Sections: History and social studies

The range of problems relevant to the current stage of development of improving the educational and educational system "museum - school" is great. In this sense, the museum has been entrusted with serious tasks. The nature of interest in the museum has changed significantly - the museum is becoming one of the most powerful means of education, since the museum today is not a collection of exhibits, but a complex unity of architecture, science, and art. Constantly developing and improving, the “museum-school” system requires both teachers and museum workers to have appropriate professional knowledge and skills. Obviously, for enhancing contacts between the school and the museum, methodological recommendations are extremely important both for the teacher who wants to use the museum in the educational and educational process, and for the museum's researcher who is interested in using the experience of colleagues as widely as possible in his work. It is the fact of the merger of some sections of pedagogy and museology that has become a platform for the creation of "museum pedagogy", the need to use which in the work of a general education school and a modern museum is dictated by the time itself.

Some teachers believe that a guided tour or lecture in a museum can replace a lesson. But visiting a museum should not repeat, but enrich the lesson. The museum's assistance to the school is not in duplicating the lesson, but in expanding the children's ideas about the world around them, in the formation of aesthetic taste (Appendix 1). The museum exposition contributes to a special perception of the topic, a reliable assessment of the historical authenticity of an event or object. It is the object that is the object of comprehensive study by the museum, it is through the object as a monument of human culture that the museum communicates with the visitor. Therefore, one of the tasks of museum pedagogy is to create the prerequisites and conditions for activating museum visitors, in particular for improving contacts with museum objects, for organizing the perception of the information contained in them.

At the heart of the work of any museum is the subject. He is a carrier of social and natural scientific information - an authentic source of knowledge and emotions, cultural and historical value - part of the national heritage. An important feature of a museum item, which distinguishes it from other sources, is the ability of the item to influence the emotional sphere of a person. It is no coincidence that all researchers, along with other properties of a museum object, such as informativeness, representativeness (reflection of reality), call the following: - expressiveness - the ability to influence a person through their characteristics, attractiveness - attracting attention, associativity - a sense of belonging, empathy (1, 89.). In addition, each item is a sign of its time, a reflection of the peculiarities of a particular era.

One of the main properties of an object is information content. The use of various objects as visual material in the lesson is widespread and has the power of a methodological technique. The main difference between a museum object and an ordinary visual aid is in its authenticity, the function of historical memory that stores the experience of past generations. A museum item should be the primary source of social information, be genuine, and be stored for a long time. The moral, aesthetic, memorial value of the object is no less important - everything that makes the object a cultural value.

Working on the basis of the museum allows you to collect in one space a wide variety of sources: written monuments, material relics, visual materials, photographs, archeological, numismatics, bonistics, philately, ethnography and many other materials. All this allows not only to show the diversity of sources, but also to teach children the language of museum items, to give them the basics of independent research work with sources. In modern families, few things that belonged to their ancestors are kept, which would personify the "connection between generations." Before visiting the museum, many children have never had the experience of studying ancient objects. Therefore, one of the tasks is not only to draw attention to the museum object, but also to reveal its character, features, properties. This attention to the historical source is realized through the system of classes, one or another subject becomes the main character.

One of the main forms of museum educational work is an excursion. The basis of the excursion is the presence of two elements: a show and a story. The excursion is the golden mean, where the guide needs a stable balance between showing visual objects and telling about them and the events associated with them. A show is the observation of an object under the guidance of a qualified guide. When shown, a person perceives not only the appearance of an object, a monument, but also with the help of a guide distinguishes between individual parts in it, takes part in their analysis, with the help of additional materials: auxiliary visual aids. The storytelling during the excursion is an addition to the analysis of the visual range, it is especially necessary in those cases when the visual material is poorly preserved or completely lost. But stories cannot be abused. As a rule, everything that is discussed in the excursion should be presented in the visual range, which is observed by the sightseers. If there are no objects that reveal the topic, there can be no excursion itself. (2.14)

An attempt to prepare an excursion along the street on which the student lives, or any other street, microdistrict, or settlement is an excellent final task for consolidating the large amount of information obtained at the museum lessons at once. As an option and result of an integrated lesson of local history and informatics using museum technologies - a virtual excursion in multimedia performance.

Another way to show the result of a student's research, local history activity through museum technologies is to organize an exhibition on a given topic, make changes to the exposition of the school museum, update and supplement it. This work, as well as the preparation of the excursion, requires extensive preparatory research work and in practice consolidates the knowledge gained, in addition, it contributes to the development of aesthetic skills in children, artistic taste.

Currently, the issue of local history work at school is relevant. We consider the solution of this issue from the point of view of integration of local history with general education disciplines (historical local history, geographical and natural history of local history, literary, etc.). The use of the main museum technologies will make it possible to effectively organize the educational process for many teachers in a new way. Non-standard forms and methods of studying school discipline, creative control tasks, of course, will contribute to the activation of the student's mental activity, the development of his creative abilities, aesthetic perception and artistic taste. But most importantly, the combination of these innovations helps the teachers of the school and the museum to solve one of the primary tasks of pedagogy - fostering a sense of patriotism, which is achieved through knowledge of the history of the native land.

Extracurricular forms of work should not be overlooked. Local history circles and sections, organization and maintenance of the school museum, active participation in local history competitions and olympiads is one of the important ways of carrying out meaningful and interesting work with students, the main way of transferring knowledge and skills not provided for in the school curriculum. The strict framework of the lesson does not always allow answering many questions of interest to children; it does not always provide an opportunity to help the child learn additional techniques and skills necessary for the success of the student's educational process. In this case, extracurricular activities come to the rescue, in which students acquire the necessary knowledge.

The activities of the local history, museum circle are aimed at mastering by children the skills of independent search, research work in archives, in libraries, in museums, interviewing people of interest to a museum or researcher, etc. The cycle of classes should provide for an excursion visit to the above institutions, independent work to find the necessary information given by the teacher, its processing, analysis of the work done during the circle meetings, further planning of the study, definition of goals and objectives. Mastering the above skills forms a student's clear orientation in the information space, which in the future greatly facilitates the work on the preparation of various kinds of essays, regional studies, etc. In addition, the members of the circle provide practical assistance to the school museum, thereby, delving into the essence of its work, realize the importance and significance of the existence of the museum business, and become involved in its activities.

The most receptive audience is children, and it is on them, first of all, that the educational activities of museums are oriented; it is with children that the school works, providing education and bringing up worthy citizens of their country from the younger generation.

References:

1. Lebedeva P.G. The specifics of working with a museum item in the Children's Historical Museum // Museum of the XXI century: dream and reality .- SP: 1999.
2. Ivashina N.N. Methodology for preparing a field trip. // Belgorod Regional Studies Bulletin. - Belgorod, 2001.

On the basis of our kindergarten, the work of an experimental site has been organized according to the museum and pedagogical program "Hello, Museum!" The program was developed by specialists from the Russian Center for Museum Pedagogy and Children's Creativity of the Russian Museum.

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ICT in the implementation of the museum and pedagogical program

"Hello Museum!"

On the basis of our kindergarten, the work of an experimental site has been organized according to the museum and pedagogical program "Hello, Museum!" The program was developed by specialists from the Russian Center for Museum Pedagogy and Children's Creativity of the Russian Museum.

The purpose of this program is to orient preschoolers of senior preschool age in the process of their introduction to domestic and world artistic values ​​by means of the museum, to the formation of the foundations of artistic and visual culture. The visual arts are considered in the program as an integral part of spiritual and material culture, embodying all the diversity of ideals, artistic and moral values ​​of different eras and cultures.

The program is focused not only on the traditional tasks of forming the child's artistic culture and aesthetic experience, mastering the skills of material and artistic activity, but also on the formation of visual culture skills in children of the senior and preparatory groups, the acquisition of the experience of "watching". Let me remind you that Museum Pedagogy is an area of ​​activity that transfers cultural experience through the pedagogical process in a museum environment. The use of paintings, sculptures, graphics, folk art, as well as architectural monuments provides a child with the opportunity to acquire a full-fledged artistic and aesthetic experience, which can contribute to solving the problems of educating tolerance and patriotism in preschoolers. The work is carried out on the material of the collections of the Russian and other domestic museums, sights of the city, natural objects. For example, in the museums of St. Petersburg, special departments have been created for working with preschoolers, where acquaintance with museum exhibits takes place during the game, because no child, even the most intellectually developed one, will “contemplate” a great masterpiece for a long time, as adults do. Our city is not a “museum town”, and the only Art Museum does not have a special department for children. If there are no appropriate conditions, the program developers recommend using information and communication technologies.

We see that ICT in preschool museum pedagogy makes it possible to succeed in the implementation of tasks in these areas: first, to improve the research activities of children by introducing new information technologies; secondly, to create a museum fund by educators through the creation of an electronic museum; thirdly, to develop the communication skills of children on the basis of project activities; and, fourthly, to form the skills of information culture in children.

The experience of integrating ICT into museum pedagogy can be considered innovative. Our children grow up in a digital world and, of course, the gap between the real interests of modern children and the traditions of art education in the modern world is growing deeper. It is art education that supports creative impulses in a child, and besides this is closely related to tactile sensations. In art education, both traditional visualization tools and the latest technologies are harmoniously combined. How can these tools be effectively incorporated into creative development and learning?

The task of actualizing artistic development cannot be solved without the involvement of information and communication technologies.

For example, using modern technologies, we can take a virtual tour of the art gallery of the Russian Museum, see a virtual exhibition and play games that are recommended by the program for use in kindergarten and in the museum.

I want to introduce you to some of these games:

- “Hidden thing” - find in the picture an image of a certain object, flower or animal and tell about it.

- “Enter the picture” - children are invited to close their eyes and imagine that they are in the space of the chosen picture, and then answer the questions: What did you feel, see, hear, whom did you meet?

- "Guide" - the child tells himself about the chosen work, and answers the questions of other children.

- "Pick a palette" - children are invited to choose their favorite reproduction of the work and from the squares of different colors to choose those colors that are used in the picture.

- “What we see - we will act out” - when looking at the work, children are invited to assign roles, come up with a short dialogue and act out the depicted episode.

Thanks to these games, the experience of "watching" is enriched in children, artistic perception, the ability to emotionally respond, feel and understand what is depicted develops, children are introduced to the world of fine arts

Now I want to acquaint you with special sites developed for working with children in the framework of museum pedagogy, where there is a game, a work of art and ... a computer. Unfortunately, the website of the Russian Museum, on the basis of which the program was developed, provides information only about excursions.

Of the domestic museum sites, the site of the State Hermitage is the most interesting in terms of content, principle of presentation of material and educational component. The IBM company, together with the museum staff, being the developers of this electronic resource, transferred the world standards of such Internet projects to Russian soil.

The site contains a section that allows using modern technologies to visit a virtual excursion, see a virtual exhibition, visit a gallery of three-dimensional images.

The gallery of three-dimensional images includes collections of objects that can hardly be seen in a museum as it is suggested on the website. These are small items of decorative and applied art, details of clothing, jewelry.

This opportunity to practically “touch” a museum exhibit makes this section relevant especially for us, who are geographically far from the Hermitage.

We also turned to the experience of foreign educational portals dedicated to the integration of art and ICT for education. Noteworthy are the Pixel Face and Collage Machine projects on the website of the children's educational center of the National Gallery of Washington. In terms of their content, these are ready-made software products for creativity at home or in class. So, Pixel Face is a program that allows using various pixels (different in rhythmic structure, in color, in modulus) to create a kind of decorative canvas, the basis of which is a portrait of a famous artist. You can choose from 4 portraits of different art styles. A library of various pixels, the ability to paint with a brush-stamp, a tone selection function, and an eraser are offered as a kind of tool palette. In addition, the resulting work can be printed. For preschool children, such a program is interesting and useful, as it gives experience in working with a complex color spot with a rhythmic structure,

with a module, with a wide range of color shades.

The next project, the Collage Machine project, has much more potential for creative activity. It is literally a "collage machine". Working in this technique helps to acquire the first design skills, organizing composition on a plane, allows you to concentrate on the symbolism of color and color rhythm, the peculiarities of the interaction of colors. Collage also enables mobile and productive mastering of various compositional tasks. Also, this project contains tools (magnifier) ​​that allow you to move, change the transparency level, and zoom in on the image. All these museum Internet projects, designed for the comprehensive development of children, once again confirm the ancient Chinese wisdom: "Tell me - and I will forget, show me - and I will remember, let me act myself - and I will learn." I want to emphasize that new technologies make it possible to create innovative artistic products, participate in new forms of communication for children, and learn to incorporate modern means of communication into everyday life.

Also, a lot of DVDs are now being released that have a cultural educational character. For example, the program "Hello, Museum!" has released a series of lessons from the World Art Gallery "Lessons from Aunt Owl", which are very popular with children.

After getting acquainted with the works of art, enriching the experience of perceiving paintings, the ability to observe, peer into natural phenomena, we move on to the independent creative activity of children, where we use traditional and non-traditional materials to work on drawings, collages, modeling. For example, the use of collage techniques in the productive activities of preschoolers. At the first stage, we examine the collage, mark all the details. The second stage - we analyze, highlight and negotiate means, spatial arrangement. The third stage is the independent activity of children.

One of the options for the creative activity of children is to conduct integrated classes. For example, the lesson "Golden Autumn": we consider, reason, create our own work of art.

Pay attention to the advantages of using computer technology in the professional work of a teacher. I would especially like to highlight interactive interaction, communication in the information and educational space, which is in great demand today.

Analyzing innovative educational products created on the basis of ICT, it is possible to identify a number of advantages of computer technologies as a means of teaching. First of all, this is the possibility of combining logical and figurative methods of mastering information, activating the educational process by increasing visibility, interactive interaction, communication in the information and educational space, and lastly, the child becomes not an object, but a subject of communicative communication with the teacher, which is important moment in the pedagogy of cooperation.

Thus, the experience of using interactive technologies is very interesting for us adults and, of course, for children.

It is too early to talk about the results, but we see that children really like it and parents, visiting the site "Museums of the World", raise their cultural level and become volunteers in the development and implementation of the new program.

Publications in the Museums section

High technology in modern museums

In the 21st century, innovations have ceased to be the subject of only scientific research and have become something everyday and familiar. High technologies are increasingly penetrating not only the business sphere, but also the cultural space.

Museums, whether contemporary or classical, are also trying to keep up with progress. For those who love art, but do not have the opportunity to travel a lot, there have been virtual tours of museums in different countries for a long time. The fashion trend - to combine art with an attraction - has long received critical reviews from museum workers all over the world. However, multimedia technologies, which a few years ago were tested only at temporary exhibitions as a prototype, are now increasingly used in permanent exhibitions.

USA

The Cooper-Hewitt Museum of Design in New York offers its visitors a gadget in the shape of a black pen, thanks to which anyone can feel like a real designer. In a special “immersion hall”, this device should be brought up to a sample of wallpaper in a showcase, and a projection of the interior will immediately appear on the wall, and the visitor, thus, will find himself in the virtual interior of the era he has chosen. And if you try to draw a flower on an interactive table, you will be able to hear the history of the use of floral motifs in interior design.

Agree that the most offensive thing in museums is the ban on touching exhibits. The National Portrait Gallery of Washington has solved this problem with 3D technology. Museum workers have digitized several objects: the skeleton of a mammoth, the death mask of Abraham Lincoln, the plane of the Wright brothers. Now everyone can touch the beard of the legendary US president, stroke a mammoth or knock on the fuselage of the world's first airplane.

The Wall of Collections at the Cleveland Museum of Art was nominated for Best Digital Exhibition last year. A large wall-to-wall touch screen allows several people to view the museum's collection at the same time. More than 3,500 exhibits can be viewed in detail thanks to the maximum magnification, in addition, the program allows you to create your own virtual collection and add it to your personal route through the exposition.

Cleveland Museum of Art. Photo: New-York Times

United Kingdom

The National Shale Museum in Wales has begun using a new service based on iBeacon technology, allowing local residents to post information about the cultural attractions of their native land. If the experiment is successful, the map of Wales will shine with new "beacons" with unique information from old-timers.
The British Museum in London has turned its annual Museum Night into a fun virtual game. In 2014, anyone could download a special "Secret of the Tomb" application to GooglePlay or AppleStore and try to go through the given route by answering a number of questions. The winner had a unique chance to spend a real night among the mummies in the Egyptian hall of the museum.

European Union

The Swedish Mediterranean Museum in Stockholm used 3D technology to "revive" the same Egyptian mummies that were scanned and displayed on a special interactive table. The detailed digital model allows visitors to explore the contents of the sarcophagus and the anatomy of the mummy in layers.

The Museum of the History of Polish Jews in Warsaw uses computer technology for the effect of complete immersion in the traditions and life of the Jewish people. Audio and video sequences allow visitors to find themselves in a tavern, synagogue, school, see the panorama of the city and streets of the last century from the window of a virtual tram, hear the speech and national music of East European Jews.

Museum of the History of Polish Jews. Warsaw. Poland. Photo: the official website of the museum

The Danish National Maritime Museum in Helsingor allowed its visitors to dive into the depths of the sea. 11 projectors create a giant panoramic projection, which creates the feeling of being in the open ocean.

In museums Greece and France there is a project developed with the financial support of the European Commission by CHESS. After completing a special online questionnaire, the program assigns a profile to the client and draws up an individual route for him, which is adjusted during the visit to the museum. Upon leaving the museum, the visitor receives a photo or video of his visit. In addition, everyone can post their cultural trip on the museum's website and repost it on social networks.

The Museum of Natural Sciences MUSE in the Italian city of Trento has acquired a special multimedia tunnel with video projections and surround sound. The tunnel gives visitors the illusion of flying over the Alps and descending along a snowy track. Another novelty is an interactive globe - a copy of the Earth as it looks from space. A special online program reproduces the movement of atmospheric masses, oceans and continents, climate change and much more.

Another project funded by the European Union, meSch, gives museum visitors the ability to interact with exhibits through smart objects. For example, a "smart" magnifying glass allows you to bring the work of art as close as possible and examine it in great detail. A “smart” book is useful for a trip to a park-estate or to places of military glory: using a special bookmark, which must be placed on the icon of an attraction, the visitor will hear a story about it from a loudspeaker suspended nearby, disguised as an ordinary lantern.

Australia

The Queensland Museum has released a mobile app containing descriptions of 550 species of Australian fauna. In addition to colorful photographs and a reference description of the animal, the application is provided with information about the habitat or the threat of extinction of any species.
The National Museum of Australia conducts interactive tours a pair of robot chess players- Kasparov and Chester. Moreover, this excursion is available from anywhere in the world. All the user needs is Internet access, webcam and microphone.

South Africa

At the Stellenbosch Museum, visitors can find themselves in a time machine in just a few seconds. If you turn the knob clockwise, you will find yourself in the future; if you turn it against, you will be in the past. A 4-meter screen will display an image of the visitor's chosen era with a story in Afrikaans, Khosa or English.

What do we have?

In domestic museums, interactive displays and tables are most in demand today, allowing the visitor to independently choose content to view or listen to. As well as information kiosks - a touchscreen display with a computer provides the necessary background information about the museum and its collection as quickly as possible.
The Museum of the History of Yekaterinburg invites its guests to look through an interactive book on the pages of which the history of the city literally comes to life.

In several museums of Russia at once - in the Museum of Local Lore in Togliatti, the Museum of Entertaining Sciences "Möbius" in Samara, the Regional Museum of Northern Ladoga, the Museum of Nature and Man in Khanty-Mansiysk - the interactive installation "Sandbox" is especially popular among teenagers. and projection technology allows you to visually show the formation of mountains and bodies of water on the planet.

The Battle of Stalingrad Museum-Reserve was also modernized for the 70th anniversary of the Victory. Thanks to modern technologies, the events of the heroic defense of the city on the Volga literally come to life before the eyes of visitors. The animated model of the city allows you to see the detailed history of the battle for Stalingrad on a plaster canvas: full-scale pictures of peaceful pre-war life are replaced by scenes of battles, movements of the Red Army, the landing of troops and the barbaric bombing of August 23, 1942.

And in the updated exposition of the museum, interactive stands, tables and pedestals with photographs, documents, letters, video and audio materials appeared.

The Jewish Museum and Tolerance Center in Moscow is probably the most interactive museum in the capital. Everything in it is thought out so that the visitor could not only learn the history of Russian Jewry, but also feel the tragic pages of its history. The permanent exhibition is divided into several thematic spaces. The visitor can overhear the kitchen conversations of dissidents, leaf through an interactive version of the ancient Torah, and even try on a kippah virtually.

The museum complex "Universe of Water" in St. Petersburg has built its exhibition space in such a way that it is in constant motion. The viewer is immersed in the water world with the help of video projections and soundtrack that transmits the noise of the water. All exhibits, by the way, can be touched.

The Darwin Museum in Moscow uses so-called live labels - small palm-sized digital panels broadcast information from a flash drive. The labels are dynamic - they show not only photos, but also short video clips, allowing you to see the animal in its natural environment, to hear its voice and sounds of the surrounding nature. You don't have to read the text, because the announcer names the animal, which is very important for the youngest museum visitors who have not yet learned the alphabet.

The Chukotka Heritage Museum has completely transformed its exposition into video art, saturating the space with thematic video installations. Children are offered a computer game that tells about the nature of the North.

There are also several interactive museums in the country. The most famous - "Lunarium", which is located in the Moscow Planetarium, the capital's Museum of Entertaining Sciences "Experimentanium" and "LabyrinthUm" in St. Petersburg.
The "Lunarium" exposition consists of the sections "Astronomy and Physics" and "Comprehension of Space". More than 80 exhibits demonstrate various physical laws and phenomena in a playful way.

In Experimentanium, every visitor can become a participant in a scientific experience or experiment. 300 interactive exhibits tell fascinating stories about mechanics, electricity, magnetism, acoustics. Among other things, they make puzzles and demonstrate optical illusions.

In "LabyrinthUme" the visitor will be clearly shown the principle of operation of various laws of physics. And in the so-called "Black Room" everyone can catch their shadow or create lightning.
Closed until 2018 for reconstruction, the Polytechnic Museum is promised to be made interactive in the full sense of the word, which is not surprising. This is the main museum not only in Moscow, but also in the country, dedicated to science and technology. And since scientific innovations have burst into the artistic environment, the use of the latest technologies at the Polytechnic will be organic and correct, since one of its main functions is to educate and popularize science among adolescents.

Photo: Press Service of the Polytechnic Museum

The latest information technologies in the museum business

A.I. Smirnov, employee of the historical department

In our time of rapid development of information technology, it is very important for museums to take an active position in the implementation of digital systems for providing information to visitors. The latest technical means make it possible to significantly expand the capabilities of the exhibitor in displaying an exhibit, in providing additional text and graphic information on a subject or era, to show missing exhibits, to organize virtual exhibitions. We are planning to publish a series of articles on the application of modern technologies in museums and decided to start with touchscreen kiosks, the most common information systems in museums in the world.

Touchscreen information kiosks in museums around the world

M.Yu. Maleeva

Most often in museums in Russia (the Hermitage, the State Tretyakov Gallery, the Museum of the World Ocean, etc.), touch-sensitive kiosks act as an electronic consultant or reference information system. As a manufacturing company, we were confident that the capabilities of the kiosks were not limited to this. To confirm our assumptions, we turned to the world experience of introducing kiosks into museums. And I must say, we were not disappointed.

It is easy to explain that the United States is the leader in terms of the number of installations and the most original use of kiosks. Another country surprised us, it, oddly enough, turned out to be Thailand. I must say that almost all museums in Thailand have touch-sensitive kiosks for serving visitors. These are the Museum of Agriculture, the Museum of Shipbuilding, the Museum of the History of the Development of the Press, the Museum of the Underwater World and many others. The kiosks offer visitors to view a multimedia presentation accompanied by sound design.

In most museums in the United States, touchscreen kiosks, as well as in Russia, are used as an electronic consultant. Among the most famous, I would like to name: Museum of History and Science (Texas), American Museum of Natural History, Museum of Science and High Technology and many others.

The local history museum of the city of Nappa has long been preoccupied with attracting large segments of the population. Museum workers feared that, apart from schoolchildren and students, none of the residents of the city would come to the museum. The problem was solved with the help of touch-sensitive kiosks installed in the exhibition halls. The kiosks provided an opportunity to see exhibits that were not exhibited in the main exhibition for various reasons. A visitor using the services of a kiosk received more detailed information about the history of his native land. The information is organized in the form of multimedia presentations and is accompanied by voice explanations. Having learned about such a service, people of different ages with computer skills began to visit the museum.

The touchscreen kiosk is installed in the Hall of Valor and Glory at the Naval Military Base in Virginia. Integrated with a 42-inch plasma panel, it is a memorial to the fallen officers. The image appearing on the kiosk is duplicated on the plasma panel. The memorial contains the main milestones in the biographies of the fallen officers.

A very original application was received by the kiosk installed next to the sculpture of David in Florence. Everyone is familiar with Michelangelo's masterpiece. Its dimensions are truly impressive: the height of the sculpture is 5.5 meters plus the height of the pedestal. It is not easy for a person of average height to consider David. The installation of a touch-sensitive kiosk allowed each visitor to “walk around” the sculpture from all sides, and also examine it in detail. It should be noted that the installation of the kiosk coincided in time with the restoration of the masterpiece and, therefore, was especially in demand.

At the Sydney Historical Museum, the visitor can use a kiosk to learn more about the history of the mainland, from the Aborigines to today's Australia. Having found any object on the map of modern Australia (your home or office), you can project it onto the map of the ancient continent and find out what was in this place many centuries ago.

The Chenectady Museum (Pennsylvania) is famous for keeping the history of all the inhabitants of this city. The kiosks are equipped with a video camera, and each visitor can shoot a two-minute video about himself. The video is recorded on various media and deposited in the archive. In addition, the visitor can watch the videos of his three predecessors or select from the list of residents those that interested him the most. Unfortunately, it was not possible to find out how old this museum is and how many videos are stored in it.

In the Museum of History in Atlanta, kiosks are installed in the exhibition "Giants of the Mesozoic Era". In addition to helping you create a personalized visitation program, the kiosks tell you about reptiles that existed millions of years ago on our planet. The visitor is provided with information on each of the species: from the structure of the skeleton and the intended appearance to the diet. The kiosks also advertise the rest of the museum's exhibits and provide information on times and times and locations.

In the British Museum in London, touchscreen terminals are installed in the halls of the exposition dedicated to the history of Ancient Egypt. The kiosks are positioned as educational kiosks for children from 10-15 years old. Children, and, most likely, not only them, receive information about each of the exhibits.

In the Louvre Museum, the History of the East exposition has three booths. With their help, the public can leisurely immerse themselves in more than 1000 years of history, from the birth of human communities to the emergence of the first cities to the "golden age" of Islamic culture. More than 6,000 photos with explanations, more than 400 texts, as well as maps and diagrams - these are the basis of the multimedia presentation.

The Michigan Radio Museum also features touchscreen kiosks that feature biographies of the most popular radio DJs.

The use of kiosks for organizing access to Internet resources is practiced. It is very convenient, having come to one museum, to virtually “visit” all its branches or to get acquainted with the exposition of museums located in another part of the world. These kiosks are equipped with comfortable seats, as they are designed for a long time to work behind them.

From the above examples, it follows that the use of kiosks and the provision of various services to visitors with their help is limited by only one thing - human imagination.

Published with permission from Sensory Systems.

(speech at the 2nd open scientific and practical conference "Prospecting and research work in the museum of an educational institution")

Kirillova Natalya Aleksandrovna, methodologist of the State Center for Research and Development "Aegis"

Everything that is studied in school is a cultural experience of the past. The decrease in the interest of schoolchildren in studying the history of the country, their native land, an indifferent attitude to the past of the city, the region, and the people around them are due to objective changes in the country's political life, a change in the value orientations of society, the structure and content of the information space and cultural environment.

Museum pedagogy is a unique tool for solving many educational and educational problems.

The main methodological task of the school is the formation of the key competencies of the graduate, that is, the ability to solve problems in various spheres of social and intellectual activity. A modern school should:

§ to form the skills of activity in the civil and public sphere;

§ to form the skills and abilities of critical thinking in conditions of work with large amounts of information;

§ develop skills of independent work with educational material based on the use of ICT;

§ form self-education skills, develop the ability for academic mobility;

§ develop communication skills;

§ develop the ability to formulate a task and solve it cooperatively.

A museum in a modern school is such an integrated information and pedagogical environment, where new forms of organizing the cognitive and communicative activities of students become possible.

Such principles of work of the school museum as complexity, systematicity and continuity provide for a combination of traditional and innovative forms and methods of relationships with students. One of the most characteristic features of the school museum is the shift in emphasis in understanding the mission of the museum from the accumulation, storage and transfer of specific knowledge from the teacher to the student to the development of the ability to acquire this knowledge and skills on their own and use it in practice. Information technology can provide and provide in practice invaluable assistance in solving this problem.

Modern information technologies that have entered the educational space and the role of the museum as an information and communication unit of an educational institution actualize a new level of work with information. The traditional activities of the school museum - search, stock, excursion and lecture, exposition, propaganda - can be implemented by new means. Modern schoolchildren are very familiar with the capabilities of computer technology, often better than a teacher they understand software, terminology, and virtual communication tools. A screen type of culture and a new aesthetics are being formed, based on the television and video series. One of the factors that activates the cognitive, research work of students in the museum is the very process of using new technologies, whether it is the creation of electronic materials on a computer or participation in a telecommunications project.

Forms of work of the school museum using information technology

1. The use of computer technology to create an electronic database of museum funds, descriptions of museum items, registration of accounting documentation, the formation of an electronic library in the funds of a school museum, a collection of audio and video recordings, a collection of photographs.

2. One of the ways to use the information resources of the museum is the formation of electronic catalogs. When creating them, descriptions of objects are selected from the database on the basis of some idea, grouped as necessary, accompanied by articles, that is, the information is interpreted.

3. Creation of an electronic exposition, an interactive exposition and exhibition space, transformation of the existing one or the formation of a special museum environment. The use of audiovisual and computer tools, multimedia programs in the museum creates new opportunities for working with visitors.

4. The use of office and computer equipment for editing and replicating printed and electronic materials, creating presentations for use in educational activities and demonstrating them at school events. The inclusion of a school museum in a single local network of an educational institution implies the transfer of the accumulated information and materials to the intranet and the Internet on the school website or the presentation of its own museum website on the network.

Sites on which databases of museum items are presented with the ability to build various queries to them are very dynamic, make the most of such a powerful tool as interactivity, and stimulate the growth of museum information resources.

1.Organization of project activities using Internet technologies (collecting materials on the network, searching for possible "network" partners of the school - libraries, museums, funds, distance learning centers; e-mails with experts and various institutions for consultation; conducting joint projects with schoolchildren from other cities , with museums of a similar profile, including foreign ones). The Internet is a powerful source of information resources, which, among other things, gives us access to electronic libraries and electronic versions of periodicals. The ability to find, critically comprehend and productively use information on the Internet will help the student in the future to feel confident in other modern information flows. Interaction in Internet projects, work on the creation of collective Internet applications help socialize the individual, develop students' ability to plan and organize joint activities.

It should be noted that few educational institutions today have a regularly updated and content-progressive website. There are various forms of presentation of the school museum on the network:

1.Reminder of the presence of a museum in the school on the website of the educational institution. Such a link will help to find partners, to attract the attention of students to the work of the museum.

2. Presentation of topics, forms of work, organizational information on a separate page of the website of the educational institution. Methodological materials will help colleagues-leaders of school museums, and a colorful report on past events will create an attractive image for the museum and the educational institution as a whole.

3. Presentation of the museum funds in such a volume that the electronic materials of the museum could be used in educational or educational work. The publication on the website of memoirs of eyewitnesses of events, unique text, photo documents, audio and video recordings will allow to fully demonstrate all the variety of materials stored in the exposition and in the museum's storerooms, to provide remote users with access to the resources of the museum. Possible sections of the school museum website:

§ General information, information on the possibility of visiting

§ Museum history

§ Description of funds

§ Museum exhibits

§ Exposition

§ Poster

§ Museum projects

§ Museum editions

§ Guest

§ Sponsors, friends and partners

1. Participation in telecommunication projects. For example, on the website of the electronic journal "Questions of Internet Education" the project " School museums on the Internet". The project is organized as a kind of virtual museum, the exhibits of which should be school museums.

The creation of a unified electronic fund of materials from school museums in Novosibirsk and the region can be a solution to the problem of filling the resource base of the information educational space of the city.

Conditions for the creation of a unified information and educational environment are being formed in Novosibirsk. As part of the implementation of the program "Informatization of the municipal education system for 2004-2007":

§ the supply of computer equipment to the educational institutions of the city was continued. During 2004, 620 units of computer equipment were purchased. In 2005, there were 33 students in Novosibirsk, 1 computer (for comparison: in 2003 - 49; in Russia - 80);

§ the network of school media libraries is expanding, the equipping of educational institutions with electronic teaching aids continues;

§ within the framework of the project "Connecting Novosibirsk City Schools to the Internet" through fiber-optic communication channels, 42 educational institutions have been united today (in the future, it is planned to connect all educational institutions);

§ a city experimental site was created uniting 15 educational institutions and the Egida State Center for the effective use of information and communication technologies in educational and extracurricular work with students, providing consulting, methodological and technical support to educational institutions of all types and types.

The main purpose of the creation of the City Center for Informatization "Aegida" is the introduction of information technologies in the educational process. One of the areas of work for the implementation of this goal can be assistance to educational institutions in changing the forms of work of the school museum in organizing the cognitive and communicative activities of students.

1.Training teachers-directors of museums in the basics of working on a PC, the basics of publishing, project activities and site building.

2. Providing advice in the use of information technology.

3.Publishing pages of school museums on the Novosibirsk information and educational server www.NIOS.ru. The presentation of the funds of museums will help to form a catalog of resources of school museums in Novosibirsk.

4. Conducting local history contests. In the 2005-2006 academic year, within the framework of the competition "My Novosibirsk", the nomination "Site of the School Museum" was created.

The priority of the child's personal development is an objective reason for the transition to a new quality of education and upbringing, to new mechanisms of influence on a person. Information technologies will attract students to the museum, arouse interest in various fields of knowledge, to study the history of their country, will help to instill in students a sense of respect for the deeds and works of our contemporaries, pride in the successes and achievements of fellow countrymen.