in the children for their school, for their family. You know, they are so proud that their parents studied here. When we hung the photos in the hallway, they were looking for: where is mom, where is dad. Here is everything from 1941 to the present day. This year the children will graduate and will also appear in our chronicle.
When we started decorating the museum, people came to us and said: “Wow! I never thought we had something like this good school, these are our teachers!”
When everything is ordinary, we get used to it and don’t notice anything. And here, at least in a few, I bring out that other portrait, they revere it - and they already form an image. And this pride in the school - they are now developing it very well. There is no need for any extra words.
I then conduct various conversations and class hours based on local material. I don't need to go online. In 2013, we initiated the “Immortal Regiment” campaign in Charyshsky. In the city, every family prints portraits of their grandfathers themselves, but here, I understood that I needed to organize everything. We have collected rich material on all participants in the war from the village - this separate part exposition. 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 Sport - Athletics and skis. 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