Ideas for creating a school museum in the gymnasium. Social project "Creation of a school museum"
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I. SPECIFIC 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 education and upbringing. A school museum must have a fund of museum items sufficient for the implementation of these functions and an appropriate exposition and exhibition space.
But the specificity of the 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 education and upbringing, including after school hours, are of decisive importance, and, secondly, a targeted museum, for which the children's audience is a priority. Only in a school museum can the idea of co-creation of students, teachers and parents be most consistently embodied. Involving students in search and research activities allows children to become 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 the hands of children”, shifting the main center of gravity from the process of perception of collections to the process of creation, making, which, in essence, is constant and should not have an end.
The work of school museums inevitably goes beyond school life. In rural areas where there are no state museums, the school museum is one of the most important factors in the expansion of education, in the upbringing of young people; today it acquires a new face, a new quality - the quality of a cultural center.
2. Profiles of school museums
The profile of a school museum is determined by the scientific discipline on the basis of which its exposition is built.
In educational institutions, museums of the following profiles can be organized:
a) HISTORICAL - (military history, history of regions, settlements, educational institutions);
b) LOCAL HISTORY - these are museums of a complex profile, in which collections of monuments not only of history, but also of nature are collected;
c) ETHNOGRAPHIC - are engaged in the study and preservation of monuments of folk culture;
d) ARTISTIC - (literary, art history) based on genuine works of painting, sculpture, graphics and other types of art
e) NATURAL-SCIENTIFIC - (geological, biological, zoological, ecological) are created with the aim 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 STUDIES IN SCHOOL MUSEUMS
The school, as a social institution, with its main purpose to teach and educate, is conducive to the fact that various formations of the museum type (local history corners, halls, exhibitions and museums) in their own way could revive the educational process, introduce children to the history of their small homeland, which means that and Fatherland, instill research skills.
There are three main directions of the local history work of the school: family, school, native land.
A family
Regardless of the profile of the museum, the theme of the 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 in complete oblivion, then in thorough neglect. For various reasons, the archives of ancestors (letters, documents, personal files, awards, etc.) have practically not been preserved in many families. Today, it is extremely important to introduce elements of museum culture into the life of a family, to provide assistance in the formation of family collections, home archives, thanks to which love for one's home (in the broad sense of this concept) could be fostered.
The main areas of research activities can be:
Family tree
Drawing up the simplest scheme of a kind in the form of a family tree is a feasible task for any student. The simplest techniques allow teaching research techniques with genealogical sources. Joint activities in this area will help to save many valuable relics from home archives, 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 work, they have never been to the places of their childhood, to the ancestral cemeteries, this is another factor that divides people. But getting acquainted with the streets of the city, where the years of life of loved ones have passed, young residents get to know their native land deeper, more sincerely, get closer to their relatives. Joint photographing, sketches of the places of life of loved ones will further enhance these good feelings.
Family archive
Revealing objects interesting from the point of view of a local historian, young researchers, together with older family members, begin to form a family archive: they start and sign envelopes, thematic folders, fill small boxes with gizmos, make up “legends”. The basis for a small home museum is gradually being created. It is good if the first museum for every person is a home museum.
The school museum could select the most interesting materials for exhibitions (with subsequent return to the family). Approximate topics of the exhibitions: “Our family heirlooms”, “The order in my house”, “Old photography”, “Photos tell”, “The professions of our parents”, etc. As a result, local history work will help increase the prestige of the family, strengthen family ties, help foster a sense of pride in their ancestors.
School
Each person goes through a school that could become a repository of memory 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, a school can serve as an archive. It is appropriate here, first of all, to talk about the creation of the history of the school itself. And here no one, except for teachers and students, will compile a full-fledged chronicle of it. In this regard, it is recommended to collect the following materials:
Images of the school in different years of its existence (drawings, photographs, plans, models);
Evidence of school life as a process (a kind of annals of education);
Attributes of school life at different times (textbooks, notebooks, diaries, pens, etc.);
Children's compositions, creative works.
Such a form of literary creation as a literary almanac (handwritten or typed on a computer) has not lost its relevance. It may contain the following sections: "Day by day", "The most - the most", "From the history of our school", "News from the classes", "Teacher's tribune", "In my family", "I beg you to speak!", " Laughter from under the desk ", etc. The editor of such an almanac may be the most active local historian of the school, a member of the museum asset.
Motherland
When developing a plan for collecting activities on the history of the native land, one should not strive for "omnivorousness." It is necessary to develop a real concept of 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), could be used by teachers in the educational and educational process as much as possible, would 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 appeal leaflets for help to the museum. After a while, the first finds will appear. However, it can be difficult to determine the degree of their value. In this regard, the primary fixation, the correct description of the document is of great importance. It is not always advisable to pull out a separate item from someone's collection, keeping in mind the principle of the indivisibility of personal funds.
When organizing the local history work of a school museum, one should be guided by the following principles:
The complex nature of research;
Variety of research methods.
Complex nature of research
The complex nature of the collection of material (which does not mean collecting everything in a row without any selection, but the multifaceted nature of the research) and, as a result, the museum's local history profile presuppose 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 himself only to his own, purely local material, but try to go to a wider territorial background (city region, Russia as a whole). Comparison of the private and the general, the presentation of the private against the background of the general is an important aspect of museum activity. Subject teachers can provide all possible assistance in collecting materials. The geographer, for example, will help arrange a section related to the nature and economy of the region, select the necessary illustrative material, prepare diagrams and diagrams with the children.
The chronological scope of the exposure may vary.
Variety of research methods
The main forms and directions of research:
· Excursions and walks in the native land. They awaken the children’s interest in different parts of their area, help to determine an interesting and promising topic for research work for the future.
· Work in libraries, archives and scientific institutions. This creates a solid base, without which it is impossible to competently organize local history activities.
· Population survey, questioning. In each area there are old-timers, local connoisseurs of the history of the region, whose memories should be written down. Even if they contradict historical facts, they can be regarded as "legends" or evidence of how the event was imprinted in the memory of people. The questionnaire will help the system to collect extensive information on various issues of local history, to get a kind of cut at a certain historical stage.
· Meeting interesting people. This will help to expand the circle of contacts, to include in the sphere of interests of the museum a larger number of people who can gradually become friends of the museum.
· Watching TV programs, listening to radio programs. Sometimes, in the most unexpected way, interesting information will flash, told about your area, for example, by a famous historian. Or a young poet will read poetry about a nearby river. This is how the usual mass media become sources of the most unexpected information.
· The main methods of forming the fund of a school museum are expeditionary collection of material (expeditions, hikes, excursions), as well as receiving gifts.
· Expeditionary collection of material. Local lore expeditions are carried out in the course of research on a specific topic. The formulation and order of topics put forward for study (hereinafter - for acquisition) should be of a planned nature and dictated by regional studies, the requirements of the exposition and the need to create systematic collections. Expeditions should be coordinated with state museums and specialized scientific institutions. It is possible to conduct joint expeditions in accordance with the developed museum study methodology, which provides the necessary scientific research, selection of material, and its documentation.
The sources of collection of monuments can be very diverse. First of all, these are family collections, which were mentioned above. In addition, you should use antique and second-hand bookshops, attics, sheds (with the permission of the owners), points of secondary raw materials. The search can be carried out in industrial enterprises, in government agencies, in creative unions.
During the 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 is the primary document in which the basic information about the finds is entered (later they will be transferred to the Main Fund Accounting Book). The notes are arranged horizontally along the spread of the notebook. The field inventory has the following columns:
1. The serial number of the receipt.
2. Date and place of discovery.
3. The name of the monument of history and culture.
4. Quantity.
5. Material and manufacturing method.
6. Purpose of the monument of history and culture.
7, Method of use and safety.
8. Brief description with specifics. The size.
9. Owner or source of income.
10. Legend of the subject.
11. Note.
Notebook for recording memories and stories. Here are recorded the stories of eyewitnesses of the event, old-timers, local historians with an indication of their personal data (it is advisable to later give the narrator a printed or handwritten text to sign. In this case, the material takes the form of documentary evidence.
Notebook of photographic recordings. Young photographers write down information about each shot (Date and place of shooting. Content of the frame. Shooting conditions. Shot author). This will help to avoid mistakes in the future when including photographs in funds or exposition.
III ... ACCOUNTING AND STORAGE ACTIVITIES OF THE SCHOOL MUSEUM
1. Funds of the school museum
All materials exhibited and stored in the school museum constitute the fund of the school museum. The fund of the school museum consists of the main museum and scientific auxiliary funds.
The main fund includes all types of authentic materials suitable for long-term storage, which are the primary sources for the study of history, culture, nature and serve to create an exposition (in accordance with the profile of the museum) and use them in the educational process.
The main fund includes:
a) material monuments: tools of labor, household items, agricultural tools, handicraft products, samples of factory products, weapons, numismatic materials, clothing, rock samples, archaeological finds;
b) visual: works of fine art, cartographic materials, cartoons, posters, photographs;
c) written: newspapers, books, magazines, leaflets, government documents, official documents, memoirs, letters, diaries, notebooks.
The scientific auxiliary fund includes materials made for the needs of the exposition: diagrams, dioramas, dummies, models, texts, reproductions from works of art, photographs of mass production, samples of perishable crops and other exhibits subject to deterioration and requiring quick replacement.
2. The main groups of museum records
For the competent organization of research work, local historians should use three groups of documents.
Scientific accounting documentation
This includes:
a) acts of acceptance and delivery of documents;
b) the book of accounting of the main fund;
c) the book of accounting of the scientific auxiliary fund.
The reference apparatus consists of a system of cards (possibly in a computer version), allowing you to quickly detect the existence of a monument in the funds, its location.
The main types of auxiliary filing cabinets:
inventory (with basic information corresponding to the inventory book, indicating the ciphers and storage location).
thematic (according to the subject of collections).
registered (with characteristics of specific persons).
chronological (according to the chronology of events).
geographical (with geographical names).
The reference card usually contains the following information:
item name (with a short description), account number, storage location.
The system of accounting for museum items includes field documents, acts of acceptance of museum items for storage at the museum, expedition diaries, reports based on museum materials, and creative works.
Accounting in a school museum should serve two purposes:
ensuring the safety of the item itself;
ensuring the safety of information available about the subject.
The main document of accounting and protection of museum items is the Book of accounting of the main fund (inventory book). It is filled in in the form of a table, in which the following data is entered:
1. Serial inventory number. Simultaneously with putting down the serial number in the book, the same number is put on the registered item;
2.Date of recording, i.e. adding the item to the Inventory Book. The date must be complete, without abbreviations;
H. Time, source and method of admission. The full date (year, month, day), where the item came from, from whom, is indicated. Full names and patronymics of donors, names of institutions (address, telephone number, etc.) that transferred the item to the museum are recorded;
4. Name and short description of the item. Written down in the generally accepted literary expression, indicating variants of local dialect names. The authorship, place of origin, material from which it is made is indicated. For photography, you must give a brief description of the plot or event. You should name the surname, name, patronymic of the people depicted, the year of shooting, the author of the picture. In written sources, including magazines, newspapers, diaries, albums, etc., the number of pages or sheets is indicated. In photo albums, the number of photographs is affixed. All inscriptions, stamps, signatures are recorded;
5. The number of items. Usually it is written "1 copy", but if two or more identical museum items are registered, then the corresponding number is put;
6. Material and manufacturing techniques. The type of material is indicated: stone, metal, wood, fabric, cardboard, paper, cotton wool, etc. The method of production is fixed: casting, embossing, stamping, engraving, manuscript, typing, knitting, weaving, applique, etc.
7. Size. Indicated only in centimeters: height, width (thickness for bulk items). For round objects - diameter;
8. Security. All damage to the object is recorded: stains, dirt, rust, punctures, tears, scuffs, chips, bruises, folds, loss of parts;
E. Cost. Fixed in case of purchase of items at prices at the time of purchase in rubles;
10.Note. Location (written in pencil). Acts of transfer, seizure, write-off, etc .;
The inventory book contains only genuine items or originals (a copy with the author's autograph, author's layout, rare photograph, etc.).
The inventory book is numbered (in the upper right corner of each sheet), stitched, signed and stamped. When the book is full, a summary record is made at the end of the book:
"Items (in figures and words) from No. to No. are entered in this inventory book."
In the next inventory book, the numbering continues, the inventory book is kept at the school. It is included in the nomenclature of cases of permanent storage.
H. Encryption and labeling of museum items
Each item is marked with its code. The cipher consists of the abbreviation of the name of the museum and the corresponding number according to the inventory book.
On bulky objects, the code is affixed with ink or oil paint from the invisible side and so as not to damage the object.
On 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 with a thread (to medals, orders, stuffed animals) .Pieces of fabric with a code are sewn onto fabrics and clothes.
Storage of museum items is carried out according to the type of materials. Items made of metal, wood, fabric, paper, etc. are stored separately. The combination of objects by type is not allowed. It is impossible to store paper and metal, metal and fabric, etc. together in the same storages (cabinets, folders, boxes, envelopes), as this leads to damage to museum items (corrosion, rust).
The premises of the school museum must maintain a stable temperature and humidity, because fluctuations in temperature, drop in humidity lead to damage to museum items.
Museum items should not be exposed to direct light exposure. Light sources should not be located near museum items. The most strongly exposed to light is paper, cardboard, fabric. Therefore, items made from these materials are placed in boxes, folders, envelopes, shifting each copy with clean paper.
The biological regime must be observed in the museum: to prevent the appearance of moths, woodworm beetles, cockroaches, mice and other pests. To carry out sanitary and disinfection work, specialists from state museums should be involved.
No gluing of museum items is allowed in the school museum. Restoration work can only be carried out by specialists-restorers of state museums.
The fastening of museum items during the installation of the exposition is carried out without any deformation or damage. They cannot be glued, trimmed, folded, pierced, laminated, painted over, cleaned up. All types of conservation work are carried out with the participation of specialists from state museums.
IV ... EXPOSITION AND EXHIBITION ACTIVITIES OF THE SCHOOL MUSEUM
If we consider the museum as a center of museum and pedagogical work, which takes on the task of "musing" education, then, firstly, it is necessary to recognize its responsibility for creating an aesthetically significant and aesthetically nurturing environment at school. The school museum can display its exhibitions in any space, including school corridors, classrooms, workshops.
Secondly, the task of the school museum may be to recruit and provide at the disposal of subject teachers or teachers of additional education a fund of visual aids (museum items, copies, dummies, illustrated materials, etc.), organized like a museum in a suitcase.
There are several genres of school museum exhibitions.
· Museum-exposition (exhibition) The exposition of the museum is more or less e it is an established complex of objects, inaccessible for interactive use (closed showcases and cabinets, rigid hanging). The exhibition space is strictly localized, it is used primarily for excursions on a certain, rather limited topic. Museum material is used in the educational process mainly as an illustration. This genre of school museum needs a number of features to be added. With the initiative of the leader and school activists, he undoubtedly has great prospects.
· Museum workshop
· The exposition space is built in this museum in such a way that it necessarily contains work areas for the creative activity of students. Sometimes such a museum is located in classrooms where classes are held, or in art workshops. The expositions can also be dispersed 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.
· Laboratory Museum
· This genre is very close to the workshop museum. The difference lies in the nature of the collection on the basis of which the museums operate. These are collections of natural science and technical profile. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.
· Museum-game library
· It can be a museum of games and toys, some of which are brought from home, but the main one is made by the hands of children. The museum asset and teachers can use these collections to conduct theatrical activities for elementary school students, after-school groups, as well as on-site performances in kindergartens and nearby schools. A necessary component of the activity of such a museum is the study of the history of the production and existence of toys. An important role is also given to the stage-setting aspect, i.e. creation of special scenarios for conducting thematic classes.
Text in the exposition of the school museum
A necessary part of the preparation of expositions and exhibitions of 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 exposition represent an integral and systematically organized set of headings to sections and topics, annotations, labels, indexes.
The system of texts is created during the design of the exhibition, taking into account the fact that they should be clear, unambiguous and accessible to everyone. The text should contain all the necessary information, be understandable, and sometimes emotionally influencing. One of the most important requirements that determine the approach to the text is laconicism. Overloading the exposure with textual material only reduces its cognitive value.
Texts in the exposition are usually divided into the following types:
Table of contents (capital letters);
Leading;
Explanatory;
Label.
Table of contents (capital) texts help to navigate the exhibition. Their task is to provide a "guiding thread" for viewing the exposition, to reveal its thematic structure. The heading texts include the names of all departments and halls of the museum, exposition topics, sections or complexes.
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 exposition image.
The leading text can be compared to an epigraph to a literary work. Its meaning is to express the main idea of the exposition in a bright, clear and concentrated form, to reveal the meaning and content of some of its section, theme or complex. Excerpts from memoirs, letters, diaries, notes made by the heroes of the exposition are widely used as leading texts, i.e. materials with a pronounced personal character.
A museum label is a collection of all labels for 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 exposition and the nature of the museum item itself.
In museum practice, a certain form of placing information in the label has developed. Each label usually contains three main components:
Item name;
Attribution data (information about material, size, manufacturing method, copyright, social and ethnic environment, historical and material value);
Date.
Examples of labels
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Plow Used for arable work on peasant farms in the Kama region at the end XIX - early XX centuries. |
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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 of Zyukaika settlement 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 there is an inscription: “Dear, beloved mother. Drive the enemy away from Moscow " |
Design and arrangement of labeling
Font, color, size, position of annotations for exhibits are determined in the course of work on the exposition. All textual comments, including labels, should become an organic part of it. Therefore, the authors of the exposition, while developing the content of any text, simultaneously solve artistic problems.
The texts should be coordinated stylistically, between themselves and other exposition materials, designed and placed so that they perform their functions in the best possible way. There are also rules arising from the external features of exhibits of different types and label requirements. You should not, for example, put labels on exhibits. They are placed next to material exhibits on a stand, on a shelf, on the wall of a display case. To the edged material - on the mat under the exhibit, to the framed one - they are attached to the frame. If the exhibits are located high above the exposure zone, 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 showcase are numbered, and their list and description are given in the general annotation under the corresponding numbers.
The obtrusiveness and variegation of labels should be avoided, they should be sharply distinguished against the general background of the exposition, but it is also impossible to level them out, to make 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 stand mat, showcase. They are written or printed on good paper, and for exhibits located on stands, podiums, on dense material (cardboard, plexiglass, etc.).
In a school museum, where the priority is the idea of creating, “making” a museum, where it is especially important to activate the attention of visitors, the so-called “intriguing” label is appropriate, along with traditional information it can contain questions or tasks such as: “Find ...”, “ Compare ... "," Choose ... "," Guess ... "," Think why ... " 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 working with the audience. The main ones include: lessons in a museum, lessons in the classroom using museum objects, thematic lectures, conversations, excursions (theatrical), exhibitions, scientific readings (conferences), consultations, seminars, methodological associations, clubs (circle, studio), thematic 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 (book for registering public events), which is filled in according to the following scheme:
All correspondence of the museum should be subject to accounting, for which a special notebook is assigned, in which the date of writing the letter, the serial number, the address where it is sent, and its brief content are noted.
For letters accepted by museums, another notebook is assigned, which is also divided into columns: date of receipt of the letter, date of departure, address, author, and a summary of the letter.
VI ... PASSPORTIZATION OF SCHOOL MUSEUMS
The "school museum" status is assigned by the Ministry of Education of the Russian Federation.
Requirements for an exposition claiming to be a "school museum":
The presence of a fund of genuine materials registered in the book of accounting of the main fund (inventory book);
The presence of a decorated exposition, with sufficient completeness and depth, revealing the content of the chosen topic;
Ensuring the conditions for the safety of the collected material;
The presence of a permanent asset of students, conducting systematic search, collecting and research work under the guidance of a teacher;
Protection and promotion of monuments of history and culture, 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 the museum and the appointment of the head of the school museum
· Current and future plans of the museum
· Fixed asset ledger (inventory ledger)
· Scientific auxiliary fund accounting book
· Thematic and exposition plan
· Card file
· Book of registration of public events
· Guestbook
· Texts of excursions, lectures, conversations, scripts 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 water.
2 Working with the school assets of the museum.
Organization and procedure for teaching the asset to the basics of museology. Participation of activists in museum work on a regional (city) scale, 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, street, microdistrict, or about a specific person - the director of an educational institution, a teacher, a former student; about the combat actions of a unit, unit or individual hero. Themes can be varied depending on the profile of the museum.
4. Search and collecting 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 items are supposed to be found in the city, district, where or from whom; with whom will the correspondence be tied to the search for materials, work in archives or in specialized, museums, etc.
5. Scientific exposition work
Which exhibits will be introduced or replaced, which temporary or permanent exhibitions will be prepared, etc.
6. Working 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 subject; creation of conditions for the storage of museum collections, the procedure for processing incoming historical monuments, etc.
7. Methodical work
Compilation or addition of survey and thematic lectures. Education and training of museum activists for excursions, etc.
8. Publishing activities
Drawing up a booklet for the school museum. List of expected information for publication in periodicals and other information sources about events held in the museum, etc.
9. Excursion work
Schedule for students to visit the museum. List of activities. The use of museum items in the classroom and in extracurricular activities. Development of excursion topics, selection and systematization of excursion materials.
In cities where there are state museums, regional (city) commissions are created for the inspection and certification of school museums, which include representatives of educational authorities, specialists from state, museums, institutions of additional education, public organizations, associations of local historians. The district (city) commission gets acquainted with the activities of the school museum, fills out the relevant documents (examination report, registration card) and sends them to the regional center of children's and youth tourism
Every five years, the museum must confirm the title of "school museum", about which the commission makes the appropriate entries in the passport and registration card.
"Organization of the work of the school museum" // Methodical recommendations. / Compiled by O. V. Starkova. / Regional center for children and youth tourism. - Perm, 2002.
The purpose of the creation and operation of the school museum is to fully promote the development of communicative competencies, research skills of students, support the creative abilities of children, the formation of interest in national culture and respect for the moral values of past generations. The museum should become not just a special classroom for the school, but one of the educational centers of the open educational space.
The purpose of museum activities is to form a sense of responsibility for the preservation of natural resources, artistic culture of the region, pride in their Fatherland, school, family, i.e. feelings of belonging to the past and present of the small homeland. The school museum, being part of the open educational space, is designed to be the coordinator of the military-patriotic activities of the educational institution, connecting the thread between the school and other cultural institutions, public organizations.
The objectives of the school museum
One of the main tasks of the museum is to educate the patriotic consciousness of schoolchildren. As you know, the museum carries out the connection of times. It gives us a unique opportunity to make the generations of those who lived before us as our allies in organizing the educational process, to use their experience in the field of science, culture and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidences of its existence in the form of monuments of material and spiritual culture, which are kept and promoted by museums.
History is the core of any museum. It can be the story of a family, school, individual graduate, or teacher. Each of these testimonies reflects some piece of history. Such fragments ultimately make up the history of human society.
The principle of historicism is fundamental to museum theory and practice. This principle presupposes the observance of three most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modernity.
The constant increase in the flow of information requires such an organization of the cognitive process, in which students, in parallel with the development of a certain stock of knowledge, satisfy the need for independent "writing" of history.
The museum has a huge educational potential, as it preserves and exhibits authentic historical documents. The effective use of this potential to educate students in the spirit of patriotism, civic consciousness, high morality is one of the most important tasks of the school museum.
The participation of children in search and collection work, the study and description of museum items, the creation of an exposition, excursions, evenings, conferences helps to fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum professional activities, and in the course of local history research - the basics of many scientific disciplines not provided for in the school curriculum. Depending on the profile topic of the school museum, children get acquainted with the basic concepts and methods of genealogy, archeology, source studies, ethnography, museology, etc.
In addition, students learn the basics of research activities. They learn to choose and formulate research topics, make a historiographic analysis of the topic, search and collect sources, compare and criticize them, draw up a scientific and reference apparatus, formulate hypotheses, assumptions, ideas, test them, formulate research conclusions and develop recommendations for using the results achieved. ... As a result, children develop an analytical approach to solving many life problems, the ability to navigate in the flow of information, to distinguish the authentic from falsification, the objective from the subjective, to find the relationship between the private and the general, between the whole and the part, etc.
Traveling around their native land, studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, figurative objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about history, culture and nature of their city, they learn to understand how the history of the small homeland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world affect the development of these processes in their hometown, school.
Thus, the knowledge and ideas of children, gleaned in the study of the school course of history and social studies, are concretized and expanded, the regional component of educational standards is implemented, that is, the history of Siberia is studied.
"Secondary school №61"
Social project
"Creation of a school museum".
The work was done:
pupils of grade 8 Isaev Rinat, Sedova Kristina, Toksanbaeva Saida
Supervisor:
teacher of history and social studies of the Highest qualification category,
Honorary Teacher of Russia - Kibkalo N.G.
MBOU "Secondary School No. 61", Astrakhan
Astrakhan
| Introduction ………………………………………………………………… ... | p. 3 |
| Chapter I. What is the School Museum? ………………………………………… .. | p. 5 |
| Chapter II. Description of the project ………………………………………………… | page 8 |
| Chapter III. Implementation of the project "Creation of a school museum" ……………. | p. 12 |
| Conclusion ………………………………………………………………….. | p. 14 |
| Literature ……………………………………………………………… ... | page 16 |
| Application …………………………………………………………………. | p. 18 |
INTRODUCTION
I look at the museum stands ...
How time plays with memory!
Only legends live forever
And truths all die.
Akaki Shveik
Each person is a kind of discoverer, he goes to the old truths like the world in his own way. But at the source of the long road of life, each of us has our own small homeland, with its own appearance, with its own beauty. She appears to a person in childhood and remains with him for life. Therefore, it is very important to know the history of your city, school, family, your roots. Everyone who loves their homeland should know not only its present, but also its past. How our ancestors lived, how they worked.
The history of the past is the memory of peoples. In it are our roots, the roots of today's phenomena. History keeps in itself the experience of generations, great names, exploits of people and much more. This is the story of our grandfathers and great-grandfathers. If a person does not know the history of his people, does not love or respect its cultural traditions, then he can hardly be called a worthy citizen of his homeland. The main instrument for preserving the historical past is the museum. It is he who allows you to collect, systematize and preserve grains, traces of past eras. The word "museum" comes from the Greek "museion" and the Latin "museum" - "temple".
The museum is a place dedicated to the arts and sciences. Once upon a time there was a museum in our school №61, but then the need for it disappeared, the exhibits went to the basement, they forgot about it.
In 2010, when addressing the Federal Assembly, Russian President Dmitry Medvedev spoke out that the state is focusing on educating a citizen of the Russian Federation, a patriot, a bearer of the values of civil society, who is aware of his involvement in the fate of the Motherland. To fulfill this task, many schools began to create again, to revive their museums. The idea of reviving the museum in our school has been alive for a long time. The school administration, parents and residents of the village in which our school is the main cultural object, and the students themselves spoke about the need for such a "temple". To implement this idea, we have developed a project to revive the museum of our school. A museum that will be addressed to schoolchildren and will be interesting for them, in the creation of which they will take a direct part, and subsequently will be its main visitors and participants in all types of activities.
Objective of the project:
Revival, creation of a museum at school # 61;
Revival and preservation of the history and spiritual values of the Svobodny village and school No. 61;
Development of communicative competencies, research skills, search work.
Develop a program and plan for the revival of the school museum;
Determine the stages and terms of the revival of the museum;
Collect, study and organize the available exhibits;
Determine the directions of work and the exposition of the museum;
Determine the sources and cost estimates for the revival of the museum;
Open a museum at school number 61;
Continue work on replenishing the fund, the exposition of the museum.
Creation of a school museum, integration of museum and educational activities in order to educate the civil-patriotic qualities of the personality of students. The aesthetic design of the school.
Being ignited by the general idea of getting to know the native land, a children's team is created and it is rallied on the basis of the development of student self-government (search group, Museum Council, Museum Active). The museum creates conditions for the creative self-realization of each student. Active, interesting search work serves as an obstacle to the involvement of students in street gangs. Along with search work, research, excursion and propaganda work is organized. Students are active participants in all of these processes. They are spiritually enriched, develop creatively - they go through the stage of personality formation. Scientific coordinators (museum director and scientific consultant), together with teachers and class teachers, monitor the work of students, help with advice, and guide them in the right direction.
The feeling of the present time does not come from outside, it arises inside a person when what is important for him is what is happening around him and when he himself is important and significant for the world around him. " In this sense, the museum becomes very significant, because the meeting with the past opens up its present for the student. Today it is more clear than ever that without instilling patriotism among the younger generation, neither in the economy, nor in culture, nor in education, we will not be able to confidently move forward. From an early age, a person begins to realize himself as a part of his family, his nation, his homeland. A child, a teenager, who will know the history of his village, city, the life of his ancestors, architectural monuments, will never commit an act of vandalism either against this object or against others. He will simply know the price of them. Knowledge of the history, the past of the people, the native land will increase the vitality and competitiveness of the individual. The project will serve to unite, rally people around a high noble goal - to preserve the past, the present for future descendants, plays a huge role in the formation of peace and harmony among people of different nationalities, strengthens friendship between peoples.
CHAPTERI... WHAT IS A SCHOOL MUSEUM?
Museums are conglomerates of memory.
Georgy Alexandrov
HISTORY OF THE CONCEPT OF "MUSEUM".
The concept of "museum" was introduced into the cultural life of mankind by the ancient Greeks. Already at the dawn of its history, mankind collected and strove to preserve all kinds of objects: literary and scientific texts, zoological and botanical herbaria, artistic canvases, natural rarities, the remains of ancient animals. In Russia, museums appeared in the era of Peter I. Opening the first Russian museum in 1917, he defined the goal: "I want people to watch and learn."
By the end of the 18th century, public expositions were created in Russia with the aim of enlightening the bulk of visitors. At the end of the 19th century, about 150 museums were created in Russia with public expositions for the purpose of enlightenment (a museum of technology, crafts, devices).
At the beginning of the 20th century, in connection with the rise of the local history movement in Russia, the opening of public museums, created at the initiative of the public, and acting on a voluntary basis, was widely opened. Public museums are created at cultural institutions, in schools, at enterprises. These are museums of Battle Glory, Labor Glory, museums dedicated to the leaders of the Communist Party, which are assigned the status of a political and educational institution.
The legal basis for the activities of school museums is the Letter of the Ministry of Education and Science of the Russian Federation No. 28-51-181 / 16 of March 12, 2003. "On the Activities of Museums of Educational Institutions", "Instructions for the registration and storage of museum funds in museums operating on a voluntary basis", Order of the Ministry of Culture of the USSR dated 03/12/1988.
The museum is understood as an institution that collects, stores and demonstrates objects of history and culture.
The third article of the charter of the International Council of Museums reads: "The Museum is a permanent non-profit institution, designed to serve the society and promote its development, available to the general public, engaged in the acquisition, storage, use, popularization and exhibiting of evidence of a person and his environment for the purpose of study, education, as well as for the satisfaction of spiritual needs. "
PROFILES AND GENRE OF SCHOOL MUSEUMS.
The profile of the museum is the specialization of the museum collection and the activities of the museum. The profile of the school museum depends on the chosen direction of the search research activity. Museologists distinguish the following profiles:
Historical;
Natural science;
Picture gallery;
Memorial Museum;
Technological;
Environmental.
Museum-exposition (exhibition). The exposition of the museum is a more or less established complex of objects, as a rule, inaccessible for interactive use (closed showcases and cabinets, rigid hanging). The exhibition space is strictly localized, it is used mainly for excursions on a certain, rather limited topic. Museum material is used in the educational process mainly as an illustration. In a school environment, such a museum often becomes a fact of prestige; extracurricular, circle, and leisure activities are minimally represented.
Museum-workshop (studio). The exhibition space is built in this museum in such a way that there are necessarily working areas for creative activity. Sometimes such a museum is located in classrooms where technology lessons are taught, or in art workshops. The expositions can also be dispersed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process.
The museum is a laboratory. This genre is very close to a museum - a workshop. The difference lies in the nature of the collection on the basis of which the museum operates. These are collections of natural science and technical profile, usually quite extensive. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.
PURPOSE, OBJECTIVES OF THE SCHOOL MUSEUM.
A museum in an educational institution is being created "for the purpose of educating, teaching and socializing students." The school museum is designed to form a steady interest in acquiring new knowledge of the history of the native land, to foster the desire and readiness for independent study of the history of the native land. Only the museum has an emotional, informational impact.
The tasks of the school museum are:
To foster a sense of patriotism - such a "social feeling, the content of which is love for the Fatherland, devotion to it, pride in its past and present, the desire to defend the interests of the Motherland";
To preserve for pupils and descendants originals, primary sources, museum items of historical, artistic or other value;
Promote the introduction of museum material into the educational process;
Transform a museum item into a means of informational and emotional perception of bygone eras;
Promote the inclusion of students in socio-cultural creativity, search and research activities for the study, restoration of the history of the small homeland;
Promote the formation of spiritual values.
Collected and registered museum items;
Museum asset;
Premises and equipment for storing and exhibiting museum items;
Museum exposition;
Sources of financing for activities;
FUNCTIONS OF THE SCHOOL MUSEUM.
The Regulations on the Museum of an educational institution define educational and documenting functions. The essence of the documenting function lies in the purposeful reflection in the museum collection with the help of museum items of those historical, social or natural phenomena that the museum studies in accordance with its profile.
The documenting function takes three forms:
Acquisition of funds;
Stock work;
Creation of a museum exposition;
All museum items are divided into three groups:
Material (clothing, household items, personal items);
Fine (paintings, sculpture, graphics);
Written (documents in all media).
CHAPTERII... DESCRIPTION OF THE PROJECT.
Museums are cemeteries of art.
Alphonse Lamartine
Starting the implementation of the project, at the beginning, we, together with the teachers, determined what our museum would be like, what areas we would like to highlight, outlined strategies and deadlines.
The main strategies of the school museum:
1. Creation of an initiative search group of the museum.
2. Development of the "School Museum" project.
3. Study of local history literature, materials on local history.
4. Think over the necessary equipment, make an estimate.
5. Collection of materials and restoration of exhibits.
6. Creation of expositions, sections of the museum.
7. Decoration of the interior of the museum.
8. Acquisition of museum funds, accounting and scientific description of museum items.
nine . Creation of a council and an asset of the museum.
10. Organization of search, research, excursion, propaganda work.
11. Organization of a group of guides.
12. Organization of the work of the club "Istoki".
13. Introduction of the operation "Search", "Veteran", "Best find".
14. Holding the competition "Inexhaustible Spring"
15. Registration of documentation for certification and certification of the museum.
16. Conducting lessons, seminars, conferences, promotions, competitions.
Terms of project implementation and expected results.
We plan to implement this project within two years: 2013 - 2015. As a result, a museum should be opened, consisting of three expositions: the Museum of Military Glory, the Museum of School History, the Museum of the History of Culture and Life of the village, stands on the history of the school and the village were made and decorated, the collection of museum funds was completed, museum items were registered in the inventory book, the charter was developed , passport and all the necessary documentation of the museum.
Logistics support.
We plan to organize a school team to carry out the planned renovation of the premises and the restoration of the exhibits.
Resource provision
1. School budget;
2. Material and technical base of the school;
3. School charity events;
4. Sponsored parental assistance;
5. Help from social partners;
Guidance and control over the implementation of this project.
Control over the implementation of this project is carried out by:
School administration;
The governing board of the school;
Council of High School Students;
The initiative group of the school museum.
Expected Difficulties.
Low level of funding;
Insufficient material and technical base, small area of the premises;
The workload of teachers and students.
1. A functioning school museum;
2. Formed student asset of the school museum with the skills of socially significant activities and the basics of professional self-determination;
3. Created thematic expositions;
4. Organized educational process in close cooperation with the activities of the school museum;
5.Increasing the level of moral and military-patriotic education
The main stages of work:
First stage - Preparatory
January - March 2013.
A) Create a creative group - an asset of the museum;
B) Develop information leaflets on the revival of the school museum for students, teachers, parents, the public;
C) Inform the teaching staff about the idea of reviving the school museum in order to support the project;
D) Apply to the council of the student body, the parent committee in order to involve the students of the school and their parents in the project;
G) Prepare questions for a sociological survey and conduct a sociological survey of students, teachers, parents, the public in order to determine the profile and genre of the future museum;
H) Develop the concept of the museum, substantiate the idea of the museum, define the profile;
K) Determine a place in the school building to house the museum;
K) Perform an audit of the existing museum exhibits and archival documents;
M) Draw up a cost estimate for the renovation of the premises, preparation, design and placement of expositions (see Appendix # 1);
H) Seek financial opportunities for the renovation of the premises and the design of museum exhibits.
The second stage is the main one.
Activities for the revival of the museum.
May - September 2013
A) Attraction and distribution of funds in accordance with the estimate and work plan;
B) Restoration of museum exhibits;
C) Acquisition of funds;
D) Distribution of archival materials and museum exhibits according to the selected sections;
E) Creation of a card index of available resources;
F) Description of material and documentary sources left over from the former museum, registration of acts of acceptance of items and their entry into the inventory book,
G) Search work of the initiative group of the museum to collect exhibits, documents and the corresponding registration of new materials upon admission to the museum;
H) Execution of documents: museum passport, registration card, labels, cards for a card index, drawing up a card index;
I) Development and approval of several topics of excursions indicating the purpose, category and age of the tourists;
K) Development of a scenario for the opening of the museum;
M) Informing the school about the opening of the museum;
H) Opening of one exposition of the museum.
The third stage - The functioning of the museum and the implementation of the "School Museum" project
year 2014
A) Opening of the remaining expositions;
B) Continue work on replenishing and expanding the museum fund;
C) Completion of the stands and expositions of the museum, equipping the school museum with the necessary equipment (showcases, shelves, cabinets);
D) Development of programs for the museum and popularization of the museum;
E) Involvement of the Museum and its expositions in school life, school activities;
F) Conducting excursions for students, parents, the public;
G) Project activities of students;
H) Documenting the status of the museum. Project implementation.
Fourth stage - Museum development
2015 year
A) Analysis of work for two years;
B) Identification of problems, determination of ways to solve them;
C) Correction of activities to change the system of the museum in accordance with the identified problems;
D) Improving the activities of the museum;
E) Enhancing the research and design work of students, using the base, the exposition of the museum.
Prospective exploration work:
Collection of information about the history of the school and its traditions, veteran teachers, school graduates, local history material about the history of the Rongi village, the history of enterprises and institutions, outstanding people and events;
Study of local traditions, folk legends, holidays, rituals;
Active participation in the collection of materials on the lost wars during the Great Patriotic War, the contribution of fellow countrymen to the victory over the enemy;
Collecting information about disappeared and disappearing villages.
Museum of Military Glory
1. Stages of the Second World War;
2. Medals of WWII veterans;
3. Combat companions of a soldier;
4. Military ammunition;
5. Scorched by the war;
6. Astrakhan Heroes;
7. Children, pioneers are heroes.
Museum of History and Culture in Svobodny
1. The world of the past, the room of the Russian hut;
2. Household items;
3. Braided beauty;
4. History of the Svbodny settlement;
5. Fragment of a room from the early to mid-20th century.
Museum of History and Culture of school №61
1. Soviet past;
2. School chronicle, how it all began;
3. School today;
4. The past in the old photo ...
And so having defined for ourselves all the nuances of the work ahead, stages, mechanisms, strategies, we started to implement the project.
Fostering a sense of patriotism and love for the Motherland forms the basis of students' moral qualities. Without patriotism, a person is not able to fully work for the good of the country. And the school is the initial stage where these high moral qualities of the future citizen will be laid. A special role in the development of patriotism is played by the study of the history of the state and its native land. School local history museums are of great help in this. Let's talk about this.
The creation and development of any school museum consists of several stages:
- Formation of exposition topics.
- Creation of a regulatory framework.
- Collection and preparation of exhibits for the museum.
- Decoration of the museum room and auxiliary fund.
- Training of guides and museum working hours.
The initial stage of museum development allows the teacher to determine the theme of the entire museum and its individual expositions. The simplest solution is to create a "Glory Room". You can find a huge amount of information about the events and heroes of the Great Patriotic War on the Internet. From the Books of Memory, you can determine the exact lists of the victims. On the sites "Memorial" and "Soldier" you can not only clarify information about the required person, but also download documents about his conscription, place of service or death. You can, if necessary, make a request to the State Archives of the Ministry of Defense of the Russian Federation. The answer comes within two to three months. A meeting with the hero's relatives will help clarify the information collected; they can provide you with photographs, documents and personal belongings of the veteran. If the exhibits are not donated to the museum, then they can simply be photographed.
More difficult is the creation of a museum of local history and history. Internet alone won't help here. You will have to contact the staff of state museums, archives and libraries. Many school museums are limited to the creation of historical expositions of the late 19th - early 20th centuries. It is not right. The study of the native land should be complete and take up a wider period of history. Stone, Bronze, Iron Ages, early and late Middle Ages, Time of Troubles, the era of Peter I, Catherine II, Alexander II - all this can and should be presented in the museum, at least briefly. The most difficult is the museum, which reflects the full history, from primitive man to the present day. Even if each of the stages of Russia's development is presented very briefly, it will take up a lot of space. And if you add themes on flora, fauna, geology and paleontology of the native land, the museum will become truly huge. Nevertheless, such museums are created and successfully operate in schools. The creation of individual themes (blacksmithing, flax processing, folk crafts, partisan movement, etc.) can be postponed as the collection and accumulation of exhibits.
The second stage is the creation of a regulatory framework. In any school museum, the following documents must be present: a book of acceptance-transfer-withdrawal of exhibits, acts of acceptance and transfer of individual exhibits, regulations for the school museum, the work plan of the school museum for the current academic year, texts of the guides.
Before purchasing and accumulating exhibits for the museum, the teacher is obliged to familiarize himself with the documents regulating the legality of such acquisitions. There are a number of strict prohibitions. First of all, this applies to items from the times of the Great Patriotic War. It is strictly forbidden to use items that pose a threat to the life and health of museum visitors. Weapons and ammunition in the museum room must be completely deactivated and inspected by specialists and police officers. The capsule and fuses of casings and projectiles must be knocked out, powder and TNT charges must be burnt out and chemically treated. The presented weapon or its fragments must have the chambers cut through, the barrel welded, strikers and cocking mechanisms removed. It is better to saw bayonets and bayonet knives, presenting two halves in the exposition. Even the appearance of heavily rusty and damaged weapons can be deceiving. Let us remind you once again that only specialists should be engaged in deactivation. If you have any questions about the safety of an item, you can invite police officers or the Ministry of Emergency Situations to inspect it.
It is not recommended to exhibit orders, medals and badges from the times of the Great Patriotic War in school museums. An exception is made in two cases. If these awards were transferred by the veteran himself (his relatives) or if these medals do not belong to military ones (30-, 40-, 50th anniversary of Victory, the Armed Forces, etc.). In any case, it is better to replace all awards with premium bars or dummies.
Many questions arise regarding the presentation of items made of precious metals in the museum. These are usually coins and jewelry. It is generally believed that exhibiting such items in school museums is prohibited due to their high cost, but I would like to make a small amendment to this prohibition. A huge number of old silver bargaining chips are of no value. Coins - "scales" of Ivan the Terrible, Alexei Mikhailovich, Peter I and other tsars cost from 20 to 50 rubles. a piece. Silver trifle of Alexander III, Nicholas II is not much more expensive. You can imagine hundreds of such coins in a school museum and their cost will be much less than the cost of a self-spinning wheel or samovar. The same applies to silver pectoral crosses, rings, and earrings of the 19th century. Their cost rarely exceeds several hundred rubles. Meanwhile, the cost of some copper coins can go up to several tens and even hundreds of thousands of rubles. In order to avoid misunderstandings, you can familiarize yourself with the detailed value of any coin in the Conross catalogs, which are issued annually. It is also not recommended to exhibit items of special historical value in school museums. Employees of state local history museums will help you to determine their significance for history. This is especially true of treasures. I would like to dispel two prejudices regarding this topic. Firstly, treasures are not such a rare occurrence; dozens of treasures are raised in our region every year. Secondly, many of the treasures, undoubtedly, represent a certain historical value, but do not represent material value.
We recommend that you familiarize yourself with Article 233 of the Civil Code of the Russian Federation. Therefore, the presence of such an exhibit or its analogue in a school museum is quite acceptable. Place under the glass a broken jug and several dozen coins of the same period and state, and you will receive a copy of the treasure that will delight schoolchildren.
As for the old edged weapons, here it is necessary to familiarize yourself in detail with the Law "On Weapons". Arrowheads do not pose a threat to visitors, spearheads and slugs, due to their poor condition (given their age), are also not subject to the law. Ancient axes (even battle ones) belong to household items. But sabers, broadswords, swords, swords and other bladed weapons are prohibited from exhibiting in the school museum, except when the blade is broken and blunted to 1.8 mm. You can present replicas (copies) of this weapon in the school museum. Such copies are used by reenactors of military history clubs, they do not have sharp edges and belong to sports equipment, but even in this case, it is advisable to file this weapon at the base of the handle.
The third and most important stage in the formation of the museum is the collection of exhibits. It is no secret that schoolchildren receive more complete information on history not only by studying literature, but also by touching the exhibits, holding "living history" in their hands. Unfortunately, most school museums are limited to a banal "museum set": a couple of towels, coal iron, bast shoes, a spinning wheel, grabs, cast iron, jugs, at best, a Batashev samovar, a millstone or a loom is added to this. A soldier's helmet and a pair of gun casings will be presented during the war. How to expand the exposition, go beyond the standard exhibits, how to create your own "zest" in the museum? Pupils can bring the first subjects to school, and it is necessary to take into account the consent of their parents. For some interesting and rare exhibits, you draw up acts of acceptance and transfer in any form, with a detailed description of the subject, certified by the signatures of both parties and the seal of the school. The rest of the exhibits are entered in the book of reception and transmission. Do not forget that the difference in the value of exhibits depending on their condition may differ significantly, so do not forget to describe in detail the item or document being received. But where can you buy the rest of the exhibits?
When creating a museum on the Great Patriotic War, representatives of search teams will provide you with invaluable assistance. They will provide a huge number of interesting and varied items absolutely free. Fragments of equipment and weapons of Russian and German soldiers, objects of life and everyday life, leaflets and posters, you can receive all this as a gift and beautifully decorate in your museum. Contact the leaders of such detachments, and you will not be denied help. If the museum needs specific items, you can leave a request, and with the next search activities, you may be provided with it. Representatives of the search teams can be invited to an open lesson, where they will tell in detail and interestingly about their work and the exhibits on the Great Patriotic War presented in the school museum.
It is more difficult to acquire antique exhibits. There are several ways to add to your school collection. It all depends on your activity and the financial capabilities of the museum. To begin with, let's decide what can be purchased for the school museum for each period of history.
In the Stone Age, one can imagine stone arrowheads, axes, scrapers, stitches and choppers. Their cost is low, but it will be easier and cheaper to make copies ourselves, by processing stones or finding samples that outwardly resemble the tools of ancient man's labor.
In the Iron and Bronze Ages, Proto-Slavic cultures, it will be possible to present arrowheads and spearheads, axes, fragments of jewelry and clothing, parts of horse harness.
In the Middle Ages, adornments of the Slavs are added to the above. A huge variety of pendants, temple rings, signet rings, grivnas, charms, bracelets and beads will look great in your museum. Add to this buckles, onlays, buttons, and other garment embellishments. All this can be arranged in separate sets, or you can recreate it on the drawn image, placing them where they should have been. Fragments of the equipment of medieval warriors can be added to this period. Mannequins in clothes of this period will look especially impressive. By the way, this applies to any of the presented historical eras. Replicas of antique clothes and armor can be made by yourself or children can be involved in this. If you need exact analogs (antique cutting, natural fabrics, hand sewing, bronze casting, forged steel), then you can turn to the help of historical clubs that exist in any city. If you are not able to purchase or manufacture these exhibits, you can simply ask to exhibit them temporarily, timed to coincide with any event. None of the clubs will refuse you.
In later centuries, scale coins and fragments of firearms (for example, cannon balls) are added.
For the period of the Russian Empire up to 1917, you can present a huge number of all kinds of exhibits. The development of the monetary system, blacksmithing, folk crafts and printing - all this gives a wide scope for replenishing the museum's exposition. As you accumulate, all this is formalized into separate topics. Here are examples of some individual exhibitions: bullets from the Crimean War, merchant seals, police badges, medals of the Tsarist army, decorations of our grandmothers, tin toys of the 19th century, insignia of military personnel, a variety of spindles and spinning wheels, tiles of the Russian stove, porcelain of the 19th century, processing of flax, the meaning of embroidery on clothes and towels, Old Believer pectoral crosses, how a horse was decorated, how they caught fish, tools of joiners and carpenters, the history of the St. On all of the above topics, you can freely purchase and arrange exhibits.
It is quite easy to present objects from the times of the Soviet Union in a school museum. Of interest to the museum may be radio receivers and players, various dishes and household items, clothes preserved in grandmother's chests, cult objects of V.I. Lenin and I.V. Stalin (figurines, banners, pennants, literature and other attributes), as well as exhibits for pioneer and Komsomol organizations. Eyewitnesses of the events will definitely share their memories for the museum.
We have decided on the exhibits, but where to get all this? The Internet will help you with this, namely the search engine forums. Many historians have an ambiguous attitude to metal detecting. Many historical sites have been savagely destroyed and destroyed in recent years by the so-called "black diggers". This was facilitated by the free sale of metal detectors and the absence of laws on the circulation of antiques. At the same time, it is unethical to accuse all search engines of destroying archaeological monuments, just as one cannot accuse, for example, all fishermen of poaching. Many people refer to metal detecting as a hobby, sifting through collective farm fields, rural gardens, roads and abandoned houses. They will never violate either the law or moral and ethical standards.
However, this is not about that. Many forums provide invaluable assistance to the directors of school museums, providing many antiques for free or for a purely symbolic fee. The so-called "archaeological rubbish" is sold in kilograms. For a few hundred rubles, you can buy, for example, complete sets of horse harness ornaments, dozens of all kinds of coins, many old tools and household items. Moreover, many exhibits are simply donated. To replenish the school collection, you need to place applications on such forums. Once again, you may have a negative attitude to these auctions, but it would be more correct if antiquities take a worthy place in the school museum than they end up in a private collection or, even worse, in a landfill. Some historians require that only copies of antiquities be displayed in school museums. If you follow these rules, you will need significant financial resources, copies are several times more expensive than the originals. In any case, the choice is yours. At least, you can simply download from the forums a huge amount of interesting and entertaining information, old maps of your area, the location of ancient settlements and much more.
In addition, there are many antique shops in every city. Some inexpensive exhibits can be purchased there as well. The owners of such salons often meet schools halfway and provide interesting antiques absolutely free of charge.
Thus, having replenished the school collection, it will also be necessary to bring it into a decent form. For this, some of the exhibits will have to be restored. Objects found in the ground and made of iron, being in the museum room, where it is dry and warm, will begin to collapse. The metal will flake off and crumble, over time you risk losing the exhibit completely.
To prevent this from happening, you need to protect it from the harmful effects of oxygen. First, you need to carefully remove dirt and rust build-up, and then pour a thin layer of molten wax or paraffin on the exhibit. Less valuable exhibits can simply be coated with a colorless nitro varnish. The protective film will prevent further deterioration and create an additional safety margin. Copper, brass and bronze exhibits are cleaned in ordinary soapy water. If they are severely damaged by oxides, a weak citric acid solution can be used for cleaning. At the same time, do not forget that a uniform, beautiful layer of copper oxides, the so-called patina, gives the exhibit nobility and protects it from further destruction, so it is not worth removing it. Paper exhibits (documents, money, books, leaflets) must be protected from the effects of human hands and dust. You can place them under glass, in files, or laminate them if they are in very poor condition. Silver items are well cleaned with tooth powder, with the exception of silver with blackening. Items made of wood can be treated with special colorless oils designed to strengthen the structure of the tree.
It is better to rub leather goods with natural wax. Mannequins with clothes must be protected from moths by placing insecticides inside. It is enough just to periodically shake out linen products from dust. For the general preservation of the exposition of the school museum, it is necessary to carry out wet cleaning of the premises weekly. This will be especially easy if most of the exhibits are placed under glass.
So, you have purchased, restored and registered the necessary exhibits. The next stage is the registration of the auxiliary fund. Anything that helps to fully reveal the significance of a particular exhibit is called an auxiliary fund. This includes main information stands, tables with items on display, glass cabinets, individual wall exhibits or sets, stands for tools, weapons or clothing, name tags, and much more. It often happens that the design and colorful presentation of a museum exhibition takes up most of the time and money spent. The process of creating a museum can be endless, since from time to time you will change, supplement or simply delete some of the exhibits for various reasons. However, the process is fun for both teachers and students helping them. When equipping the museum, each teacher tries to make his own unique design.
We can only advise some of the options for such solutions. To prevent the tables from looking modern, they are covered with a double-strand, inexpensive fabric that looks like linen. Axes, spears, scythes, grips, hoes and hammers are best planted on the shaft (if it is absent). This will give them a decent working look. You can put a piece of linen tow on a self-spinning wheel and bring the hand thread onto the spindle. Splinters are inserted into the lights and fixed on the wall. You can add cold charcoal to your charcoal iron. The icons are decorated in the Red Corner and are decorated with towels and willow twigs. The idea of creating a "corner of the Russian hut" with a fake stove is no longer surprising. But the "barn corner", "canopy", "barn" or "glacier" will help to go beyond the generally accepted norms.
Well, and the last thing that is necessary for the full-fledged work of the museum is the training of guides and the allocation of the museum's working hours. For guides, it is better to choose students in grades 6-9. These are the optimal age categories. In these classes, students are already able to competently and interestingly conduct an excursion, and you will have a guide for several years until the student graduates from school. Excursions are best done by prior agreement between visitors and museum staff. The museum should not be a walk-through room. Its opening should be made only at the immediate beginning of the excursion, and closing immediately after its end. On one of the days of the week, you can make an "open door", when the museum will be open for free visits for several hours in a row. Usually in the first months after the opening of the school museum there will be numerous excursions. When the majority of students visit the museum, its activities will subside and enter the smooth flow of the educational process. On the basis of the museum, you can create a history elective or a group where students will study local history in detail, prepare interesting scientific and research projects. In addition to excursions in the museum, you can prepare outdoor hikes to historical sites located near the school.
In conclusion, I would like to add that this article is only a recommendation and is based on the author's many years of personal experience. Perhaps she will help you in your work.
Sincerely.
Sergey Krasilnikov.
Municipal budgetary educational institution
main comprehensive school with. Gratifying
Vyazemsky municipal district of the Khabarovsk Territory
Project
the creation of the school museum "Memory"
in MBOU OOSh with. Gratifying
Students:
Komarov E., Istomina A.
Danilchenko V., Kornienko E.,
A. Novoenko, V.
Moderators: Milyukova O.Yu.,
Sysoeva S.V.
S.Otradnoe
2014-2015
"And the main thing is: love and love your fatherland!
For this love will give you strength and you can 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 in the history of a big country.
This project is of great importance in educating and shaping the personality of students, educating a Citizen and a Patriot and is necessary to involve students and parents of MBOU OOSh in active search (research) activities. It is gratifying.
The School Museum of the History of the Otradnoye Village 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 the true values of the family, nation and homeland. A child, a teenager who will know the history of his area, village, the life of his ancestors, architectural monuments, will never commit an act of vandalism either against this object or against others. He will simply know the price of them.
Since 2008, the work of the research group "Memory Path" has been organized at the educational institution. The guys closely cooperate with the regional archive, the museum. V.N. Usenko, editorial office of the newspaper "Vyazemskie 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 - fellow villagers";
2009 “Teachers of my school”;
2010 "People, years, destinies" (the Kulyk family, "Compatriots on the fronts of the Great Patriotic War";
2010 "Personality in the history of Vyazemsky region: A. Nemechkina";
2011 "Home Front Workers";
2012 “Pages from the history of my village”;
2013 "Otradnenskaya machine-tractor station";
2008-2013 Chronicle "School graduates and villagers in the media."
This rich material needs a wide presentation of the rural community, and this is possible in the museum created at the school.
Also in 2014, the school held an action "Objects of a bygone era ...", during which a collection of antiques was collected, which is valuable for history.
Thus, we believe that our school needs to create its own school museum.
The project will be implemented in MBOU OOSh with. Pleasing in the 2014-2015 academic year.
2. Purpose of the project:
1. Preservation of historical memory and cultural heritage;
Development of interest in history, deepening knowledge of history and the formation of civic - patriotic feelings and beliefs on concrete historical material, affirmation of the importance of such values as: a) love and respect for the native village, for the native region; b) respect for the fruits of labor, the experience of previous generations; c) to increase the historical heritage, preservation of historical memory.
Education of the Citizen-patriot.
3. The main tasks of the project:
1. To generalize and systematize the accumulated search material in accordance with the chosen directions;
2. creation of a museum;
4. regular replenishment and updating of museum expositions;
5. development of students' interest in history, research, scientific and educational activities;
6. familiarizing students with socially useful work, developing the activities of children to protect memorable places, historical and cultural monuments of their native village, region.
7. involvement of 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 office. To achieve the set goals and objectives, we have already purchased display-cases and materials for stands. It is necessary to organize the material by directions and place it. Antiquities after registration in the book will be placed in showcases. We believe that the museum corner in the school will help increasing interest in the history of your village, district; active participation in historical and local history competitions, quizzes, olympiads, hikes, excursions; the formation of a civil-patriotic position among schoolchildren.
5. Planned activity.
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 the school's capabilities.
Creation of a regulatory framework for the school museum corner.
Updating the project among the participants in the educational process.
Determination of the circle of persons from among the teachers, school administration for project management, distribution of roles, creation of a working group.
Acquaintance with the experience of using school museums in the educational process in other schools of the Vyazemsky district.
Search and attraction of partners for cooperation in the media, cultural institutions, veteran organizations, the teaching community.
Its main task is to create a school museum corner.
Decorate the interior of the museum.
Organize work with students, parents, the community of the village 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, adjustments for further work in areas.
Inclusion of the museum resource in classroom, extracurricular and extracurricular activities.
Inauguration of the School Museum dedicated to the 70th anniversary of the Victory in the Great Patriotic War.
Summing up, exchange of experience of the project participants at the meetings of the teachers' council, SHMO.
Designing the products of the project.
1. Presentation of the final materials of the project on the school website and in the media.
2. Making a collection of the best developments of excursions, museum lessons, lessons of Courage, class hours, integrated lessons on the subject of the project.
6. Work plan for the implementation of the project.
activity
Responsible
Preparatory stage( September-November 2014.)
Study of regulatory documents, and the development of a regulatory framework.
September 2014 .
Milyukova O.Yu. - director,
Sysoeva S.V. - deputy. OIA Director,
Analysis of the state of educational opportunities of the school
September 2014
Milyukova O.Yu. - director,
T.N. Medvedeva - teacher of history
Studying the experience of using school museums in the educational process in other schools.
October 2014
Yarovenko S.A. - librarian, members of issled. Groups "Path of memory"
Meeting of the research group "Path of Memory" on the topic
"School Museum as a Center for Spiritual and Moral Development and Education"
October 2014
T.N. Medvedeva - teacher of history
Purchase of the necessary equipment
November 2014
Milyukova O.Yu. –Director, Managing Board
Carrying out an action
"Items of a bygone era ..."
December-February, 2014
T.N. Medvedeva - teacher of history
Members of issled. Groups "Path of memory"
Decorate the interior of the museum.
Create expositions, sections of the museum.
T.N. Medvedeva - teacher of history
Members of issled. Groups "Path of Memory", a detachment of volunteers.
Creation of the "Memory" section of the museum on the school website
Tkacheva Y.V. - teacher of informatics,
Members of issled. Groups "Path of memory"
To continue the exploratory work of the research group "Memory Path".
December-March 2015
Prepare guides for excursions in the school museum.
Yarovenko S.A. - librarian
Members of issled. Groups "Path of memory"
Final stage (March 2015)
Analysis of project results
March 2015
Sysoeva S.V. - deputy. Director for Water Resources Management, Medvedeva T.N. - teacher of history
Members of issled. the group "Path of Memory"
Inauguration of the School Museum Corner, dedicated to the 70th anniversary of the Victory in the Great Patriotic War.
Izhboldina S.S. - senior counselor; Members of issled. the group "Path of Memory"
Coverage of the project results in the media and on the school website
T.N. Medvedeva, history teacher
Head of research. Groups "Path of memory"
7. Expected results of the project.
As a result of the implementation of the project in the school with. It is gratifying that a modern, attractive, school museum corner, in demand by all participants in the educational process, will appear.
Museum will organically fit 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" "Workers of the rear", cool watch: "Our family heirlooms", "The history of my family in photographs", "I am a citizen of Russia", quiz: "History of the village Otradnoe", "History of the school", lesson in Courage"Leafing through the history of the glorious page" thematic excursions:"Weapon of Victory", "Battle Awards", Mind games"Tank landing", meeting with veterans and home front workers, etc. That will help develop the best civic qualities of schoolchildren, 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 active position;
ways of solving problems of a creative and exploratory nature.
Will acquire steady need and skills of communication, interaction with monuments of history and culture.
Will learn to see the historical and cultural context of the things around them, i.e. evaluate them from the point of view of cultural development.
Will receive experience in design and research activities, which according to the Federal State Educational Standards are a priority in training, and experience in social interaction.
Are being tested 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, ethnographers, exhibitors.
2.http: //ipk.68edu.ru/consult/gsed/748-cons-museum.html