Scientific educational activities of the museum. Scientific and educational work
The Samara City Public Museum was originally conceived as “an institution that would be formed for the purpose of the mental and moral development of society” 1 7 . By the preparatory commission, which was created by the Samara City Duma to develop proposals for the anniversary of the reign of Alexander the Second, the Museum was recognized as an institution that also met the needs of Samara society.
The same report of the Preparatory Commission emphasized that museums are one of the most effective means of public education and are recognized as one of the best ways to impart necessary and useful knowledge to the masses.
Therefore, the Samara Museum was considered not just as a repository of aesthetic and scientific samples and technical experience, but first of all, the Museum and museum collection was considered as a primary source of knowledge, used for education and satisfying curiosity. That is, as the Preparatory Commission determined, the Samara Museum was supposed to “have an educational character and at the same time serve as a means of studying the Samara region in relation to natural, agricultural, industrial, technical, historical and archaeological.” 18
These goals of a cultural and educational nature were reflected in the projects of P.V. Alabin in 1880 and 1886. In the project of 1886, these goals were revealed much wider and deeper. As already mentioned, the Samara City Public Museum had the so-called. “special goal” - “visual acquaintance with the Samara region in relation to: anthropological, historical, geographical, with its living and plant world, agriculture and industry (factory, craft, factory, handicraft).” In addition, the Museum was given the task of “developing aesthetic taste in its visitors not only with the exhibited works of art, but also with samples and models of existing and invented tools and those that serve to facilitate labor.” 19
Therefore, we can say that the main activity of the Samara Museum was primarily cultural and educational activity, and the collection, the formation of which the Museum was engaged in throughout its existence, was the means of this activity. The main method of cultural and educational activities of the Samara Museum was the exhibition of museum objects.
Naturally, the cultural and educational activities of museums are not limited to the exhibition of museum objects.
It should be mentioned that on November 15, 1886 (two days after the official opening of the Samara City Public Museum) the “Draft of the normal charter of provincial zemstvo natural history museums, developed by the St. Petersburg Society of Naturalists” was published, which contained the tasks and main activities of natural history museums.
The scientific objectives of the Museum, which consisted of the natural history study of the region and the dissemination of relevant knowledge among the local population, were achieved:
through scientific research in geology, mineralogy, zoology and other sciences; the results of research (collections of soils, ores, minerals, minerals, maps, plans, terrain models, etc.) were placed in the museum.
“introducing the public visually to the objects of the museum”;
"public readings";
“printing and distributing cheap brochures about museum objects “and in general on the natural history of the region.”
“possible assistance in resolving various agricultural issues”;
“the same assistance in resolving issues related to the industry of the region”;
“resolving issues related to the public school (supplying zemstvo schools with local natural history collections, organizing excursions with rural teachers to familiarize them with the local flora, fauna, rocks, soils).” 20
All types of cultural and educational activities of the Samara City Public Museum can be judged mainly only by the reports that were issued by the administration before 1914.
It is obvious that the tasks of cultural and educational activities began to be solved by the Samara Museum only from the time it opened for visits.
The official opening of the Museum took place in May 1899 - 13 years after its founding and 19 years after the collection began to be formed. “After the completion of the work on arranging the collection.... on the day of the Holy Trinity (May 24, 1899), after the prayer service,” the Museum was opened. 2 1
The administration published detailed lists of all museum visitors. Moreover, information about visits appears only in reports from 1900 to 1914.
The part of the report where information about visitors was printed had a certain structure: the total number of visitors was named, then the number of local paid and the number of visiting paid visitors, then the total number of free visitors. In addition, a special list of free visitors was printed. It should be noted here that the number of free visitors far exceeded the number of paid ones (for example, in the reports for 1904, 1099 and 721, respectively, in the report for 1905 - 1511 and 699).
On average, the museum was visited by 2-3 thousand people a year (from 4,978 people in 1903 to 2,240 in 1905).
As for the special lists of free visitors, only students were listed. Every year the Museum was visited by students of the First and Second Women's Gymnasiums, students of the Gymnasium N.A. Khardina. and students of the Kharitonov Sisters’ Gymnasium, students of the Samara Real School, students of the Diocesan School, as well as students of various parish schools, zemstvo schools, and Samara mixed schools. In addition, the Museum was visited almost every year by students from colleges, schools, and gymnasiums from many Russian cities. In particular, cadets of the Siberian Corps (in 1904 and 1905), students of the Tula and Moscow commercial schools, students from Orenburg, Nizhny Novgorod, Saratov, Tver, Kostroma, Krasnoyarsk, Kazan, Orel and many other Russian cities. Students were also among the free visitors to the Museum.
At the same time, each annual report indicated a specific figure - how many students from each school, college and gymnasium visited the Museum in a given year.
Therefore, we can say that the Samara City Public Museum had a fairly decent attendance. A fairly significant share was made up of student visits - about a third of all visitors. In this case, the Museum fulfilled its direct function – cultural and educational.
Of all the previously listed types of cultural and educational activities, the first place belongs to the exhibition, in other words, to the permanent exhibition of all objects in the museum collection. It can be judged from the reports of visits to the Museum themselves.
As for the content of this exhibition, it represented everything that was collected in the museum during this period. The most clear idea of the content of the exhibition at the time the Museum opened for visits is given by the “Index of objects stored in the Samara Public Museum,” compiled by N.M. Fedorov and published in 1898. This is nothing more than a catalog of exhibits and collections of the Museum. All items listed in this “Index...” were distributed not just into departments, but also into rooms and display cases. Since the Museum had only two rooms, each housed several departments. That is, by scrolling through the “Index...” one could get an idea of the Museum’s exhibition.
The exposition, which involved viewing and getting acquainted with all the exhibits and collections of the Museum, had its positive side. In itself, an inspection of everything that is in the Museum gave a fairly complete picture of the Samara region, its flora and fauna, geology, mineralogy, ethnography, archeology, and history.
In particular, the richest in the Samara Public Museum was the mineralogical department, the listing of exhibits in N.M. Fedorov’s “Index ...” took 18 pages. The archaeological and historical department was also diverse, possessing many valuable items; exhibits of this department (swords, spears, arrowheads, metal mirrors, crosses, images, figurines of idols, etc.) were located in three display cases. The agricultural department was also rich, containing mainly samples of seeds of various plants and located in two display cases. The art department of the Museum was also of great interest, where works of art not only by Samara artists, but also by famous Russian masters were collected.
Since 1904, a new department began to form at the Samara Public Museum: the acquisition of a collection on the topic “Russian-Japanese War” began. This meant that all items in one way or another related to the theme of the Russo-Japanese War were not distributed into the corresponding departments, but were collected in the so-called. Russian-Japanese department.
Similarly, in the Museum in 1914, the department “Russia in the First World War” began to be formed. Thus, we can say that the Museum, not having the opportunity to hold thematic exhibitions, followed the path of creating additional thematic departments, which, according to the plan, should not have been disbanded, but should have existed on a par with the already existing departments.
That is, in the pre-revolutionary period, the acquisition of funds and the display of the museum collection were a single whole. In other words, a demonstration of the entire collection collected by the Museum. At the same time, visitors to the exhibition could visually get acquainted with all the objects that the Museum currently possessed.
It is also known for certain about another type of cultural and educational activity - “the printing and distribution of cheap brochures about the objects of the Museum and in general about the natural history of the region.”
Perhaps such literature can be called the annual reports published by the administration of the Samara City Public Museum. They did contain information about the Museum’s objects, but only about those that were received in the reporting year. In this regard, special mention should be made of the reports for 1902–1903, which were published in one brochure. In addition to detailed lists of donated and purchased items, it contains a short introduction, where the administration itself notes acquisitions that were especially valuable for the Museum, made in 1902 - 1903.
In particular, in the department of archeology and history, “The Museum managed to acquire a rather rare handwritten book entitled “Scythian History,” the works of Andrei Lyzlov,” at the end of the report “attached... in the form of a special bibliographic note” information about the author and the fate of the book .
In the same department, “the note of I.S. stood out. Turgenev addressed to an unknown person,” the report contained a copy of this note.
In addition, acquisitions for the zoological department were noted - these are stuffed birds “locally living or visiting here temporarily.”
Valuable additions in the form of a herbarium were also noted, a list of which was given in the appendix. It was especially noted that “given the paucity of botanical information about Samara and the Samara province, which is observed in the specialized literature. This list had a certain significance.”
Thus, the reports of 1902–1903, in addition to listing the acquired items, contained informative information, especially that part of the introduction, which briefly described the geographical position of the Samara Territory as a crossroads for migratory birds.” 2 2
Among such literature one can also highlight the “Index of objects stored in the Samara Public Museum of N.M. Fedorov - in addition to the list of museum objects, it also contained a short story on the history of the creation of the museum in Samara.
The greatest educational value was a small brochure, which was published by the museum administration in 1901 and was called “Samara City Public Museum. Brief instructions for collecting various collections." This was an appeal from the Museum administration asking for help in replenishing the collection being collected. It itself took no more than one and a half pages. Of greatest interest are the instructions for collecting certain collections for each department of the Museum, while for each department the brochure contained the task of this department and detailed instructions on what you should first of all pay attention to, how to collect objects and collections, what is primarily required for the Museum . In particular, the section “Instructions for Botany” contained detailed instructions on collecting and preserving specimens of various plants, as well as on the formation of herbariums; they took about five pages in the book.
In the section “Instructions for Zoology” there were instructions and methods for “collecting and transporting the found remains of ancient animals to the Museum” (skins, individual parts of the skeleton, etc.).
As for another type of cultural and educational activity - “public readings on subjects corresponding to the tasks of the museum” - these can be called oral explanations “that could be given by specialists in various subjects when viewing the Museum by groups of visitors, mainly students in educational institutions.” 2 4
One of the most important functions of the museum - educational - is carried out through cultural and educational work.
The educational activities of our museum are diverse in the forms of organization and implementation. The forms of this work can be divided into main categories: traditional (excursions, lectures) and public events.
A museum excursion is a “collective examination of a museum by visitors united in excursion groups.” The museum hosts sightseeing, thematic and educational excursions.
Sightseeing tours are conducted throughout the museum's exposition and are aimed at familiarizing visitors with the museum in general. The sightseeing tour is of a general educational nature.
Thematic excursions that are held in the museum are distinguished by a clear thematic definition in chronology and content; they are devoted to a specific issue. Therefore, they are not held throughout the museum, but based on materials from one of the halls or a specific section of the exhibition. Thematic excursions are educational in nature. The museum’s guides have compiled and conducted the following excursions: “Living Memory of the Day”, “The Unasked for War Has Come to Our Land”, “Valozhynshchyna Today”, “The Hour and We”, “Living Memory” and others.
Educational excursions are intended to expand the knowledge that students received according to the curriculum at the lyceum, and to flesh it out on the basis of authentic monuments - museum objects. These are excursions on history (theme “Great Patriotic War”), on the course “Man. Society. State” (theme “Man in the system of market relations”), etc.
Educational excursions are very diverse in their form. These include lessons-excursions conducted at the exhibition by a guide or the teacher himself, and excursions-seminars with presentations by listeners.
The development of excursions in our museum is carried out by students from the group of guides. The main source of excursion content is the exhibition and museum objects.
The construction of a museum excursion route is based on three principles - chronological, thematic, thematic-chronological.
For example, the route of a sightseeing tour is based on a chronological principle, while the route of a thematic and educational excursion is built on a thematic principle.
the purpose of the excursion, the significance of its topic, the main issues that are revealed during the excursion are called. In conclusion, general conclusions are given
on the topic of the excursion.
In addition to excursions, our museum holds lectures. They differ from excursions in the purpose and presentation of material. The main goal of a museum lecture is to convey theoretical material to the audience, illustrating it with museum objects. Lectures under the general title were successfully held “I know what I would like only here...”
- “Architecture of Valozhynshchyny”,
- “Memories of the history and culture of the city of Valozhyn”,
- “Educational regulations of the city of Valozhyn”,
- “The ancient heritage of the city.”
The most diverse and multifaceted in terms of their form are mass educational events. These are evenings dedicated to a specific topic or any events, dates, anniversaries, meetings with interesting people, quizzes, performances. So, throughout 2008-2009. The following events took place at our museum: round table “And it’s scary to remember, and you can’t forget”, courage lesson “Memory of the Heart”, historical quiz “Fight for Belarus”, oral magazine “Leafing through the pages of the wartime”, literary and musical composition “On the Roads of War”, literary lounge “In Memory people forever” and others.
Fund work
The collections of our museum consist of the main and scientific-auxiliary funds. All materials stored and exhibited in the museum constitute the museum's fund.
The most valuable and important part of the museum collections in quantitative and qualitative terms is fixed assets. This includes only genuine historical and cultural monuments that have the status of a museum item. This
Exhibited in the museum and real archaeological materials obtained as a result of excavations, as well as random finds: tools, product samples, weapons, household items and clothing, numismatic materials: coins, seals. Weapons from the Great Patriotic War (bayonets, shells, shell casings and rifle casings, etc.) are of great interest to museum visitors.
Available written museum items of the following types: handwritten and printed institutional and personal materials (certificates, certificates, letters, memories, certificates, party, Komsomol, trade union cards), periodicals and non-periodical publications, books, leaflets. In the funds of our museum there are personal testimonies “Ausweis, a Red Army book from the war,
Fine Museum objects are works of decorative and applied art: graphics, paintings, sculptures, posters, etc., photographs. Among the audio recordings, the museum stores audio cassettes with memories of veterans of the Great Patriotic War, and documentaries about the war.
In addition to the main thing, the museum has auxiliary a fund that is a complex combination of various materials that do not have the status of a museum item. These are materials produced by the museum for exhibition and propaganda work.
Legal documents in the museum are acts of receipt, acts of issue, and books of receipts.
Accounting pursues two goals: ensuring the safety of the object itself and its scientific protection, that is, ensuring the safety of existing information about
DEVELOPMENT OF AN EDUCATIONAL COMPLEX
INFORMATION AND EDUCATIONAL ACTIVITIES OF MUSEUMS
Completed by: 2nd year student
full-time education
Bachelor's degree direction:
071800 Socio-cultural
activity
profile: Management of socio-cultural activities
Kozlovskaya Svetlana Vadimovna
Checked:
Candidate of Pedagogical Sciences, Associate Professor
Telitsyna S.V.
Murmansk
I. Development of the lecture “Information and educational activities of museums.”
The lecture is designed for a standard amount of time 90 minutes (1.5 hours). You will need a laptop, screen and projector.
Purpose of the lecture: to form in students a full-fledged understanding of the museum as a sociocultural institution, to develop interest in types of museum activities, and to expand existing knowledge about the field of museum practice.
Tasks:
1) demonstrate the development of types of museums;
2) using the example of the largest museums in the world to show the functions of museums;
3) talk about the forms and types of museum activities.
Literature:
1) Kulemzin A.M. About a museum specialist [Text] / A.M. Kulemzin // Directory of the head of a cultural institution. – 2004. - No. 7. –P.77-80.
2) Lysikova O.V. Museums of the World [Text]: Textbook / O.V. Lysikova. - M., 2004. – 128 p.
3) Museum Affairs in Russia [Text] / Ed. M.E. Kaulen, I.M. Kosova, A.A. Sundieva. - M.: Publishing house "VK", 2005. - 2nd ed. - 614 p.
4) Museum of the Future [Electronic resource]. - Access mode http://www.future.museum.ru.
5) Russian Museum Encyclopedia [Text]. – M.: Progress, M.: RIPOL classic, 2005.- 848 pp.: ill.
Plan:
1. History of museum affairs.
2. Types of museums.
Industry.
Complex.
Memorial.
3. The largest museums in the world.
Versailles.
Orsay - a museum from the station.
Wine Museum.
4. Types of museum activities.
Collecting.
5. Functions of the museum.
Documentation function.
Other functions.
Consultation.
Museum activity.
Museum lesson.
Excursion.
Play.
Concert.
Master Class.
Museum circle.
Museum holiday.
Festival.
Museum event.
1. History of museum affairs.
The concept of a museum as a socio-cultural institution.
A museum is a historically determined multifunctional institution of social information, designed to preserve cultural, historical and natural scientific values, accumulate and disseminate information through museum objects. Documenting the processes and phenomena of nature and society, the museum assembles, stores, examines collections of museum objects, and also uses them for scientific, educational and propaganda purposes.
History of the development of the museum in the XV - XVIII centuries.
The emergence of the museum as a sociocultural institution during the Renaissance.
The emergence of art collecting in Italy in the 15th and 16th centuries.
Art collecting outside of Italy.
Formation of scientific collections during the Renaissance.
Museum work in the 17th century. and during the Enlightenment (XVIII century).
Collecting and the first public museums in the 17th - 18th centuries.
Art collections and museums in various parts of Europe.
Scientific collections and museums of the 17th - 18th centuries.
2. Types of museums.
The word "museum" translated from Greek means a temple in which the muses live - the temple of the muses. In accordance with the content of the collections, museums are distinguished as sectoral, complex, and memorial.
Industry.
The work of historical museums is related to the study of historical events, monuments, and archaeological finds. Art museums collect and study works of fine and decorative art. Literary museums store materials related to the life and work of writers. Music museums can be museums of musical instruments, musical culture or memorial museums. Museums of musical instruments collect unique collections of instruments from different eras and nations, as well as those made by great masters. Museums of musical culture store archival and handwritten materials, musical instruments, visual materials, and music libraries. Musical memorial museums are created, as a rule, in houses and estates where famous musicians lived and worked.
Complex.
Complex museums, which include local history museums, combine several areas of collecting, collecting and studying exhibits. Local history museums make up the widest network and include departments of history, nature, decorative and applied arts, and small art galleries.
Memorial.
Memorial museums are usually created on the basis of outstanding monuments of architecture, wildlife or on the basis of local history, literary, music and other museums.
The work of museums of various types is regulated by the Constitution of the Russian Federation, the Fundamentals of the Legislation of the Russian Federation on Culture, and the Federal Law “On the Museum Fund of the Russian Federation, on Museums in the Russian Federation.”
3. The largest museums in the world.
The Louvre art gallery, even taken separately, could become a museum of world significance. Great works by the greatest painters - Francisco Goya, Raphael, Delacroix, Rubens, Rembrandt - are collected here.
Versailles.
Each era made its contribution to the improvement and decoration of Versailles, and almost every monarch left memories of himself. But the image of Versailles is still firmly associated with the name of Louis XIV. Under him, construction work was carried out for almost forty years. There was always a celebration at Versailles that lasted for decades. Its main director was Louis XIV. He took great pleasure in both the Menagerie with rare animals and the Greenhouse with strange plants. And the main pride of the king was Versailles Park, which spread over an area of 101 hectares. It all started with the titanic work of draining the swamps, then earth, sand and stones were applied here to level the soil and create artificial terraces. Thousands of workers dug canals and built water supply for the famous fountains and cascades.
Museum of Impressionism in Paris.
On the ground floor of the Museum, canvases by the “painter of joy” Auguste Renoir are exhibited - “Road in the Grass”, “Model in the Sun”. Renoir's canvases also move to the second floor of the Museum. In addition to them, paintings by Claude Monet, Pizarro, Cezanne, Vincent Van Gogh, Paul Gauguin and other artists are exhibited here. And one of the masterpieces is C. Monet’s painting “Impression,” which gave the name to the entire movement of impressionism.
National Museum of Art named after Georges Pompidou.
The Pompidou Center houses within its walls not only a library and modular exhibition spaces. There is also a cinema, a concert hall, a children's playground, several restaurants and bars. In the basement floors of the Center there is the Institute for Research into the Coordination of Acoustics and Music, which is a complex of ultra-modern acoustic laboratories. Its concept is designed to combine optimal
conditions for acoustic research with the possibility of public access to the demonstration hall.
Orsay - a museum from the station.
The creation of this museum was a significant event in the cultural life of France. The largest station of the Orleans Company, which had lost its functional significance, was supposed to turn “from a station into a museum” - this was the main idea of its restorers and organizers. One of the main tasks in the implementation of this project was not only to preserve the station in its original form, but also to include it in modern life, to give the museum - the station a dual function - as a carrier of historical memory and a modern genuine phenomenon.
Wine Museum.
In 1981, the Wine Museum was opened on Parisian Rue O, on the site of which a monastery stood in the 15th century. Modest monks, nicknamed “virtues,” engaged in winemaking in their free time from prayer, adapting the galleries of old quarries into wine cellars. The monastery was famous for its wines, and King Louis XIII himself loved to taste the light monastery wine when returning from hunting from the Bois de Boulogne. The monks made wine for church needs, and sold the excess on the market. But after the French Revolution, the monastery was closed and looted, and its surviving buildings served as a weaving factory until 1906.
In one of these surviving underground galleries, the Wine Museum was established. Its exhibits not only introduce tourists to the history and technology of winemaking, here you can try the most famous varieties of French wines: after visiting the Museum, a special tasting program is provided for its visitors. Hospitable guides will tell you in which years, for example, it is better to produce Bordeaux, and in which to produce Burgundy. You will be shown the color, taste, strength, and bouquet... And those who want to consolidate their acquired knowledge will be invited to a restaurant, which is located in one of the Museum’s dungeons.
Demonstration of the presentation "Museums of the World. France. Treasures of the Louvre."
4. Types of museum activities.
Collecting.
Formation and storage of collections. The museum carries out its functional program using specific means. A physical monument is the basis of various types of museums. Identification, registration and acquisition of funds are carried out according to the profile of the museum. Depending on the significance of the exhibits, the museum’s funds are divided into basic and scientific-auxiliary.
Research activities.
Research activities consist of several successive phases. The first stage is the definition and classification of material, its possible use for further scientific processing and for cultural and educational purposes, placement of proceeds in funds and exhibitions. The scientific classification of the museum's collections is reflected in the compilation of catalogs and other scientific and supporting documentation. The final phase of scientific processing of museum material is the organization of exhibitions and the preparation of scientific publications. To conduct scientific work, museum staff and fund specialists must ensure the availability of all materials in the fund collections.
Exhibition activities.
The basis of the museum's activities is the permanent exhibition. It is formed mainly from authentic exhibits that have undergone preliminary scientific processing. The main requirements for the exhibition: unity of architectural and planning structure and scientific concept; good conditions for visitors: organization of thoughtful movements, opportunities for individual inspection and as part of excursion groups, taking into account the interests of different categories of spectators; an expressive form of presentation of demonstration material in accordance with the structure and thematic and exhibition plan of the museum as a whole; ensuring the safety of exhibits: compliance with the required lighting, temperature and humidity conditions, measures to protect the collection.
5. Functions of the museum.
The main functions of museum activity, which determine its place and role in society and culture, are the function of documentation, the function of education and upbringing and the function of organizing free time.
Documentation function.
The essence of museum documentation is that the museum identifies and selects natural objects and man-made museum objects that can act as genuine evidence of objective reality, completes museum collections, and deals with their storage and study.
Function of education and upbringing.
The function of education and upbringing is based on the informative and expressive properties of a museum object. It is determined by the cognitive and cultural needs of society and is carried out in various forms of exhibition and cultural-educational work of museums.
Function of organizing free time.
The function of organizing free time is derived from the function of education and upbringing, since visiting a museum in free time is associated mainly with motives of a cognitive and cultural nature.
Other functions.
The independent social functions of the museum also include its research, security, and communication functions.
A lecture is a consistent oral presentation of a topic or section related to the profile of the museum or using materials from the museum collection. Having formed as a form of transfer of reproductive knowledge in the field of science and education, the museum lecture retained not only its name, but also such features as the predominant verbal method of transmitting information and the “static” nature of the communication situation (as opposed to the “motor” nature of the excursion). Significant features of a museum lecture are also the non-exhibition form of delivery and, as a result, greater variability in the thematic range compared to an excursion. A museum lecture is divided into two types: 1) academic (educational) lecture and 2) popular science lecture.
Consultation.
In addition to the classic version of museum consultation, modern museum educational practice presents various modifications of this form, which allows it to be differentiated into two types: 1) standard (traditional) consultation and 2) non-standard (innovative) consultation, based on the methods of theatricalization and role-playing.
Museum activity.
A museum activity is a specific form of museum communication, carried out directly in the exhibition space or in the interactive zone of the museum and allowing for a different logic and dynamics of the exhibition viewing route from an excursion in accordance with the thematic dominant of the activity. The function of a museum lesson, correlated with such areas of the museum’s educational activities as training and development of creativity, is to appeal to the objects of the exhibition to activate the process of cognition, which means a high quality level of use of the museum’s pedagogical potential. Depending on the task, a museum lesson can be: 1) educational and 2) developmental, and in accordance with the leading method: 1) game, 2) studio, 3) practical and 4) seminar type.
Museum lesson.
The museum lesson is conducted with the aim of deepening students’ knowledge on the topic of the school’s curriculum (main or elective) directly at the museum’s exhibition. This form of organizing the museum-pedagogical process has a clearly targeted nature and is designed for collective work with a group of students (school class), characterized by relative homogeneity of socio-demographic and psychological characteristics, as well as a common motivation for coming to the museum. The peculiarity of the museum lesson is the implementation of the tasks of school education in the educational environment of the museum, which implies not only serious preparation of all communication agents (student, teacher and tour guide/museum educator) prior to the class’s arrival at the museum, but also the development of the final phase of testing the level of students’ assimilation of new knowledge by creating a feedback mechanism. The final result of a museum lesson from the point of view of communication theory is “communication delayed in time,” when the influence of the museum continues to be felt at the final stage of the museum lesson, carried out by a school teacher in the classroom.
Excursion.
A museum excursion is a form of cultural and educational activity of a museum, based on a collective inspection of museum objects under the guidance of a specialist on a pre-planned topic and a special route. An excursion is a form of educational activity, the content of which is a complex (visual, verbal, emotional) perception of the visual objects offered by the excursion route in order to acquire knowledge and impressions. The main criterion for distinguishing an excursion, distinguishing it from other possible forms of cultural and educational activities of the museum, is the function of presentation of the exposition (exhibition). According to this criterion, a museum excursion is divided into two types: 1) sightseeing excursion (full presentation) and 2) thematic excursion (partial presentation, presentation of one of the thematic sections of the exposition or exhibition). The next level is the division of each type of excursion into subtypes, depending on the methodological principle of their construction: 1) traditional excursions, 2) theatrical (interactive) excursions and 3) specialized excursions (with a dominant theme). Adjustment for the socio-demographic and psychological characteristics of the contingent of excursionists (sixth level of classification) allows us to further differentiate excursions into three categories: 1) excursions for children, 2) excursions for teenagers and 3) excursions for adults.
Play.
When identifying a museum performance as an independent basic element of the classification, we mean a stage production using the museum interior, performed by professionals. All other options for museum stagings refer to the form of a studio lesson based on the method of theatricalization.
Concert.
The concert as a form of cultural and educational activity of the museum is closely related to the problem of using music in museum communication. According to the classification based on the functional approach (N.G. Kolokoltseva), the use of music in the museum is differentiated into three types: 1) “sounding” of the exhibition, 2) music as a sounding exhibit, 3) concert in the museum. The proposed classification takes into account only the form of a concert in a museum.
Along with its attractiveness, the undoubted advantage of this form is its versatility, the possibility of application in almost all museums, regardless of the profile. If in historical, art or literary museums the fashion show takes the form of demonstrating the fashions of the corresponding eras and classes, then in an ethnographic museum the signs of nationality and ethnic specificity of a traditional costume come to the fore. The demonstration of clothing models is closely linked to the form of the ball. A ball at the museum is a dance evening with immersion in the historical and cultural environment to gain emotional impressions.
Master Class.
A master class in an ethnographic museum usually takes the form of a demonstration of the art of making a product (or a fragment of it) in a traditional style. A master class on teaching elements of folk dance, the basics of pictographic writing, playing simple musical instruments, etc. fits organically into the profile of the ethnographic museum.
Museum circle.
The activities of the museum circle have all the advantages of serial forms (“feedback”, the effect of “museum-pedagogical aftereffect” caused by the factor of “communication delayed in time”, the progressive complication of the program, which makes it possible to track the mechanism of the transition of quantitative accumulation of information into quality - the acquisition of knowledge by students and skills, etc.); in addition, knowledge of the individual abilities and creative potential of each member of the circle, achieved only through long-term contact with the group, opens up new opportunities in the use of tools, methods and methodological techniques of museum pedagogy. From the point of view of organizing the educational process, circle work provides the museum teacher with unlimited opportunities for creative experimentation, giving each lesson an original appearance, based on a different combination of elementary museum forms and innovations from other spheres of culture and education. In this sense, the circle is akin to a creative laboratory of museum experimentation.
The studio, in contrast to the circle, involves introducing a component of artistic creativity into the learning process.
Courses as a special form of communicative activity of the museum are not an innovation in the practice of museum affairs. According to the level of complexity, this form of cultural and educational activities of the museum is divided into: 1) courses addressed to the general public, 2) advanced training courses for specialists - museum professionals and teachers.
The classification of a museum club as a form derived from the recreational function of a museum is determined by: 1) the optionality of the course, 2) an appeal to the recipient, for whom visiting the club is motivated by the desire for educational leisure, 3) the correlation of this motivation with such areas of the museum’s pedagogical activities as recreation and communication.
Closely related to the museum club is another form of cultural and educational activity of the museum, called “evenings” (“literary evenings”, “musical evenings”), which is more characteristic of art and literary museums. Without going beyond its competence, the ethnographic museum introduces new ideas suggested by folk tradition (for example, “Yuletide evenings”) into the development of this form.
Museum holiday.
A festival in a museum is a complex form of work with the museum audience, including elements of an excursion, theme evening, theatrical performance, etc., united by a single theme, carried out on the basis of a scenario using exhibitions and museum collections. This specific form of implementation of the cultural and educational activities of the museum is characterized by the syncretism of its basic elements, combined in various options, with a clear focus on meeting the visitor’s need for recreation. Depending on the content, the holiday is divided into two main types: 1) holidays of the folk calendar and 2) event holidays.
Festival.
Despite the borrowed nature of the form, at present we can say with confidence that the museum festival not only successfully combines with the objectives of the cultural and educational activities of the museum, but also generally enriches this form, introducing new content into it.
Museum event.
A museum event is a set of museum events, most often associated with the opening and functioning of a new exposition or exhibition. Recently, when carrying out museum events, along with traditional forms, various innovative forms have been used: happenings, performances, as well as other options for organizing museum events based on interactivity technology.
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The excursion is the main form of cultural and educational activities of the museum. In addition to this, the museum, as a cultural and scientific center, carries out other cultural and educational work on the basis of its collection. In the course of it, a museum audience is formed, a circle of museum friends is formed, and various forms of work arise. Traditionally, lectures are used, which can, if the public shows interest in them, develop into long-term lectures; circles and clubs are created that unite interested people around the museum. The most common are circles and clubs of collectors and local historians, who see the museum as a center for satisfying their interests and needs. The work of lecture halls, circles, and clubs, if properly organized, can satisfy the interests of the museum when it conducts search and collection work and expands the topics of expositions and exhibitions.
Contacts between the museum and the school play a major role in cultural and educational work. The forms of work can be very diverse - lessons, providing methodological assistance, participation of schoolchildren in museum events, clubs and clubs. Recently, the museum and schools have moved toward a collaborative pedagogy. A major role in attracting schoolchildren to mu-
Zei plays a modern concept of humanization and humanization of education. The museum acts as a center for cultural education, transmitting cultural experience from generation to generation, educating and educating through all its activities. Particular attention should be paid to the participation of schoolchildren in the work of the museum within their capabilities, participation in excursions and lectures, stock and exhibition work. This allows them to realize themselves as individuals. Instead of a mechanical connection between a museum and a school, a creative community emerges. It can also manifest itself in the creation of school museums and in search and collection work. The benefits of this can be mutual. As a result of communication between the museum and the school, a unified museum-educational environment is created that shapes the personalities of schoolchildren and contributes to the development of the museum.
The museum, looking for opportunities to expand its activities and establish contacts with the public, is increasingly using new forms of work. Among them, museum holidays occupy a large place: folklore and military-historical, literary and professional, calendar. Holidays are organized on the basis of museum collections, historical and cultural monuments that are part of museums. Local history museums, using holidays, unite around themselves the cultural forces of the places where they are located. The celebrations on the Borodin field in the Borodino Military Historical Museum-Reserve, the days dedicated to the memory of A.S. are well known. Pushkin in Mikhailovsky and A.A. Blok in Shakhmatovo, folklore festivals in museum-reserves such as Kolomenskoye. An innovation for the residents of Suzdal was the Cucumber Festival held in 2001 by the Vladimir-Suzdal Museum-Reserve, restoring the traditions of local gardening. In connection with the annual celebration in Vyazniki, Vladimir region, dedicated to A.I. Fatyanov, the Song Festival, founded the Song Museum here, which became the basis for the song creativity of the entire region. Holidays held by museums, being massive, contribute to the restoration of cultural traditions, the introduction of the public to them, the expansion of museum audiences, and the development of museums as guardians and promoters of these traditions. Children's museum events are of particular importance for the upbringing and education of the younger generation and their socialization. The preparation was especially solemn
for the annual Museum Day on May 18. On this day, Russian museums open their doors to everyone for free. They hold public events and participate in various social endeavors. The connection between society and museums is strengthening.
A special form of museum work has become the holding of concerts, performances, and theatrical performances. The events held at the State Museum of Fine Arts named after A.S. are widely known. Pushkin “December Evenings” - a series of classical music concerts. Recently, museums have been widely practicing role-playing games, in which historical settings are recreated, and participants in appropriate clothes and settings temporarily become participants in the events of the past. There is an inclusion in the historical environment, contributing to its more complete knowledge. Mobile museums play a certain role in introducing people to museum activities and expanding the museum audience. They are able to penetrate even into such corners, whose residents, for one reason or another, cannot get out to permanent museums. In the 1980s At the Vladimir-Suzdal Museum-Reserve there was a mobile holographic museum that introduced holographic images of historical and cultural monuments to residents of the Vladimir region. In conditions of financial difficulties, the use of mobile museums, in addition to their cultural and educational value, provides museums with additional income if their work is properly organized.
Another form of cultural and educational work of museums is their publishing activities. In this case, it is necessary to take into account:
The needs of consumers of museum printed products;
Her appearance;
Competitiveness with other similar publications;
The most profitable places of sale;
With a rational, thoughtful approach to publishing activities, a museum can have additional income from the sale of its printed products. Museum publications include:
Publication of the results of scientific activities of museums;
Publishing documents and publications about exhibits stored in the museum;
Publishing regional printed products in museums;
Publishing newspapers and magazines covering museum issues;
Publishing art books about museums;
Publishing souvenirs, badges and certificates, stamps and envelopes, calendars and posters.
All these products introduce museums to the book publishing and bookselling world of Russia and contribute to the dissemination of knowledge about them. The same purpose is served by publications in newspapers and magazines, appearances on radio, cinema, television, and video films prepared by museum research staff or on the basis of press releases, press references and press packages prepared by them. Being one of the forms of cultural and educational work, they carry advertising information about museums.
Questions and tasks
1. What is the cultural and educational work of the museum? What is its significance? In what forms does it take place?
2. In what forms is contact between the museum and the school carried out? What role does it play in the sociocultural function of the museum?
4. Do you take part in museum events? Try to accept and describe your opinion about them.
Conclusion
Museums in the modern world play the role of guardians and transformers of public memory. The model of the real world they create contributes to the transmission of cultural heritage from generation to generation. Museums, thus, act as a sociocultural phenomenon that promotes both the socialization of an individual and the acculturation of society as a whole.
The activities of museums are quite extensive. It begins with determining its profile on the basis of surviving historical and cultural monuments. The next stage is the collection and preservation of historical public memory embodied in museum objects. Based on them, a model of the real world is created in the form of expositions and exhibitions. Communication with them contributes to cultural, in the broad sense of the word, education and socialization of both individuals and the entire society. The cultural and educational events carried out by the museum, expanding the composition of the museum audience, involve broad layers of society in the sphere of its influence. The modern world cannot do without a museum as a sociocultural institution.
In these conditions, the public role of museum workers and museum experts increases, among whom the main ones are curators, exhibitors and guides. The chairman of the International Committee on Museology of ICOM, Peter Van Mensch, said about them: “A calling requiring specialized knowledge and often long and intensive training, including training in skills and methods, as well as the scientific or historical principles underlying them, supporting organizationally or through the creation opinions high standards of activity and its results and obliging its members to constant improvement and to perform work with the main goal of serving society” (Museum business. Museum-Culture-Society. - M.. 1992. P. 234). This service to society is the high calling of the Museum and Museum Scientist.
Questions to prepare for the final test
1. What is museology?
2. What reasons and circumstances caused the emergence of museums?
3. Why is the museum considered a sociocultural phenomenon?
4. What is a museum?
5. How has the importance of museums in public life changed as humanity has developed?
6. What functions of a museum determine its sociocultural significance?
7. What were the reasons for the emergence of museums in Russia?
8. Why did conditions arise for the creation of the first museums in Russia in the era of Peter I?
9. What characterizes the 18th century? in the history of national museums?
10. What were the first domestic museums like? What influence did they have on the further development of Russian museums?
11. What was the reason for the massive creation of domestic museums in the first half of the 19th century? What museums appeared at this time that influenced the further development of Russian museums?
12. How did it manifest itself in the development of Russian museums in the first half of the 19th century? Russian national idea?
13. What types of museums appeared in Russia in the first half of the 19th century?
14. What principles of museum work appeared in Russian museums in the first half of the 19th century?
15. How did the socio-economic and socio-political development of Russia influence the second half of the 19th century? for the development of museums?
16. What museums that influenced the further development of Russian museums appeared in Russia in the second half of the 19th century?
17. What was the role of the merchants in the development of domestic museums in the second half of the 19th century?
18. What museums were opened in Russia at the beginning of the 19th century? ? What influence did they have on the creation of the first Soviet museums?
19. What was the participation of the Russian public in the development of museums at the beginning of the 20th century?
20. How did the destruction of the old and the creation of a new museum system take place after October 1917?
21. What museums were created during the golden age of Soviet local history? What role did they play in society?
22. How did the words of A.V. manifest themselves in the development of museums? Lunacharsky: “The Museum is a grandiose memorial book of humanity”?
23. What principles of museum work appeared in museums in the first years of Soviet power?
24. How did the socio-political conditions of the totalitarian development of the USSR influence the development of museums? How did this manifest itself?
25. How did the words of A.A. manifest themselves in the development of museums? Voltaire: “The Museum is a springboard for organizing the collective thinking of the masses”?
26. What was positive and what was negative in the development of domestic museums in the era of totalitarianism? How does this manifest itself in the development of modern museums?
27. What museums are typical for the totalitarian era? What principles of museum work were implemented in them?
28. How did the country’s museums develop during the Great Patriotic War? *
29. Under what conditions did the country’s museums develop in the post-totalitarian period? How did the liberation of Russian society from totalitarianism affect the development of museums?
30. What museums developed in the country in the post-totalitarian period? What influence did they have on the creation of the museum network of modern Russia?
31. What role did museum reserves play in the development of the museum network? Why did they represent a new stage in its development?
32. What reasons necessitated museum reforms in the 1990s?
33. What is the essence of the museum reform of the 1990s? What is its significance for the development of museums?
34. What is the museum network of modern Russia?
35. What modern types of museums are the most promising for the further development of the museum system?
36. How is the sociocultural role of modern Russian museums manifested?
37. Which Moscow museums are of national importance? Give their characteristics.
38. What Moscow museums reflect the history and life of modern Moscow? Give their characteristics.
39. What is the importance of Moscow museums in the development of the all-Russian museum system?
40.-What is the Museum Fund of the Russian Federation? What parts does it consist of?
41. What role do its state and non-state parts play in the Museum Fund of the Russian Federation and what are their relationships?
42. What is a museum object? What are the conditions of his existence?
43. What museum classification systems exist? Give their characteristics.
44. What kind of research work do museums do? What role does it play in the development of science?
45. How is the research work of the museum organized? What scientific problems are being solved?
46. What are the museum's scientific publications? How do they determine the effectiveness of the museum?
47. What are museum funds? Give their characteristics.
48. What parts do museum collections consist of? How do they interact?
49. What is a thing of museum significance - a museum object - an exhibit? Under what conditions does this transformation occur?
50. How is the collection of museum collections done?
51. How are field expeditions organized and conducted? What is their significance for the work of the museum?
52. What is a stock purchasing commission? Describe her work.
53. How is stock accounting of museum items organized and carried out?
54. What is stock documentation? What does it include? How is it formatted?
55. What is accounting documentation? What does it include? How is it formatted?
56. How is the legal assignment of museum objects to the museum formalized?
57. What are the general conditions for storing museum objects in the museum’s collections?
58. What are the general conditions for storing exhibits at displays and exhibitions?
59. What mode is optimal for storing museum objects in the collections?
60. How to ensure the safety of exhibits in displays and exhibitions?
61. What is the exhibition work of museums? Give its general characteristics.
62. What is a museum exhibition? What are the conditions of its existence?
63. What kind of work does the creation of museum displays and exhibitions involve? Give their characteristics.
64. What role do expositions and exhibitions play in the museum’s implementation of its sociocultural function?
65. What is included in the concept of scientific exhibition design? What kind of work does it involve?
66. What is included in the concept of artistic exhibition design? What kind of work does it involve?
67. What is the role of a museum excursion in the work of a museum? Give her characteristics.
68. How to properly prepare and conduct a museum excursion?
69. What cultural and educational work do museums carry out? Determine its main directions.
70. How to properly prepare and conduct an advertising campaign for the museum’s activities?
