Cultural and educational space of a modern museum. Forms of cultural and educational activities of museums

The innovative program is dedicated to the role of the museum in teaching children with hearing disabilities, the importance of the museum for the assimilation of historical ideas, for updating and improving the quality of education, creating conditions for the development of a free creative personality. The program reveals the features of the lesson in the museum, the problems that are solved during such a lesson, the expected results.

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State treasury educational institution of the city of Moscow "Special (correctional) general education boarding school No. 52"

Innovative program

"Museum as an educational space in teaching the history of children with disabilities by ear"

History and social science teachers Artemova G.P.

2017

Explanatory note

Justification of the relevance of the program.

Currently, there is a situation when educational reform and new Federal State Educational Standards clearly defined the direction of the state order associated with the challenges of the time. The school loses its monopoly on the organization of the main educational process. Teacher todaymust to organize the educational activities of schoolchildren so that they are connected with life, and include activities in nature, in an urban environment, in a library, in a theater and, of course, in museums.

Since 2012, the implementation of these tasks has been facilitated by the project of the Moscow Department of Education "A Lesson in Moscow".The Lesson in Moscow project includes more than 430 lessons in various subjects, prepared by the methodologists of the City Methodological Center and Moscow teachers. Parks, exhibition grounds, libraries, museums and experimental centers, school museums and school grounds are the educational space used in the project.

Since September 1, 2017, at the initiative of the Moscow government and personally S.S. Sobyanin in our city, the program “Museums for children ”, Which allows teachers of the city to conduct in the museum not only an excursion, but also a lesson at a convenient time for them.

The museum plays a special role in introducing the child to the values \u200b\u200baccumulated and sacredly preserved by humanity in world culture, it is he who comes to the aid of education. Merging into a single whole, the museum and education form a person's spirituality.

The lesson in the museum is very important in the practice of spiritual and moral, civil-patriotic, historical and local history education of the individual.

Museum items - things, values \u200b\u200b- act as a source of information about people and events, are able to influence emotionally, evoke a sense of belonging, as they allow you to penetrate into the spirit of the past, into the world of the creator. This is how a bridge is laid to the heart of the child, this is how the correct life guidelines are formed, an introduction to the eternal values \u200b\u200bof life takes place.

Especially important the role of the museum for children with disabilities, in particular, withHVD by ear.

In children with hearing impairments, deviations in the development of mental processes are observed: the processes of analysis and synthesis are disrupted, there is a large delay in the development of verbal memory, meaningful memorization of material is difficult, judgments are simplified and excessive concreteness, the ability to express thoughts in a generalized manner is not sufficiently developed, hearing-impaired children often find it difficult to correctly establish logical connections between phenomena and events. In this regard, such students face significant difficulties in mastering historical knowledge.

A necessary condition and at the same time one of the results of the study of history is the formation of students' historical ideas, created on the basis of vivid and impressive images of past events. This is especially important for deaf and hard of hearing students, whose thinking is predominantly concrete in nature, and who in their knowledge of the world rely more on the system of images than on the system of abstract concepts.

For the conscious and lasting assimilation of historical concepts and ideas by hearing impaired students, imagery is very important, it is a necessary prerequisite for the scientific nature and strength of historical knowledge, and lessons in the museum help to solve this problem.

The use of visual aids in teaching affects the positive emotional coloring of the lessons. Emotional activation is a prerequisite for productive intellectual activity. Higher nervous activity of the deafand hearing impaired children relies heavily on immediate sensations and ideas obtained from historical objects, paintings, drawings- all that the child will see in the museum.

The goal of the program isupdating and improving the quality of education,creating conditions for the development of a free, creative, self-motivated student personality by means of museum space and territories in the city of Moscow.

Program objectives:

A lesson in a museum has broader objectives than just the assimilation of knowledge on a specific topic of the school curriculum. Students must not only master knowledge, but also train skills:

• use data from various historical and modern sources (text, diagrams, illustrations),
• work with a historical map,
• use knowledge when writing creative works,
• determine the causes and consequences of the most important historical events.

Do not forget about the meta-subject results of the lesson, during which students master universal learning actions (ULE).

Tasks of the teacher when working on this program:

• Expanding the sphere of education through introducing students to museum values;

• Fostering love for the native land and people who care about its prosperity;
• Formation of self-awareness, the ability to successfully adapt in the surrounding world;
• Development of students' creative abilities, giving them the opportunity to realize themselves in accordance with their inclinations and interests;
• Formation of joint activities for children and adults on the basis of museum practice;
• Mastering a new type of training, the formation of the teacher's professional competence.

If the educational process at school is organized using museum pedagogical technologies, then higher results of the formation ofstudents with hearing disabilities historical ideas, in the artistic and aesthetic development of children, their self-realization.

In the course of work, it is planned:

• approbation of non-traditional forms of teaching;
• organization of local history work on the basis of the museum as a comprehensive means of teaching and educating the younger generation;
• creation of memory albums, presentations, stands;
• expanding the methodological field through the use of Internet technologies;
• checking the effectiveness of the influence of museum pedagogy on the formation of a value attitude to the cultural and historical heritage of children with hearing disabilities.

Stages of program implementation:

• Preparing students for a lesson in a museum;
• Development of a didactic scheme of a training lesson (creation of a research sheet);
• Creation of a scenario of a training session (description of the interaction between a teacher and students in a teaching-learning situation);
• Logistics (building a route in the museum space, creating a route sheet);
• Organization of excursions;
• Excursion to the museum,
• Summing up (answers to a problem task, tests, questions, preparation of an essay, sketch, drawings, projects).

Features of the program implementation:

When preparing an educational lesson (lesson) in a museum, it is necessary, on the one hand, to distinguish it from a museum excursion, and on the other, from a lesson at school. The difference between an educational lesson in a museum and a museum excursion is that an educational lesson has an educational task behind which is the development of a specific unit of educational content (concept, phenomenon, method of action, etc.), and the excursion is aimed at conveying certain information. In contrast to the excursion, which is led by a guide, the educational lesson (lesson) is conducted by a professional teacher who has competence in the field of subject knowledge and who knows the specifics of the museum space.

A lesson in a museum differs from a lesson in a school primarily in the organization of space. At school, this is a standard equipped classroom; in a museum, these are open halls with exhibits, where retaining the attention of a group of students (class) requires certain skills of a teacher to involve students in meaningful communication.

A lesson in a museum should be guided by a systemic activity approach (search, research and elements of children's project activities), which is aimed at obtaining meta-subject and personal results for schoolchildren.

The most successful form for a lesson in a museum ispractical work students in the museum exhibition.

The main content of the lesson is the solution formulated by the students together with the teacherproblems , search for answers to their own questions by referring to the museum original. A lesson in a museum allows students to do what is impossible in a barrier class environment.

When conducting a lesson in a museum, such pedagogical technology is used asresearch activities students. It implies the rejection of the live broadcast of knowledge, students independently examine, study museum exhibits and entire exposition complexes. The function of the leader of the lesson (it may be a museum employee together with a teacher) is reduced to modeling the work process. In order for the research process to be streamlined, students work according to the plan, which is set out in the so-called "route sheet". It consists of several points: each corresponds to a specific exhibit (exposition complex) that is subject to research. Students should describe the exhibit very briefly (in one or two sentences), revealing the essence of its research. In the “route sheet”, the teacher must put one or more questions to this exhibit, which indicate what kind of information needs to be extracted. The wording of the question should be chosen very carefully: it should be short and clear, avoiding double interpretation. In addition, questions should not be narrow, private, or insignificant. The information extracted from each exhibit should form an important part of mastering the topic.

The main stage of the programassociated with the development and implementation of scheduled classes, lessons and activities. Their peculiarity lies in the fact that each museum visit is considered as an organic part of the educational process, closely linked to the educational program, which implies:

• preparing schoolchildren for visiting the museum (acquaintance with concepts and terms, introduction to the event context, etc.), which can be carried out both within the framework of lessons (history, social studies) and during extracurricular activities;

• Creation of a scenario of a training lesson (description of the interaction of a teacher and students in a teaching-learning situation),
• Preparation of route sheets.Route sheet - this is not a plan of the museum, according to which students should move, it should contain such tasks that, after completing, the student will receive informational reference material consisting of new knowledge or discoveries. Moreover, the sheet itself should be compact and convenient for storage and long-term use. This sheet should not contain many assignments or difficult questions.Route sheet may contain illustrative material that will help children withHVD by ear.

• organization of work at the exposition with didactic materials (Route sheet ), directing students to comprehend the tasks that are significant for the achievement of educational goals;
• reflection after a visit, which allows not only to generalize the impression of the museum, but also to rethink the experience acquired by the museum and use it to create a new creative product.

Thus, integral educational blocks are formed, including both a visit to the museum and classroom hours, extracurricular activities, and classes related to the project and research activities of students.

An important task of the program is the development of didactic materials that allow organizing the active activities of students in the museum space, which involves defining the topic (idea) of visiting the museum, selecting exhibits for its disclosure, creating an algorithm of questions and tasks designed to help the child in his research activities. Some of these materials are currently developed by teachers in Moscow, but for working with childrenwith hearing disabilities, these materials need to be improved.

Features of creating a lesson in a museum.

A lesson in a museum should correspond to the core of the school curriculum and new educational standards, take into account the IESs (controlled elements of content), which should have remained with each student in a kind of "dry residue" after the lesson to objectively measure its effectiveness.

Theme. The lesson in the museum should be related to the theme of the school curriculum. And in this case, for the formation of a "picture of the world" in schoolchildren, an orientation towards intersubject connections and meta-subject and personal results is proposed.

Age. The age characteristics of the school group determine the perspective of the problem, will help determine what is the attractiveness of this topic for a given age.

Problem. When the topic of the lesson is found, the most difficult thing is to formulate, for now only for yourself, the problem of the lesson so that it meets both the needs of the child and the educational tasks of the teacher - then the lesson will acquire a more accurate name.

An example is the lesson "The Copper Riot of 1662 and Kolomenskoye" in the Moscow State United Museum-Reserve (the territory of "Kolomenskoye") - as part of this lesson, students get acquainted with the stages of development of the Copper Riot, consistently visiting historical places in which events took place and constantly the teacher puts before them the question: "Why was the Copper revolt called" Copper "?

Intrigue. In order to "build" a lesson in a museum, one has to push off from the "point of surprise", this makes it possible to involve children in the educational process of searching. AND

here you need to take care that intrigue appears in the script of the lesson. It is she who gives motivation an impulse that leads to the final result, helps to find ways to solve the problem when the child proves not so much

to the teacher, as much to himself, that he can independently cope with the task. In a lesson at the Museum of Moscow, for example, schoolchildren can try on the skills of the ancient Slavs, must guess what these or those tools of labor were for, and offer their hypotheses for their purpose.

Methods. When developing a script for a lesson, the supporting methodological component becomessubject method. This means that when developing questions for the lesson, the teacher starts, first of all, from the museum object. Oral or declared in the itineraryquestions should:

• arouse curiosity and draw the student's attention to the subject;

• to make you think and cause intellectual tension;
• encourage him to look for his own answers to the questions posed and independently formulate conclusions based on the information collected in the museum, since the answers to them cannot be found in the textbook.

When developing a lesson, it is necessary to abandon the excursion approach and minimize the presentation of information through a monologue. It is recommended to allocate no more than 30% of the lesson duration to it. With the system-activity approach, which is the basis of the lesson, the student must be clearly aware of:why he does a certaininteractive action.

Modeling problem and search situations, teachers can use the following traditional and modern pedagogical technologies:

• offer to consider the phenomenon from various (role) positions;
• lead students to a contradiction and encourage them to find a way to resolve it themselves;
• propose problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, contradictory data, deliberately made mistakes).
• encourage making comparisons, generalizations, conclusions from the situation, compare facts;
• to acquaint with different points of view on the same issue;

• Project method;
• Role-playing method;

Lesson time. The peculiarities of the lesson in the museum dictate an increase in its time beyond the traditional 40 minutes. The change of activities allows, in our opinion, to bring its duration to 1 hour and 20 minutes.

The temporary model of the lesson can be presented in the following form: the teacher's presentation of the image of this museum, setting up groups for work, updating their previous knowledge, discussing the problem, getting to know the museum component of the lesson. At the end of the lesson, it is very important that the students, under the guidance of a teacher or independently, come to a conclusion that will help them understand the problem and find a way to solve it.

A lesson in a museum should give impetus for the subsequent project activities of schoolchildren. Since the school orients and requires the teacher to organize these project activities, the museum becomes a necessary educational resource for the school. After visiting the museum, schoolchildren can get homework, which should be as specific as possible. For example, after visiting the Museum of Defense of Moscow, you can offer to write a report on behalf of the "front correspondent" about the events of 1941-1942.

Program activities:

	Lesson topic	Problem	Museum	Lesson summary	Class	date
	Russian culture of the 16th century: architecture, painting. Gen.	What are the differences between the architecture and painting of Russia in the 16th century? from architecture, painting of the Western European Renaissance?	Manor "Kolomenskoye"	Creation of presentations.		December 2017
	Russia in the first quarter of the 18th century.	Find the features of Russian architecture of the 17th century.	Estate "Izmailovo"	Creation of drawings, stand design		January 2018
	The "Copper Riot" of 1662	Why the events of 1662 were namedA copper riot?	Manor "Kolomenskoye"	Classroom conversation, test answers		March 2018
	European art culture of the 19th-early 20th century	Find paintings related to impressionism, classicism, realism, prove your choice	Museum of Fine Arts. Pushkin	Projects creation	9 a, 9b	September 2017
	Moscow battle	"1941: the birth of Victory?"	Moscow Defense Museum	Writings on behalf of the people of that time	10a, 10b	November December
	Patriotic War of 1812	Who won the battle of Borodino?	Borodino panorama	Preparing information for the school website	9 a, 9b	December 2017
	Artistic culture of Russia in the first half of the 19th century	Define genres of paintings	Tretyakov Gallery	Creating presentations	9 a, 9b	January 2018
	Liberal reforms of the 60-70s	Why the reforms of the 60-70s. called liberal?		Classroom conversation	9 a, 9b	March 2018
	Artistic culture of Russia in the 19th century	Identify the most popular painting theme of the 19th century	Tretyakov Gallery	Preparation of a thematic exhibition	9 a, 9b	April 2018
	Revolutionary upheavals in Russia		Museum of modern history	Historical composition.	10a, 10b	November 2017
	Features of domestic politics, the totalitarian model of socialism.				10a, 10b	December 2017
	"Soviet country in the 50's and 80's"	"Life has become better !?"	Museum of modern history	Presentation preparation	10a, 10b	January 2018
	Russia and the Horde	Was there a yoke?	Historical park "Russia is my history"	Answers to the test	11a	October 2017
	Russian culture at the end of the 20th century 21 c.	Do you agree with the wordsN.V. Gogol "Art is a Magnifying Glass"?	Moscow State Art Gallery of People's Artist of the USSR Ilya Glazunov	Drawing up a map-guide to the works of I.S. Glazunov, reflecting the social functions of art.	11a	January 2018
	The rise of the noble empire in Russia	Why was the exposition dedicated to the reign of Catherine the Great called the “Golden Age of the Russian Empire”? Was he like that? For whom? And if not, why not?	Estate "Tsaritsino"	Booth creation	11a	February 2017
	Artistic culture of Russia at the end of the nineteenth century. XX century	Define art styles	Tretyakov Gallery	Creation of a thematic exhibition	12a	October 2017
	Revolution in Russia 1917	Was the revolution inevitable? Prove your opinion.	Museum of modern history	Essay preparation	12a	October 2017
	JV Stalin's personality cult, mass repressions and the political system of the USSR.	Was the Soviet state of the 1930s really totalitarian, and how did this affect the lives of people?	State Museum of the History of the Gulag	Historical writing-reasoning	12a	November 2017

Material and technical resources.

The school has a technical base for the implementation of creative and project activities of students and itspresentation. Photo and video equipment, computers and multimedia projectors allow expanding the scope of cognitive and creative activity of students, making it more rich and diverse.

There are buses at the school to organize trips related to the development of the museum space and museum expositions.

Formed universal educational actions of students during the implementation of the program:

Museum activity contributes to the acquisition of new competencies among students:

research (the ability to independently find the missing information in the information field; the ability to request the missing information from a specialist; the ability to find several options for solving a problem, the ability to use modeling, real and mental experiments, observation, work with primary sources; the ability to adequately carry out self-assessment and self-control);

regulatory (the ability to set a goal; the ability to plan activities, time,resources; the ability to make decisions and predict their consequences; skills in researching one's own activities; self-regulation skills in activity);

communicative (the ability to initiate interaction - to enter into a dialogue, askquestions; the ability to conduct a discussion; the ability to defend your point of view; the ability to find a compromise; interviewing skills; oral questioning);

Planned results of the program implementation:

Students:

- learn to see the historical and cultural context of the things around him, i.e. evaluate them from the point of view of cultural development;
- will understand the interconnection of historical eras and their involvement in modern culture, inextricably linked with the past;
- will respect other cultures;
- will have an increased level of education, understand the system of spiritual and cultural values \u200b\u200bof the people,

Students with hearing disabilities will:

- develop auditory perception,

Develop the ability to use consciouslyspeech means in accordance with the task of communication to express their feelings, thoughts and needs;

Develop oral and written speech, monologue contextual speech.

List of used literature:

1. Project materials Lesson at the Museum of the Moscow Department of Education.
2. "Lesson in the Museum" Moscow Center for Museum Development. Digest of articles. M. 2015
3. Guralnik, Yu.U. Museum Pedagogy and Museum Sociology: Cooperation of Sciences that Benefits the Visitor. M., 2011.
4. Dolgikh, E. V. Project "Museum Pedagogy" - the space of civil formation Director of the school. 2012
5. Makarova, N. P. Educational environment in a museum? Yes, if this museum is for children. School technology. 2012.
6. Tatiana Rodina. Algorithms of Museum Pedagogy. Lyceum and gymnasium education. 2010
7. Sapanzha, O.S. Fundamentals of Museum Communication. SPb., 2007
8. Kroshkina, T.A. The resource center of museum pedagogy in the context of the interaction of the educational system of the Krasnoselsky district of St. Petersburg with the Russian Museum. Museum pedagogy at school. Issue IV. - SPb., 2005.

Government of St. Petersburg

Education Committee

Academy of Postgraduate Pedagogical Education

Department of Cultural Education

State Museum-Reserve "Peterhof"

GBOU school number 430, Lomonosov
_______________________________________

Concept

St. Petersburg

2012
The concept "Museum is an educational space" aims at expanding the educational space of the School and increasing the level of cultural competence of students and teachers in the process of mastering museums.

The proposed concept is based on the analysis of trends and directions that determine the development strategy of a modern educational institution:

1. 
   modern pedagogical science
2. 
   state policy of education development
3. 
   petersburg component of the educational strategy
4. 
   external time calls.

Modern pedagogical science comprehends those the rapid processes of the formation of a single cultural space that are taking place in our time in the economy, in the field of mass communication and information, in the social sphere. They clearly indicate that the world is becoming a single open multicultural space, to give an experience of existence in which is the School's mission. But first, the school must recognize itself as a part of the culture, reconsider its own attitude to the goals and values \u200b\u200bof education in accordance with the logic of culture. Similar ideas back at the turn of the XIX-XX centuries. SI Gessen expressed, substantiating the close connection between culture and education, and formulating the goals of education as an introduction to the values \u200b\u200bof culture. At the end of the twentieth century, a similar position was expressed by V. S. Bibler, who defended the thesis of the need to move from the idea of \u200b\u200ban "educated person" to the idea of \u200b\u200ba "person of culture." Modern pedagogical science, based on these ideas, creatively develops them, interpreting education as an unfinished and continuous process of mastering cultural heritage - the ascent to culture.

The most important mission of education is the formation of a "Man of Culture" who has an integral system of ideas about the world and is capable of cultural self-identification and cultural reflection.

One of the possible ways to implement this strategy lies in the development of culture-oriented models of education that change the architectonics of the pedagogical space in accordance with the structure and type of modern culture, the most important characteristics of which are integrity and unity.

Key areas of state educational policy associated with the introduction of a new generation of federal state educational standards, the implementation of which will require the School to:

• 
  changes in the content of education, its focus on ensuring a competence-based approach, that is, on the formation of the ability and willingness of students to use the acquired knowledge, abilities, skills and methods of activity in real life to solve practical problems;
• 
  overcoming the fragmentation, disunity of knowledge obtained by the student in different subjects, achieving the integrity of the content of education, ensuring the holistic development of the child's personality;
• 
  development of forms of integration of formal, non-formal and informal education;
  • 
    orientation towards an activity-based approach in teaching, which is associated with the introduction of innovative methods and technologies into the practice of educational institutions;
  • 
    creating conditions for the creative and vigorous activity of teachers, maintaining their motivation for innovative activities, for continuous professional development, personal growth and development.

The implementation of these areas presupposes an awareness of the need for a qualitative change in traditional educational practice, which is associated, first of all, with the expansion of ideas about the boundaries of the educational space, the formation of the concept of "Open Education".

The value-semantic guidelines of Open Education are generated by the philosophy of an open and changing world. In this paradigm, education is seen as a means of personal realization and achievement of social success, gaining experience in creative activity. Open education provides for the value equality of various sources of education, the organization of joint activities of the participants in the educational process and the guarantee of pedagogical assistance and support.

The pedagogical community today clearly understands that the school has ceased to be the only possible educational channel. While maintaining its own sphere of activity, the school carries out education taking into account the educational functions of other socio-cultural institutions - keepers and heirs of culture and social experience, which act together with the school and create conditions for the integrated integrative development of the surrounding world. The unity of various sociocultural institutions is considered as new open educational space, mastering which requires innovative changes in the content and organization of the educational process, as well as updating the methodological tools - methods, forms, methods of organizing the student's interaction with the outside world.

Petersburg component of educational strategy involves taking into account the specifics of St. Petersburg education, its traditions and quality characteristics, which are reflected:

• 
  in the organic combination of the basic educational standard and the regional component in the content of education;
• 
  expanding the boundaries of the educational space and attracting the richest cultural potential of the city to the educational process;
• 
  development of innovative methods, forms and ways of mastering the cultural heritage of the region in the educational process.

External call , which most powerfully determines the strategy for the development of modern education, is associated with the destruction of a single ideological basis that forms the basis of statehood, the crisis of national culture, the loss of national identity, which highlights the need to form a strategy for the revival of the ideas of patriotic and moral education, designed to form the basis dear self-determination personality.

The Museum, which, within the framework of this Concept, is considered as a full-fledged educational channel capable of influencing the modernization of traditional school education, can become an effective tool that allows, at least partially, to translate these theoretical propositions into the field of practical activity.

The uniqueness of the Museum lies in the fact that in its space, which exists according to the laws of culture, the child organically assimilates cultural patterns and interconnections, learns to navigate in the cultural space, learns the languages \u200b\u200binherent in culture, gains experience of existence in the cultural universe, that is, receives all those knowledge and skills that constitute the general cultural competence of an individual. And this fully corresponds to modern ideas of pedagogical science about the priority of culture as the basis of educational activity.

An appeal to the pedagogical potential of museum collections makes it possible to significantly enrich and expand the educational environment, expand the cultural horizons of an individual, and update the experience of the past by including it in the context of a child's modern life.

Finally, as the experience of implementing this concept has shown, the Museum is able to form such an important personality quality for modern society as “rootedness” in culture, which presupposes knowledge of its history, a sense of involvement in the fate of their homeland, pride in its past and present, responsibility for its destiny. The museum is able to become that "window" that connects the threads of the past and the present, thereby contributing to the formation of the patriotic consciousness of children and adolescents.

It should be noted that the above-mentioned possibilities of the museum for teaching, developing and educating students are not used effectively by the modern School, and this is due, on the one hand, to the lack of ideas about the educational potential of the museum in the pedagogical community, and on the other hand, to the lack of development of tools (methods, technologies, organizational charts), allowing these opportunities to be identified. The Modern School, for the most part, like fifty years ago, refers to the museum collection as an illustrative material designed to support school knowledge, while the Museum is a communication system that can “include” a person in the “dialogue” of cultures, help him adapt in the space of culture and in the space of one's own life.

The concept "Museum is an educational space" is aimed to create an innovative system of interaction between the School and the Museum, to identify and implement the potential of the museum in educational activities.
The concept includesinto myself:

1. 
   Theoretical and methodological foundations that determine the essence of educational activities in the museum, as well as approaches to it.
2. 
   Typological model of culture-oriented education "Education in the Museum".
3. 
   The project "Museum - Space for Education" is an example of the concrete implementation of the concept in the practice of educational institutions.

The concept "Museum is an educational space":

theoretical and methodological foundations
The methodological foundations that form the basis of this Concept are: theory extracurricular education, theory museum communication and the approach to museum activities that has emerged in recent decades, denoted by the term “ pedagogy of museum activities ".

Under extracurricular education 1 means the development of individual life strategies that allow a person to act in uncertain situations using a set of specific methods of mastering the surrounding world from the moment the object of cognition is selected to its inclusion in a variety of cultural contexts. One of the specific features of extracurricular education is multichannel - the ability to receive education using various channels of obtaining knowledge, ideas, experience.

For a long time, the school was considered as practically the only social institution that has the full completeness of educational and educational functions. Such an idea of \u200b\u200bthe social role of the school as the only source of familiarization with the cultural heritage (“school-centric model”) is preserved, in its main parameters, in our time. In this logic, the reform process, focused exclusively on transforming the "internal" space of school education, effectively solved only local problems until the early 1990s, when a new social order was clearly defined - the creation of conditions for the formation of an active, creative, critically thinking and socially adapted personality. The RF Law "On Education" 1992 (revised in 2012) stimulated attempts to create an adequate educational system. Upbringing and education no longer seem to be the school's monopoly; the family, museum, library, theater, church take an active part in these processes. Historical sources, historical and pedagogical research confirm that the Russian school clearly understood the possibilities of museum, theater or family education, using it to overcome the limitations of classroom education.

Among the various sociocultural institutions, the museum is one of the most important and significant, since it is able to give a child the experience of research activities and the use of various ways of learning about the world, which will help him to take place in an unpredictable and uncertain future.

Museum communication theory 2 is based on the postulate that the visitor's communication with museum exhibits that are “real things” is based on both his ability to understand the “language of things” and the ability of museum specialists to construct “special non-verbal“ spatial ”statements”.

The modern general scientific communication approach has basically two sources. The first is the mathematical theory of communication developed in 1949 by K. Shannon, in which the main elements of the act of transmitting information were outlined: the source of information, transmitter, channel, receiver, addressee and noise. The second source is the concept of the Canadian philosopher M. McLuhan, who, in a number of works published in the 1960s, proposed to consider the development of human society as the development of means of communication, including a wide range of different phenomena - language, roads, money, print, television. , computers, etc.

In museology, the pioneer of the development of communication representations was D. Cameron, director of the Glenbow Museum in Calgary, who proposed to consider the museum as a special communication system.

After the appearance of Cameron's works in museology, an intensive development of communication problems began. First of all, this is expressed in the shift in the focus of museum studies towards the study of the museum audience. In the 1970s. applied sociological and psychological research aimed at providing “feedback” in museum communication systems is spreading in museums. As their results show, the perception of visitors often does not correspond to the forecasts and expectations of museum workers. This forces, expanding the boundaries of the communication approach, to re-interpret the problems of professional museum activity.

In the 1970s and 80s. communication terminology is becoming one of the most widely used tools of museological reflection. Communication terminology has appeared in Russian museological literature since the mid-1970s. So, in 1974 E.A. Rosenblum writes about the museum as a laboratory “in which the communicative properties of things are tested” 3. Analyzing exposition activities from the point of view of semiotics, N. Nikolaeva (1977) raises the question of the specificity of the exposition language, considers museum objects and expositions as special signs and texts, the understanding of which is the essence of visiting a museum. The authors of the sociological study "Museum and Visitor" (Yu.P. Pishchulin, D.A. Ravikovich, etc.), conducted in the late 1970s, interpret a visit to a museum as a selective perception of "museum information", which a person carries out in accordance with with their motives and needs 4.

In the 1980s. in Russian museology, the communication approach is being further developed. In the works of Z.A. Bonami, E.K. Dmitrieva, V.Yu. Dukelsky, T.P. Kalugina, E.E. Kuzmina, N.G. Makarova, T.P. Polyakov et al. Communication concepts act both as a theoretical "frame" and as a research tool that allows to pose and solve problems traditionally related to the field of expositional and educational work of museums in a new way 5.

Today, the communication approach is one of the main directions of museological thought that determines the style of thinking of the world museum community.6 The theory of museum communication shifts the emphasis from the issues traditional for museum activities related to the collection, storage and presentation of museum expositions to the museum audience and creating conditions for the emergence of a “dialogue »Between the visitor and objects of the museum environment. Therefore, when designing a museum exposition, it is necessary to pay considerable attention to the methods of presenting information and try to use a large number of channels for transmitting material to the visitor 7.

The communication approach allows us to formulate the concept of “understanding museology”. Its distinctive feature is the initial balance of the positions of all participants in museum communication, equal attention to their points of view. Visitors, professionals, as well as people who stand "on the other side" of museum items (those who created them or were related to their existence) - they all have a special view of things, and at the intersection of these views, many-sided, loaded with meanings are born museum collection. It is the attitudes of “understanding museology” that unite researchers today who consider in terms of communication such seemingly distant issues as the use of “humanistic pedagogy” methods in museums, the principles of “ecomuseum” activities, or the problem of democratizing museums.

The inclusion in the number of participants in museum communication of people who lived in the past or live today, but are separated from the visitor by a geographic or cultural barrier, makes it possible to view museum communication as a ritual that occurs in a special space delimited from everyday life, with its own code of space-time correspondences (museum chronotope) and making it possible to "convert" a variety of cultural and historical content 8.

Pedagogy of museum activities 9 determines the targets and conditions for organizing the activities of children and adolescents at the museum's exposition.

This approach reflects new ideas about the mission of the museum, its educational opportunities. A museum, from a place of mastering specific information about cultural heritage monuments, individual ways of interacting with them within the framework of this approach, is transformed into a place of mastering ways of living in culture.

Thus, the pedagogy of museum activity is understood as the development of extra-curricular ways of knowing the world that are adequate to the nature of the museum, the ability to transfer this experience to all spheres of an individual's activity.

Distinctive features of this approach are:

Changing attitudes towards the museum, which is seen not as a repository of cultural heritage, but as a way of preserving and transmitting cultural memory;

Shifting emphasis from informing about individual objects or sections of the museum collection to mastering the symbolic language of culture, which implies the development of abilities for semantic analysis associated with the ability to “read” various cultural texts, “fold” and “expand” the information contained in them;

The priority of forming the experience of direct (without an intermediary) visitor's interaction with museum objects, which implies the development of one's own view, versions, assumptions, hypotheses and their argumentation;

Development of the ability to transfer the experience of interaction with specific museum items to any objects of cultural heritage (city, things, monuments). From the point of view of the pedagogy of museum activities, any museum object is considered as a model, typological one. The experience of working with it presupposes both the awareness of its uniqueness and the possibility of transferring the research algorithm to another similar object;

Formation of the ability to synthesize separate fragments of knowledge, impressions, images into a single multidimensional and multifaceted picture of the world, in which artistic knowledge is, if not a priority, then an equal way of describing and understanding the world.

Within the framework of this approach, museum work is viewed as an integral part of the educational process, which implies the solution of specific educational tasks in the museum space and allows you to combine learning in a museum with the development of a child's personality. The solution to this problem involves the implementation of three successive stages: preparing schoolchildren for visiting the museum (acquaintance with concepts and terms, introduction to the event context, etc.); organization of work at the exposition with didactic materials (questions and tasks), aiming students to comprehend tasks that are significant for achieving educational goals; reflection after a visit, which allows not only to generalize the impression of the museum, but also to rethink the experience acquired by the museum and use it to create a new creative product.
Typological model "Education in the Museum"
The typological culture-oriented educational model “Education in the Museum” is a pedagogically built integral system of museum development, allowing to comprehend it in the context of cultural processes, laws and phenomena.

The essential characteristics of this model are:

• 
  the presence of a backbone element that unites educational and museum-pedagogical activities within the framework of a single educational process;
• 
  a culturally consistent system of research into museum spaces, which allows us to move away from the principle of thematism and place the “problematic” issues of culture, methods of cultural activity, cultural archetypes and universals at the center of the study;
• 
  reliance on out-of-class, activity-based methods of cultural heritage development.

Backbone element this educational model is Museum, which the:

It is part of the culture and one of the brightest ways of its embodiment;

It is characterized by unity and integrity, in its space the most contradictory artifacts consistently meet and coexist;

Provides volumetric perception, what psychologists call the "fourth dimension" - one's own vision and "experience" of the object, arising from an alloy of different ways of perception (visual, tactile, odoral, etc.) and giving rise to an emotional response, readiness for dialogue.

All the listed qualities of the Museum make it possible to consider it as a kind of integral micro-model of culture, mastering which the student comprehends the values, laws, norms, relationships and ways of activity that make up the essence of culture.

Model learning structure is determined by the logic of culture and corresponds to its three modalities - spiritual-human, procedural-activity and objective (M.S.Kagan). Based on these provisions, mental-figurative and relatively sovereign areas of content were identified - the semantic lines of the development of the museum, allowing it to be considered as an abstract model of culture:

• 
  “Cathedral of Faces” - people about whom the museum exposition keeps memory, as well as those who keep this memory;
• 
  The objective world - artificial objects created by man (landscapes, buildings, objects of museum collections, as well as the ideas and images transmitted by them);

MUSEUM

Ways of human activity (traditions, social relations, laws, norms, etc.)

a) mastering a variety of museum objects in the context of the meanings given by this line and in accordance with specifically solved educational goals and objectives;

b) the acquisition of skills to study these objects using different methods of cognition;

d) the formation of ideas about those cultural processes and phenomena that are reflected in these objects, the transfer of this experience into one's own life.

At each time stage of the development of museum collections (within the cycle of classes, projects, programs), it is planned to develop thematic activities, lessons, extracurricular activities reflecting each of the presented semantic lines. Implemented sequentially, they give a holistic view of culture in the unity of its three components.

The overall perception of scattered material is achieved by identifying the formative core of the content that sets the overall direction of the educational process. The formative core consists of three components: a single goal, a cross-cutting theme and a methodological task that ensure the functioning of the model for a certain period.

Thus, a kind of metasubject concept is created, which allows you to model the integral semantic field of culture, mastered by a student within a cycle of classes, a short-term project or a long-term cultural and educational program.

Designing student activities Within the framework of the development of this model, it involves the use of a complex of innovative methods and technologies for the development of cultural heritage, which allow considering objects of the surrounding world as a full-fledged source of knowledge and ideas about the world and initiating independent research activities of schoolchildren. The basis of this complex is formed by such methods and technologies as:

Museum-pedagogical lesson - immersion in the museum environment using museum forms of communication (transmission and perception of information).

Educational journey – modeling of independent thinking, creative and practical activities of students in the process of direct interaction with objects of the surrounding world.

Facilitated discussion is a collective discussion of the work, based on a certain system of consistently asked questions by the teacher.

Organizational scheme of implementation the model provides the priority of the educational component of museum work, substantive and methodological coordination of educational, educational and museum-pedagogical work.

Ensuring such interaction provides for the presence of three compulsory components that allow considering each museum visit as an organic part of the educational process, closely linked to the educational program of the school:

Preparing schoolchildren for visiting the museum (acquaintance with concepts and terms, introduction to the event context, etc.), which can be carried out both within lessons (history, social studies, history and culture of St. Petersburg) and during extracurricular activities;

Organization of work at the exposition with didactic materials (questions and tasks), aiming students to comprehend the tasks that are significant for achieving educational goals;

Reflection after a visit, which allows not only to generalize the impression of the museum, but also to rethink the experience acquired by the museum and use it to create a new creative product.

Thus, integral educational blocks are formed, including both a visit to the museum and classroom hours, extracurricular activities, classes related to the project and research activities of students.
Conditions for the implementation of the model "Education in the Museum"

The goals and objectives of museum work are determined by teachers, based on the logic of the educational process, and are adjusted together with museum staff.

Organization of museum work involves three interrelated stages

Preparation for visiting the museum

Reflection after visiting the museum

Organization of work at the exposition

Student - subject of educational activity, researcher and "discoverer" of museum collections

Teacher - organizer of student research activities, facilitator, tutor

Museum employee - organizer of student research activities, expert

Cultural and educational project

"Museum - a space for education"
Explanatory note
General characteristics of the project

Among the socio-cultural institutions considered as the most promising partners of the school in the educational sphere, a special place belongs to the museum, due to the richness of the museum environment and the possibility of using methods of cognition of the surrounding world other than at school.

The cooperation between the School and the Museum has a long history and has gone through several stages in its development: from enlightenment to education, the banal acquaintance of schoolchildren with works of world art to realizing the educational potential of museum collections. The modern museum is viewed by teachers and museum staff as a space for the dialogue of cultures that best meets the goals and objectives of modern education - the formation of a Man of Culture. Education is becoming one of the priority functions of a modern museum and is understood not only as expanding the range of services, “illustrating” school disciplines, but, first of all, as organizing the process of mastering cultural heritage embodied in artifacts of museum collections and expositions. In this sense, the Museum realizes and positions itself as an equal partner of the School in a single educational space, which implies the development of new models of interaction between two sociocultural institutions.

Project "Museum - Space for Education" is an attempt to create an innovative model of interaction between the Museum and the School, in which the Museum is viewed as a full-fledged educational channel capable of influencing the modernization of traditional school education. The uniqueness of the Museum lies in the fact that it provides the skill of working with authentic cultural texts that require interpretation, discussion, and the presence of their own point of view, while in the School the child mainly communicates with adapted cultural texts and “alien” comments to them that do not imply your opinion and interpretation.

The project views the Museum as a unique space for learning skills related to the development of the ability to read and create cultural texts. The language of the museum is the language of its exhibits, things and objects that are in close relationship with the space in which they are located. In the interaction of the viewer with the objects of the museum collection, a text is born (verbal or non-verbal) - a message that the viewer receives, interprets, correlates with his or her ideas about a particular cultural phenomenon and, on the basis of this, creates his own cultural texts.

During the implementation of the project, students will have to go through several stages of working with the text of culture - from the ability to read the information contained in the objects of museum collections in elementary school, to its interpretation in basic school, and, finally, the creation of their own cultural texts by high school students. Such texts can be hypotheses, judgments, full-fledged essays or non-verbal compositions.

At each of the indicated stages (reading, understanding, creating a cultural text), it is planned to create conditions for interaction between the School and the Museum and the direct immersion of students in the museum environment, for which a system of museum and pedagogical work is being developed. The dominants of this system are the system-forming leading substantive ideas and methodological tasks, which are dictated, on the one hand, by the need for the educational work of the School, on the other, by the capabilities of the unique Peterhof Museum-Reserve, which is a synthesis of nature and culture, past and present, ceremonial and everyday ...
Objective of the project: creation of an innovative system of interaction between the School and the Museum, aimed at educating a "competent museum viewer" who perceives the museum space as an integral "statement", the message that he receives, interprets, correlates with his existing ideas about a particular cultural phenomenon, creating on this based on their own cultural texts.
Project objectives:

• 
  to combine disparate educational knowledge in the study of holistic cultural concepts (such as family, creators, garden and park ensemble, etc.);
• 
  to give an idea of \u200b\u200bthe mechanism of inheritance of traditions on the example of the study of various objects of the palace and park ensemble;
• 
  to attach to the cultural-symbolic code of modernity - a set of cultural universals and meanings, which ensures the inclusion of a person in the semantic universe given by the modern situation;
• 
  give skills and abilities to work in the museum space;
• 
  teach to read and interpret the information contained in the objects of museum collections.
• 
  create conditions for the formation of readiness and ability to create their own cultural texts.

Address group : This project covers all stages of education - from 1 to 11 grades.
Upon completion of work in the project, students:

• 
  have an idea of \u200b\u200bthe cultural space of the Peterhof Museum-Reserve;
• 
  have the experience of a museum spectator;
• 
  have the skill of independent research of environmental objects, both everyday things and museum exhibits;
• 
  possess the ability of semantic analysis, associated with the ability to “read” various cultural texts, “roll up” and “expand” the information contained in them, and subsequently create their own cultural texts.

Dominant educational activity for each stage of training (initial, basic, senior) is determined by the formative core, which includes goals, content frameworks and main methodological tasks of this activity at this stage.

Step-stump training.	goal	Theme	Methodical task	Backbone lines (blocks of classes)
				"Cathedral of Faces"	"Subject world"	Methods of activity
Primary School	help master the world of family values, understand the role and place of the family in human life, expand the understanding of family foundations and traditions and introduce the best of them by mastering the models of the family world, the memory of which is kept in the unique collections of country palaces	The world of the family hearth	the formation of research skills, the development of visual literacy and communication culture, the formation of the ability to "read" a variety of cultural texts	Peter-burg family	Family relics	Family traditions
Basic school	to acquaint schoolchildren with various models of the implementation of life strategies based on the study of museum collections, acquaintance with the fate of many people - creators of cultural heritage monuments, historical characters, people involved in the preservation or destruction of monuments.	People and fate	the acquisition of primary skills and abilities of working with abstract "ideal" cultural models, the identification of the relationship of abstract models with the realities of the schoolchild's environment, the formation of the ability to understand cultural texts	Creators	On the trail-	Palaces and their inhabitants
Old school	help to determine value benchmarks and build your own hierarchy of values \u200b\u200bbased on familiarity with worldview models preserved in the museum space	Message to Man	the formation of the ability to identify relationships in the cultural space and make broad generalizations, as well as the accumulation of experience in creating and presenting one's own cultural texts	Man in the world of people	Man and his environment	Man in the space of culture

"The cultural and educational space of the museum as a resource for the personal development of modern students"

teacher of history and philosophy

GBPOU VO "Voronezh Legal College" Remizova NA

Contemporary cultural and educational policy of the Russian state

focused on the spiritual revival of society, its important component is

the tendency to humanize and humanize education. Are becoming relevant

issues of purposeful education of a cultural personality, possessing not only

a certain level of knowledge, but also mastered cultural forms, norms, values \u200b\u200band

social experience of generations. Moreover, the task is not realized through the formation

a certain comprehensively and harmoniously developed personality type for a given

model, but with the preservation of the individuality of a person, his own identity.

Taking into account these trends, the relevance of the socio-cultural functions of the museum in the educational process is obvious:

Firstly, the museum is the primary source of knowledge, social experience of generations and

cultural heritage of society. He can help the modern student

navigate the information flow, focus on the important,

develop the skill of critical thinking, the ability to distinguish true information from false;

Secondly, the student, by communicating with the exhibits of the museum and reading their cultural code, develops the emotional and sensual side of the personality, and a visual connection with

generates a sense of citizenship and patriotism;

Thirdly, the possibilities of museum pedagogy offer a wide range of interactive classes and active teaching methods, so necessary in the formation, in particular, of students' professional competencies.

To understand the essence and significance of the museum today, let us turn to the historical interpretation of this concept.

Aristotle begins his "Metaphysics" with the thesis that all people by nature strive for knowledge, and the source of knowledge is feelings and memory, which together form experience. It is the museums that embody this emotional memory - the experience that they turn into knowledge.

According to the views of the Russian philosopher N.F. Fedorov: “A museum is not a collection of things, butcathedral of faces” ... Indeed, the museum is a cathedral (from - collection, cathedral, unity) of all persons of the past, present and future; a cathedral of scientists and leaders, teachers and researchers, students and their mentors, fathers and children, people of all generations. Thiscollegiality and defines the concept of a museum. Conciliarity - in the broad sense of the word. The cathedral is understood both as a temple and as an assembly, unity, a common cause of all living for the future.

What a museum is today is still a controversial issue. The Russian Museum Encyclopedia calls the museum a historically conditioned multifunctional institution of social memory ...

The most universal is the view of the museum as an expression of a person's special attitude to reality, realized in the preservation of cultural and natural heritage and its use for scientific and educational purposes, fostering humanism and respect for the culture of other peoples.

The museum continues to play a very important role in the life of society today. Moreover, the trend of today is the increasing interest in the museum as such. In order to continue this trend, it is necessary to instill an appropriate culture in the younger generation.For a modern person, a museum should be part of a lifestyle and a space for personal development, and visiting a museum should become a routine activity.

As part of solving this problem, the teachers of the Voronezh Law College actively practice museum excursions. Annually, as part of teaching the disciplines of the humanitarian cycle, excursions are held to the museums of the city of Voronezh: local history, the Regional Art Museum named after Kramskoy, Arsenal (Museum of the Great Patriotic War), diorama museum, etc.

The practice of conducting interactive forms of excursion activities (virtual excursions) has also become interesting.

In order to popularize museum culture, meetings with museum workers were organized.

Modern museum pedagogy is aimed, first of all, at the development of the creative abilities of the individual, which is a priority task of the activities of any educational institution. In addition, being one of the forms of additional education, the museum allows creating optimal conditions for the intellectual and spiritual growth of students, the formation of their artistic taste, spiritual culture, civil-patriotic position, helps to maintain the historical connection between generations.

The history museum of our educational institution has existed since 2012. The main values \u200b\u200bthat characterize the program of the museum are humanity, tolerance, active civic position, a sense of pride in their Fatherland.

The museum interacts and collaborates within the technical school with circles and

public associations:

Military-patriotic club "Heirs of Russia";

Student government bodies;

By the editors of the college newspaper "Zerkalo".

College Museum - this is one of the ways to comprehend love for the place where children get their specialty and profession. Museum activity involves the formation of a center for creative cooperation of teachers and students to preserve and continuity of the best traditions of college life.

The museum funds include a unique collection of materials reflecting the formation and development of the technical school. The main task of the museum is to preserve and enhance the glorious traditions of the educational institution of the vocational education system.

The museum operates in the following areas:

Search and research work is the search, collection and processing of museum material. This type of activity includes work on the search and then on the acquisition of funds, i.e. collection, processing, study and systematization of museum items, as well as replenishment of the main fund with new exhibits and materials. All this work is carried out with the aim of creating a museum collection that comprehensively reflects the history of our educational institution. It goes in the following directions:

Educational institution in different years of its existence;

Photos of employees, student groups, students of past years;

Life attributes of an educational institution at different times (books, textbooks,

notebooks, writing materials).

Within theeducational activities museum lessons, lectures, thematic class hours, conversations, exhibitions are included in the educational process.

Thus, the exhibition "History of VYuT" was organized for the 40th anniversary of the technical school.

At the exhibition "This is our fate with you, this is our biography ..." one could recall the history of VYUT in faces. On the basis of the museum, meetings are held with graduates of the technical school. For the 100th anniversary of the Komsomol, an exhibition of attributes of the Komsomol life of college students was organized.

A. V. Karamanov Museum as a learning center in the modern educational space // Culture and Education - March 2014. - №3.

E. N. Mastenitsa Museum in the context of globalization // Bulletin of SPbGUKI №4 (25), December 2015, pp. 118-122.

Milovanov K.Yu. The pedagogical role of museums in the socio-cultural space of modern Russia // Values \u200b\u200band meanings. -2013. No. 6, - P.84-100.

Reshetnikov N.I. Museum and museological problems of our time. EPI "Open Text", 2015.[Electronic resource] http://www.opentextnn.ru/museum/N.I.Reshennikov._Museum_and_the_Museological_problems_of_modernit

Fedorov N.F. Museum, its meaning and purpose // Museum business and protection of monuments: Express-inform. Issue 3-4. M., 1992.S. 10.

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Various forms of work with visitors can be reduced to several basic ones. They also serve as material for the constant renewal of work with the audience. These include the following:

1. excursion,
2. lecture,
3. consultation,
4. scientific readings (conferences, sessions, meetings),
5. club (circle, studio),
6. competition (olympiad, quiz),
7. meeting with an interesting person,
8. concert (literary evening, theatrical performance, film show),
9. museum holiday,
10. historical game.

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

The main ones include the following alternative characteristics:

• traditional - new,
• dynamic - static,
• group - individual,
• satisfying the need for cognition / recreation,
• suggesting passive / active audience behavior.

Additional characteristics of the forms of cultural and educational activities of the museum include:

• their intended use for a homogeneous / heterogeneous audience,
• intra-museum - extra-museum,
• commercial - non-commercial,
• one-time - cyclic,
• simple - complex.

Excursion

The excursion is an example of one of those traditional forms with which the formation of the cultural and educational activities of the museum began. One of its main features is dynamism, and in this sense the excursion falls into a very small number of forms that require movement from the visitor. This is an example of a group form as individual excursions are relatively rare. True, a new version of excursion service has appeared in museums - an auto guide. Having received headphones, the visitor has the opportunity to listen to an individual excursion, but this excursion is outside of “eye to eye” communication, outside of collective experience, and therefore somewhat incomplete. The excursion basically satisfies the audience's need for knowledge and assumes, despite the need to use methods of activating excursionists, passive audience behavior.

Lecture

The lecture is one of the traditional and, moreover, the earliest forms in terms of time of emergence. The first museum lectures, satisfying the need for knowledge, became a noticeable fact of social life and were usually held with a large crowd of people, since they were often read by "luminaries of science." Over time, museum lectures have lost the meaning of a form that has such a wide public response; they began to be read by the museum staff, but as a result, they won in terms of their museum value. The use of museum items as attributes (even if they are only present "invisibly") has become an important requirement for lectures. Lectures still occupy a firm place in the repertoire of museums, many of which have permanent lecture halls.

Consultation

Another basic, also quite traditional for the museum, form is consultation, practically the only one having an individual character (whether we are talking about consultations related to the exposition or held in scientific departments). This form has never had a significant distribution, but it is especially promising now, due to the tendency of an increase in visitors visiting the exposition without a guide.

Scientific readings

Scientific readings (conferences, sessions, meetings) are also among the classic, traditional forms that arose during the formation of the cultural and educational activities of the museum. They are a means of "publication" and discussion by a group of competent persons of the results of research carried out by museum staff, a way of establishing and developing contacts with the scientific community. Such scientific gatherings not only satisfy the educational interests of the public, but also greatly enhance the prestige of the museum as a research institution.

Club, studio, circle

Opportunities for identifying and developing the creative abilities of an individual are provided by such forms of cultural and educational activities as circles, studios, clubs. The circle is usually a small group of children or adolescents, united by interests and working under the guidance of a museum employee. In the circles of the historical profile, the children study historical events, biographies of prominent people; in art and technical circles - they make models, they are engaged in drawing, modeling, decorative and applied arts; in the circles of museum studies they are preparing to become guides and researchers.

In the work of the circles, cognitive elements are combined with creative ones: the participants make sketches of museum objects, illustrate historical events, create the necessary props for theatrical performances, etc. Almost all circles teach museum work skills.

The State Historical Museum has accumulated a rich experience of working with high school students in the field of museology and historical source studies. Over the course of one or two years, schoolchildren not only comprehend the theoretical foundations of museum work, but also acquire practical skills in various types of museum work. For example, they learn to attribute museum items, attend classes on paper and cardboard restoration, perform creative assignments based on exposition material, prepare excursions, and they themselves choose a topic, develop a route, select exhibits and adapt an excursion for a specific category of visitors.

Contests, Olympiads, quizzes

Contests, olympiads, quizzes related to the theme of the museum are also forms that are a means of revealing the activity of the audience, uniting experts and introducing people to the work of the museum. These competitions are organized in such a way as to bring visitors as close as possible to museum collections: as a rule, tasks involve knowledge not only of facts, but of expositions and exhibits on display.

Meeting an interesting person

The forms that are more focused on meeting people's needs for recreation include meeting an interesting person. The actualization of this form falls on the 1960-1970s, when the processes of liberating the museum from the shackles of ideologization and politicization began, and at the same time there was an increase in its attendance. People were attracted not only by the collections, but also by the possibility of communication, a personal meeting with a wonderful person - a participant in the event, an expert on the topic, a collector.

Concert, literary evening, theatrical performance, film screening

Such forms as a concert, a literary evening, a theatrical performance, a film screening correspond to the satisfaction of the need for recreation. Like most of the basic forms, they, primarily concerts and literary evenings, have always been a part of the life of the museum. However, these forms acquire a truly museum value when, with their help, the idea of \u200b\u200ba synthesis of the subject environment and art is embodied. An example of this is the "December Evenings" at the State Museum of Fine Arts. A.S. Pushkin, which began in 1981 at the initiative of Svyatoslav Richter and supported by the director of the museum I.A.Antonova. The interest of the public and the museums themselves in them testifies to the recognition of the importance of non-objective forms of cultural heritage, which include the spiritual experience of a person, and the sounding word, and music, and a film.

Museum holiday

The introduction of the holiday into the sphere of museum activities is usually attributed to the 1980s, which allows us to consider it a new form. However, she had predecessors. It is extremely common back in the 1950s. rituals: admission to pioneers and the Komsomol, presentation of passports, initiation into workers and students, which took place in the halls of the museum and were accompanied by the solemn removal of relics. And yet, only with the actions of the 1980s and subsequent years is the term "holiday" associated, which consolidated something in common that was inherent in all these actions. Commonality and novelty lie in the informal atmosphere of festivity (which distinguishes this form from previous ceremonies), in the effect of personal involvement, complicity in what is happening due to theatricalization, play, direct communication with the "characters" of the holiday, and the use of special attributes.

The effect of a museum holiday depends on how much it is possible to activate the audience, to involve the audience in the action, to destroy the boundaries between the "auditorium" and "stage". This naturally happens during children's holidays, especially those that end classes in circles or studios. They are preceded by joint preparatory work, a long wait for the holiday, no less exciting than himself.

Historical game

A historical game can in no way be called an excursion (or an activity) using a game technique. Its peculiarity lies in the fact that it is built on the role-playing behavior of the participants, provides an opportunity to immerse yourself in the past, gain experience of direct contact with historical realities. This makes the historical play unlike any other form, which is the basis for distinguishing it as an independent one. It is as promising as it is difficult to execute, because it requires a number of conditions and components: special space, special attributes (including costumes), a well-trained leader with acting abilities, and finally, the desire and ability of the audience to join the game, accept it. conditions.

Simple and complex forms of cultural and educational activities

Since most of the basic forms, with the exception of the holiday and historical play, are classified as simple, their combinations and combinations allow you to create complex forms.

These include, for example, an extremely common form that has received the name " thematic event". This, as a rule, is a one-time action, which is dedicated to a specific topic, event, person and may include an excursion and meeting with an interesting person, lecture and concert. The concept of “program” is also being actively introduced into museum terminology, in which the synthesis technology gets its most striking embodiment.

Very promising, for example, programs called “ Exhibition events calendar". They are being carried out throughout the entire time when the exhibition is open, encouraging people to come to the museum repeatedly and on different occasions.

In the context of discussing the problem of "museum and school", it is advisable to note that once again, such a form as museum lesson, the first mention of which dates back to 1934.

The modern reform of education has contributed to the transformation of the traditional form of the lesson: lessons-discussions, lessons-tests, lessons-research have appeared at school. The museum also followed the synthesis of educational models. In the work with children, museum lessons began to be used, which received the names of activities-games, excursions-quizzes, excursions-research and involving in-depth study of the material, setting educational tasks, checking the level of mastering knowledge. To conduct such classes in some museums, special museum classes are created.

New synthetic forms are also used in work with an adult audience. One of these forms is creative workshops, which involve the participation of artists, folk craftsmen, museum specialists, joining their efforts to familiarize the widest layers of the population with the values \u200b\u200bof culture. The workshops include popular science lectures, internships, plein air, environmental and restoration camps for high school students, students and everyone else.

Museum Internet class, Internet cafes - this is another example of the synthesis of new information technologies and museum education. Visitors can get additional information about the museum exposition here, get acquainted with the museum pages on the Internet, computer programs, master the museum gaming computer systems. The arsenal of Internet classes includes virtual museums that allow you to get acquainted with the collections of museums in other countries and cities.

Museum festival as a synthesis of the methods of profile and museum science has also recently appeared in the list of forms of cultural and educational activities of the museum. As a rule, this is "a solemn action in a museum with a wide range of participants, accompanied by a display and review of various types of art or works performed by participants in studios, circles, ensembles, and other creative groups and organizations."