I. SPECIFICITY OF SCHOOL MUSEUMS

1. Goals and objectives of school museums

A school museum, like any other, has a number of characteristics and functions. Its traditional functions include: acquisition, study, accounting and storage of collections, as well as their use for educational purposes. The school museum must have a fund of museum objects sufficient to implement these functions and an appropriate exhibition space.

But the specificity of a school museum is that it should least of all resemble a traditional museum institution. This is a museum of a special type, it is, firstly, an educational museum, where the tasks of training and education, including outside school hours, are of decisive importance, and, secondly, a targeted museum, for which the priority is the children's audience. Only in a school museum can the idea of ​​co-creation between students, teachers and parents be most consistently embodied. Involving students in search and research activities makes it possible to make children interested participants in the process, i.e. subjects, not objects of education. It is the school museum that is able to fully implement the principle of “Museums for children and by children”, shifting the main center of gravity from the process of perceiving collections to the process of creation, doing, which, in essence, is constant and should not have an end.

The work of school museums inevitably extends beyond school life. In rural areas where there are no state museums, the school museum is one of the most important factors in expanding education and educating young people; today it is acquiring a new face, a new quality - the quality of a cultural center.

2. Profiles of school museums

The profile of a school museum is determined by the scientific discipline on which its exhibition is based.

Museums of the following profiles can be organized in educational institutions:

a) HISTORICAL - (military historical, history of regions, settlements, educational institutions);

b) LOCAL HISTORY - these are museums of a complex profile, which contain collections of monuments not only of history, but also of nature;

c) ETHNOGRAPHIC - engaged in the study and preservation of monuments of folk culture;

d) ARTISTIC - (literary, art history) are based on original works of painting, sculpture, graphics and other forms of art

e) NATURAL SCIENTIFIC - (geological, biological, zoological, environmental) are created for the purpose of a more in-depth study of the nature of their region.

f) TECHNICAL - museums dedicated to the history of the development of technology, associated with outstanding events or figures in the field of science and technology.

II . LOCAL HISTORY WORK IN SCHOOL MUSEUMS

The school, as a social institution, with its main purpose of teaching and educating, is designed to ensure that various museum-type formations (local history corners, halls, exhibitions and museums) in their own way could revive the educational process, introduce children to the history of their small homeland, and therefore, and the Fatherland, to instill research skills.

It is necessary to highlight three main directions of the local history work of the school: family, school, native land.

Family

Regardless of the profile of the museum, the theme of family should become the main one in the local history work of the school, given that for many years this area of ​​local history activity was, if not completely forgotten, then thoroughly neglected. For various reasons, many families have practically no preserved archives of their ancestors (letters, documents, personal files, awards, etc.). Today it is extremely important to introduce elements of museum culture into family life, to provide assistance in the formation of family collections and home archives, thanks to which love for one’s home (in the broad sense of this concept) could be fostered.

The main areas of research activity can be:

Family tree

Drawing up a simple diagram of a kind in the form of a family tree is a feasible task for any schoolchild. The simplest techniques allow you to teach research techniques with genealogical sources. Joint activities in this area will make it possible to save many valuable relics from home archives and will unite people of different generations.

The fate of the family in the fate of the country

Many schoolchildren do not know where their parents, grandparents, and grandmothers work; they have never been to the places of their childhood, to family cemeteries, this is another factor dividing people. But getting to know the streets of the city where their loved ones spent years of their lives, young residents get to know their native land more deeply, more soulfully, and become closer to their relatives. Taking photographs together and sketching the places where loved ones live will further enhance these good feelings.

Family archive

Identifying objects that are interesting from the point of view of a local historian, young researchers, together with older family members, begin to form a family archive: they create and sign envelopes, thematic folders, fill small boxes with things, and create “legends.” The basis for a small home museum is gradually being created. It would be good if the first museum for every person would be a home museum.

The school museum could select the most interesting materials for exhibitions (with subsequent return to the family). Approximate themes of the exhibitions: “Our family heirlooms”, “The Order in my home”, “Old photography”, “Photos tell a story”, “Professions of our parents”, etc. As a result, local history work will help increase the prestige of the family, strengthen family ties, and help instill a sense of pride in your ancestors.

School

Every person goes through a school, which could become a repository of memories of the people who studied there. The collected materials about the school will eventually become an invaluable asset of a bygone era. To some extent, the school can serve as an archive. Here it is appropriate, first of all, to talk about the creation of the history of the school itself. And here no one, except teachers and students, will compile its full chronicle. In this regard, it is recommended to collect the following materials:

Images of the school in different years of its existence (drawings, photographs, plans, layouts);

Evidence of school life as a process (a kind of chronicle of education);

Attributes of school life at different times (textbooks, notebooks, diaries, pens, etc.);

Children's essays, creative works.

Such a form of literary creativity as the literary almanac (handwritten or typed on a computer) has not lost its relevance. It may contain the following sections: “Day after day”, “The most important”, “From the history of our school”, “News from the classrooms”, “Teacher’s Tribune”, “In my family”, “Please speak!”, “ Laughter from under the desk,” etc. The editor of such an almanac can be the most active local historian of the school, a member of the museum activists.

Motherland

When developing a plan for collecting activities on the history of your native land, you should not strive for “omnivorousness.” It is necessary to develop a real concept for the museum for the next few years. It is desirable that the museum has a comprehensive character (reflecting the history, nature and culture of its region), can be used as much as possible by teachers in the educational process, and helps students to reveal their creative potential during museum activities.

At the first stage, it is necessary to identify the circle of possible informants. This can be done through students, with the help of bright leaflets-appeals for help to the museum. After some time, the first finds will appear. However, it can be difficult to determine the degree of their value. In this regard, primary fixation and the correct description of the document are of great importance. It is not always advisable to tear out a separate item from someone's collection, remembering the principle of indivisibility of personal funds.

When organizing the local history work of a school museum, one should be guided by the following principles:

Complex nature of research;

Variety of research methods.

Complex nature of research

The complex nature of the collection of material (which does not mean collecting everything in a row without any selection, but the diverse nature of the research) and, as a consequence, the local history profile of the museum suggest its widest possible inclusion in the educational process. In this case, the museum will not become a foreign body in the school’s body. This will be the key to its long existence. It is advisable to designate the territorial boundaries within which the museum intends to conduct research and collecting work. The closer to school, the deeper the study. At the same time, one should not confine oneself only to one’s own, purely local material, but try to reach a broader territorial background (city region, Russia as a whole). The comparison of the particular and the general, the presentation of the particular against the backdrop of the general is an important aspect of museum activity. Subject teachers can provide all possible assistance in collecting materials. A geographer, for example, will help design a section related to nature and the economy of the region, select the necessary illustrative material, and prepare diagrams and charts together with the children.

The chronological framework of the exhibition may vary.

Variety of research methods

Main forms and directions of research:

· Excursions and walks around the native land. They awaken children’s interest in various parts of their region and help them identify an interesting and promising research topic for the future.

· Work in libraries, archives and scientific institutions. This creates a solid basis, without which it is impossible to competently organize local history activities.

· Population survey, questionnaire. In every locality there are old-timers, local experts on the history of the region, whose memories should be recorded. Even if they contradict historical facts, they can be treated as “legends” or evidence of how an event was imprinted in people’s memory. The survey will help the system to collect extensive information on various issues of local history, to obtain a kind of cross-section at a certain historical stage.

· Meetings with interesting people. This will help expand your social circle and include more people in the museum’s sphere of interests, who can gradually become friends of the museum.

· Watching TV, listening to radio. Sometimes, in the most unexpected way, interesting information will flash about your area, for example, by a famous historian. Or a young poet will read poems about a neighboring river. Thus, the usual media become sources of the most unexpected information.

· The main methods of forming a school museum fund are expeditionary collection of material (expeditions, hikes, excursions), as well as receiving gifts.

· Expeditionary collection of material. Local history expeditions are carried out in the course of research on a specific topic. The formulation and order of topics put forward for study (later - for acquisition) should be of a planned nature and dictated by local history tasks, exhibition requirements and the need to create systematic collections. It is advisable to coordinate expeditions with state museums and specialized scientific institutions. It is possible to conduct joint expeditions in accordance with the developed museological methodology, which ensures the necessary scientific character of the search, selection of material, and its documentation.

Sources for completing monuments can be very diverse. First of all, these are the family collections mentioned above. In addition, you should use antique and second-hand book stores, attics, barns (with the permission of the owners), and recycling points. The search can be conducted at industrial enterprises, government agencies, and creative unions.

When conducting an expedition, the group prepares the following field documents:

Field diary. It records the progress of the search work, its main stages, analyzes the first results and outlines the prospects for further research.

Field inventory. This is the primary document in which basic information about the finds is recorded (later they will be transferred to the Main Fund Accounting Book). The entries are placed horizontally along the spread of the notebook. The field inventory has the following columns:

1. Serial number of receipt.

2. Date and place of discovery.

3. Name of the historical and cultural monument.

4. Quantity.

5. Material and method of manufacture.

6. Designation of a historical and cultural monument.

7, Method of use and preservation.

8. Brief description indicating features. Size.

9. Owner or source of receipt.

10. Item legend.

11. Note.

A notebook for recording memories and stories. Here the stories of eyewitnesses of the event, old-timers, local historians are recorded, indicating their personal data (it is advisable to later have the narrator sign a printed or handwritten text. In this case, the material takes the form of documentary evidence.

Notebook of photographic recordings. Young photographers record information about each shot taken (Date and location of shooting. Contents of the shot. Shooting conditions. Author of the shot). This will help to avoid mistakes in the future when including photographs in funds or exhibitions.

III . ACCOUNTING AND STORAGE ACTIVITIES OF THE SCHOOL MUSEUM

1. School museum funds

All materials exhibited and stored in the school museum constitute the fund of the school museum. The school museum fund consists of the main museum and scientific auxiliary funds.

The main fund includes all types of original materials suitable for long-term storage, which are primary sources for the study of history, culture, nature and serve to create an exhibition (in accordance with the profile of the museum) and their use in the educational process.

The main fund includes:

a) material monuments: tools, household items, agricultural implements, handicrafts, samples of factory products, weapons, numismatic materials, clothing, rock samples, archaeological finds;

b) visual: works of fine art, cartographic materials, cartoons, posters, photographs;

c) written: newspapers, books, magazines, leaflets, government documents, official documents, memoirs, letters, diaries, notebooks.

The scientific and auxiliary fund includes materials made for the needs of the exhibition: diagrams, dioramas, dummies, models, texts, reproductions of works of art, photographs of mass production, samples of perishable agricultural crops and other exhibits that are subject to damage and require quick replacement.

2. Main groups of museum accounting documentation

To properly organize research work, local historians must use three groups of documents.

Scientific and accounting documentation

This includes:

a) acts of acceptance and delivery of documents;

b) fixed asset accounting book;

c) book of accounting of scientific and auxiliary funds.
The reference apparatus consists of a system of cards (possibly in a computer version) that make it possible to quickly detect the existence of a monument in the collections and its location.

Main types of auxiliary filing cabinets:

inventory (with basic information corresponding to the inventory book, indicating codes and storage location).

thematic (based on the theme of the collections).

nominal (with characteristics of specific individuals).

chronological (according to the chronology of events).

geographical (with place names).

The reference card usually contains the following information:

name of the item (with a brief description), account number, storage location.

The system for recording museum objects includes field documents, acts of acceptance of museum objects for storage at the museum, expedition diaries, reports on museum materials, and creative works.

Accounting in a school museum should pursue two goals:

ensuring the safety of the item itself;

ensuring the safety of information available about the subject.

The main document for recording and protecting museum items is the Fixed Fund Accounting Book (inventory book). Filled out in the form of a table into which the following data is entered:

1. Serial inventory number. Simultaneously with putting down a serial number in the book, the same number is put on the registered item;

2.Date of recording, i.e. entering an item into the Inventory Book. The date must be complete, without abbreviations;

Z. Time, source and method of receipt. The full date (year, month, day) is indicated, where the item came from and from whom. The full names and patronymics of the donors, the names of the institutions (address, telephone number, etc.) that donated the item to the museum are recorded;

4.Name and brief description of the item. It is written in generally accepted literary expression, indicating variants of local dialect names. The authorship, place of origin, and the material from which it is made are indicated. For photography, you need to give a brief description of the plot or event. You should include the last name, first name, patronymic of the people depicted, the year the photo was taken, and the author of the photo. In written sources, including magazines, newspapers, diaries, albums, etc., the number of pages or sheets is indicated. The number of photographs is indicated in photo albums. All inscriptions, stamps, signatures are recorded;

5. Number of items. Usually it is written “1 copy,” but if two or more identical museum objects are registered, then the corresponding number is entered;

6. Material and manufacturing technique. The type of material is indicated: stone, metal, wood, fabric, cardboard, paper, cotton wool, etc. The manufacturing method is recorded: casting, embossing, stamping, engraving, manuscript, typescript, knitting, weaving, appliqué, etc.

7. Size. Indicated only in centimeters: height, width (thickness for voluminous objects). For round objects - diameter;

8.Safety. All damage to the item is recorded: stains, dirt, rust, punctures, tears, abrasions, chips, bruises, bends, loss of parts;

E.Cost. Fixed in case of purchase of items in prices at the time of purchase in rubles;

10.Note. Location (written down in pencil). Acts of transfer, withdrawal, write-off, etc.;

Only genuine items or significant originals (a copy with the author’s autograph, an author’s layout, a rare photograph, etc.) are entered into the Inventory Book.

The inventory book is numbered (in the upper right corner of each sheet), stitched, signed and sealed. When the book is completely filled, a final entry is made at the end:

“This inventory book contains items (in numbers and in words) from No. to No.”

In the next Inventory book, the numbering continues; the inventory book is kept at the school. It is included in the range of files for permanent storage.

H. Encryption and marking of museum objects

Each item is marked with its code. The code consists of an abbreviation of the name of the museum and the corresponding number in the inventory book.

On three-dimensional objects, the code is affixed with ink or oil paint on the invisible side and so as not to damage the object.

In drawings, photographs, documents, codes are written in the lower left corner with a simple soft pencil.

If it is impossible to write a code on an object, you should attach a cardboard tag with a code applied using a thread (to medals, orders, stuffed animals). Pieces of fabric with a code are sewn onto fabrics and clothes.

Storage of museum objects is carried out according to the type of materials. Objects made of metal, wood, fabric, paper, etc. are stored separately. Combining items by type is not allowed. You cannot store paper and metal, metal and fabric, etc. together in the same storage facilities (cabinets, folders, boxes, envelopes), as this leads to damage to museum objects (corrosion, rust).

The premises of the school museum must maintain stable temperature and humidity, because... Temperature fluctuations and humidity changes lead to damage to museum objects.

Museum objects should not be exposed to direct light. Light sources should not be located near museum objects. Paper, cardboard, and fabric are most exposed to light. Therefore, objects made from these materials are placed in boxes, folders, envelopes, each copy placed with clean paper.

The museum must maintain a biological regime: prevent the appearance of moths, wood-boring beetles, cockroaches, mice and other pests. Specialists from state museums should be hired to carry out sanitary and disinfection work.

In the school museum, any type of gluing of museum objects is not permitted. Restoration work can only be carried out by specialist restorers of state museums.

Mounting of museum objects during installation of the exhibition is carried out without any deformation or damage. They cannot be glued, cut, folded, pierced, laminated, painted over, or cleaned up. All types of conservation work are carried out with the participation of specialists from state museums.

IV . EXHIBITION ACTIVITIES OF THE SCHOOL MUSEUM

If we consider the museum as the center of museum-pedagogical work, which takes on the task of “museumizing” education, then we must, firstly, recognize its responsibility for creating an aesthetically significant and aesthetically educational environment at school. A school museum can display its exhibitions in any space, including school corridors, classrooms, and workshops.

Secondly, the task of a school museum can be to assemble and make available to subject teachers or additional education teachers a fund of visual aids (objects of museum value, copies, dummies, illustrated materials, etc.), organized as a “museum in a suitcase.”

Several genres of school museum exhibitions can be distinguished.

· Museum-exposition (exhibition) The museum's exposition represents more or m e there is an established complex of objects that is inaccessible for interactive use (closed display cases and cabinets, rigid hanging). The exhibition space is strictly localized and is used primarily for conducting excursions on a specific, fairly limited topic. Museum material is involved in the educational process, mainly as an illustration. This school museum genre needs a number of features added. With the initiative of the leader and school activists, he undoubtedly has great prospects.

· Museum-workshop

· The exhibition space in this museum is built in such a way that it necessarily contains work areas for students’ creative activities. Sometimes such a museum is located in classrooms where classes are held, or in art workshops. Exhibits can also be distributed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process, as well as in the field of additional education.

· Museum-laboratory

· This genre is very close to the museum-workshop. The difference lies in the nature of the collection on the basis of which museums operate. These are natural science and technical collections. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.

· Museum-game library

· This could be a museum of games and toys, some of which were brought from home, but most of which were made by children. Based on these collections, museum activists and teachers can conduct theatrical classes with primary school students, after-school groups, as well as on-site performances in kindergartens and nearby schools. A necessary component of the activity of such a museum is the study of the history of the production and existence of toys. An important role is also given to the script and production aspect, i.e. creating special scenarios for conducting thematic classes.

Text on display at the school museum

A necessary part of preparing displays and school museum exhibitions is the selection and compilation of texts. The correct use of texts enriches the content of the exhibition and increases its impact.

The texts in the exhibition represent a holistic and systematically organized set of headings for sections and topics, annotations, labels, and indexes.

A system of texts is created during the design of the exhibition, taking into account the fact that they must be clear, unambiguous and accessible to everyone. The text must contain all the necessary information, be understandable, and sometimes have an emotional impact. One of the most important requirements that determine the approach to the text is laconicism. Overloading the exposition with textual material only reduces its educational value.

Texts in the exhibition are usually divided into the following types:

Table of Contents (capital);

Presenters;

Explanatory;

Etiquette.

Table of contents (header) texts help to navigate the exhibition. Their task is to provide a “guiding thread” for viewing the exhibition and to identify its thematic structure. Table of contents include the names of all departments and halls of the museum, exhibition themes, sections or complexes.

The explanatory text is a commentary on the hall, topic, complex. It contains information that complements and enriches the visual range,promotes a holistic perception of the exhibition image.

The leading text can be compared to an epigraph to a literary work. Its meaning is to express in a bright, clear and concentrated form the main idea of ​​the exhibition, to reveal the meaning and content of some of its sections, themes or complexes. Excerpts from memoirs, letters, diaries, and recordings made by the heroes of the exhibition are widely used as leading texts, i.e. materials that have a pronounced personal character.

The etiquette in a museum is the totality of all the labels of a given exhibition. Each label is an annotation for a specific exhibit. Its content depends on the profile of the museum, the objectives of the exhibition and the nature of the museum object itself.

In museum practice, a certain form of placing information on a label has developed. Each label typically includes three main components:

Item name;

Attribution data (information about material, size, manufacturing method, author's affiliation, social and ethnic environment, historical and material significance);

Date of.

Label examples

Design and placement of labels

The font, color, size, and location of annotations for exhibits are determined during the work on the exhibition. The entire text commentary, including labels, should become an organic part of it. Therefore, the authors of the exhibition, while developing the content of any text, simultaneously solve artistic problems.

Texts must be consistent stylistically, with each other and with other exhibition materials, designed and placed so that they best fulfill their functions. There are also rules arising from the external features of exhibits of various types and label requirements. For example, you should not put labels on exhibits. They are placed next to the physical exhibits on a stand, on a shelf, or on the wall of a display case. To the edged material - on the mat under the exhibit, to the framed material - they are attached to the frame. If the exhibits are located high above the exhibition belt, then below, at eye level, you can place a diagram of their location with all the necessary data. Small exhibits attached to the tablet or located in the display case are numbered, and under the corresponding numbers their list and description are given in the general annotation.

You should avoid intrusiveness and variegation of labels, highlight them sharply against the general background of the exhibition, but you also cannot level them out, making them completely invisible. We must not forget about the texture and color of the labels. They are tinted in accordance with the background of the mat of the stand or display case. They are written or printed on good paper, and for exhibits located on stands, podiums, on dense material (cardboard, plexiglass, etc.).

In a school museum, where the priority is the idea of ​​creating, “making” a museum, where it is especially important to activate the attention of visitors, the so-called “intriguing” label is appropriate; along with traditional information, it can contain questions or tasks like: “Find...”, “ Compare...”, “Choose...”, “Guess...”, “Think why...”, etc. Thanks to this etiquette, viewing the exhibition turns into an exciting and at the same time serious game, which will be interesting and adults and children.

V . CULTURAL AND EDUCATIONAL ACTIVITIES OF THE SCHOOL MUSEUM

The content of cultural and educational activities is expressed in the forms of work with the audience. The main ones include: lessons in the museum, lessons in the classroom using museum objects, thematic lectures, conversations, excursions (theatrical), exhibitions, scientific readings (conferences), consultations, seminars, methodological associations, clubs (club, studio), themed evenings, lessons courage, days of mercy, professions, open doors, historical, folklore holidays, museum Olympiads, competitions, historical games.

All events held by the school museum should be taken into account in a special notebook (mass event book), which is filled out according to the following scheme:

All correspondence of the museum must be subject to accounting, for which a special notebook is allocated, in which the date of writing the letter, the serial number, the address where it is sent, and its brief content are noted.

For letters accepted into museums, another notebook is allocated, which is also divided into columns: date of receipt of the letter, date of departure, address, author, brief content of the letter.

VI . CASSPORTIZATION OF SCHOOL MUSEUMS

The status of “school museum” is assigned by the Ministry of Education of the Russian Federation.

Requirements for an exhibition claiming to be a “school museum”:

Availability of a fund of original materials registered in the main fund accounting book (inventory book);

The presence of a designed exposition that reveals the content of the chosen topic with sufficient completeness and depth;

Ensuring conditions for the safety of collected material;

The presence of a permanent active population of students conducting systematic search-gathering and research work under the guidance of a teacher;

Protection and promotion of historical and cultural monuments, nature of the native land;

Cultural and educational activities of the museum.

Museum documentation:

· Order of the director of an educational institution on the opening of a museum and the appointment of the head of a school museum

· Current and future plans for the museum

· Fixed asset accounting book (inventory book)

· Scientific and auxiliary fund accounting book

· Thematic and exhibition plan

· Card index

· Public Events Book

· Guest book

· Texts of excursions, lectures, conversations, scenarios of public events.

The work plan of the school museum consists of the following sections:

1. General tasks and directions in the upcoming work of the museum in the new educational waters.

2 Work with the museum’s school assets.

Organization and procedure for teaching activists the basics of museology. Participation of activists in museum work on the scale of a district (city), region, Russia. Planned tasks for each activist within the assigned area of ​​work.

3. Research work.

What topics and by whom will be studied and developed in the current academic year. For example: on the history of an educational institution, a street, a neighborhood, or about a specific person - the director of an educational institution, a teacher, a former student; about the combat operations of a unit, unit or individual hero. Topics can be varied depending on the profile of the museum.

4.Search and collection work.

A specific plan for the participation of schoolchildren and teachers in tourist and local history expeditions to search and collect museum materials during the autumn-winter and spring-summer holidays; what museum objects are expected to be found in the city, region, where or from whom; with whom correspondence will be established regarding the search for materials, work in archives or in specialized museums, etc.

5. Scientific exhibition work

What exhibits will be introduced into the exhibition or replaced, what temporary or permanent exhibitions will be prepared, etc.

6. Work with funds

Drawing up scientific documentation, filling out an inventory book, rules for maintaining field documentation, drawing up cards for museum items, studying, researching and describing each item; creation of conditions for storing museum collections, procedures for processing incoming historical monuments, etc.

7. Methodological work

Compiling or supplementing review and thematic lectures. Education and training of museum activists for conducting excursions, etc.

8. Publishing activities

Compiling a booklet for the school museum. List of proposed information for publication in periodicals and other information sources about events held at the museum, etc.

9. Excursion-mass work

Schedule for students visiting the museum. List of events. Use of museum objects in lessons and extracurricular activities. Development of excursion themes, selection and systematization of excursion materials.

In cities where there are state museums, district (city) commissions are created for the inspection and certification of school museums, which include representatives of educational authorities, specialists from state museums, additional education institutions, public organizations, and associations of local historians. The district (city) commission gets acquainted with the activities of the school museum, fills out the relevant documents (inspection report, registration card) and sends them to the regional center for children and youth tourism

Every five years, the museum must confirm the title of “school museum,” about which the commission makes appropriate entries in the passport and registration card.

"Organization of the work of the school museum" //Methodological recommendations. / Compiled by O.V. Starkova. /Regional Center for Children and Youth Tourism. - Perm, 2002.

The purpose of the creation and operation of the school museum is to fully promote the development of communication competencies, research skills of students, support of children's creative abilities, formation of interest in national culture and respect for the moral values ​​of past generations. The museum should become not just a special classroom for a school, but one of the educational centers of an open educational space.

The purpose of museum activities is to develop a sense of responsibility for the preservation of natural resources, the artistic culture of the region, pride in one’s Fatherland, school, family, i.e. feelings of belonging to the past and present of the small Motherland. The school museum, being part of the open educational space, is called upon to be the coordinator of the military-patriotic activities of the educational institution, the connecting thread between the school and other cultural institutions and public organizations.

Objectives of the school museum

One of the main objectives of the museum is to cultivate the patriotic consciousness of schoolchildren. As you know, the museum provides a link between times. It gives us a unique opportunity to make our allies in organizing the educational process of the generation of those who lived before us, to take advantage of their experience in the field of science, culture, and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidence of its existence in the form of monuments of material and spiritual culture, which are stored and promoted by museums.

The core of any museum is history. This could be the history of a family, a school, an individual graduate, or a teacher. Each of these testimonies reflects some piece of history. From such fragments the history of human society is ultimately formed.

Fundamental to museum theory and practice is the principle of historicism. This principle presupposes the observance of three most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modern times.

The constant increase in the flow of information requires such an organization of the cognitive process in which students, in parallel with mastering a certain stock of knowledge, satisfy the need for independent “writing” of history.

The museum has enormous educational potential, as it preserves and exhibits authentic historical documents. Effective use of this potential to educate students in the spirit of patriotism, civic consciousness, and high morality is one of the most important tasks of the school museum.

The participation of children in search and collecting work, studying and describing museum objects, creating an exhibition, conducting excursions, evenings, and conferences helps fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum professional activities, and in the course of local history research, the basics of many scientific disciplines not covered by the school curriculum. Depending on the profile topic of the school museum, children become familiar with the basic concepts and methods of genealogy, archaeology, source studies, ethnography, museology, etc.

In addition, students learn the basics of research. They learn to select and formulate research topics, carry out a historiographical analysis of the topic, search and collect sources, compare and criticize them, compile a scientific reference apparatus, formulate hypotheses, assumptions, ideas, test them, draw up research conclusions and develop recommendations for using the achieved results . As a result, children develop an analytical approach to solving many life problems, the ability to navigate the flow of information, distinguish reliable from falsification, objective from subjective, find relationships between the particular and the general, between the whole and the part, etc.

Traveling around their native land, studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, visual and visual objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about history, culture and nature of their city, learn to understand how the history of their small Motherland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world influence the development of these processes in their hometown and school.

Thus, the knowledge and ideas of children, gleaned from studying the school course of history and social studies, are concretized and expanded, the regional component of educational standards is implemented, that is, the history of Siberia is studied.

My city

- young ecologists - to the city.

Introduction

1.1 Background

historical;

natural science;

Art Gallery;

memorial museum;

technological;

ecological

Museum-exposition (exhibition).

Museum-workshop (studio).

Museum - laboratory.

The museum is a club, the museum is a theater.

The museum is an adaptation center.

Museum - excursion bureau.

Museum - toy library.

Museum Cafe

Museum - fair

Collection of funds;

Fund work;

Creation of a museum exhibition;

Attractiveness

Expressiveness

correspondence with people;

meeting interesting people;

expeditions.

Excursion;

Consultation;

Scientific readings;

Meetings with interesting people;

holidays;

Concerts;

Competitions, quizzes;

Historical games, etc. .

Museum exhibition

Thematic exhibition

Systematic exposure

Monographic exhibition

Ensemble exhibition

3.

2. 4. Conclusion

Applications

Annex 1

from 12.03.03

№ 28-51-181/16

General provisions

Basic Concepts

Museum exhibition;

Functions of the museum

Appendix 2

Conducted at the museum . 1 time per quarter.

1.

2. (September October), excursions for mid-level managers (December, February b) and senior management (April May).

3. 1 time per quarter.

4. Design development "The world through the eyes of eighty." 1 time per month

Project participants:

Objective of the project:

Project objectives:

Project description:

“There is such a profession - to defend the Motherland”

The purpose of the lesson:

Lesson objectives:

During the classes:

"Defender of the Fatherland Day".

"Newspaper "Pravda"

1922. January 27

Preservation of historical and cultural heritage by organizing the work of school museums

Head of the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80: Ivanova Elena Yurievna

Since 1997, the MUK “Museum of the History of the City of Irkutsk” has been holding an annual scientific and practical conference “ My city”, in which schoolchildren studying local history from the Irkutsk region take part.

Within the framework of the conference, meetings of the following sections are held:
- problems of studying and popularizing the cultural and historical heritage of the city of Irkutsk;

Problems of studying and popularizing cultural and historical monuments of Irkutsk;
- problems of studying and popularizing national cultures of the Angara region;
- problems of studying and popularizing the literary heritage of the Angara region
- young ecologists - to the city.

Every year, more than 100 schoolchildren from the cities of Irkutsk, Shelekhov, Angarsk, and villages of the Irkutsk Selo region take part in the conference.

1. It is very important, when talking about the history of the Small Motherland, to talk about “The history of my family in the history of my city”, “The history of my house”, “The history of the street”, “The history of my suburb”, “The history of the school”. The history of the school can be told in the form of exhibitions in the exhibition halls of the school museum.

2. Extracts from the essay “The School Museum as a Form of Educational Work”:

Introduction

Currently, interest in local history has increased, i.e. comprehensive study of the native land in various aspects: natural-geographical, cultural, historical. Many teachers, in their classroom and extracurricular activities, are increasingly turning to the problem of using local history material in order to develop knowledge, skills and value orientations, develop creative abilities, and cultivate respect for the culture and history of their native land. Academician D.S. Likhachev said: “If a person doesn’t like to look at old photographs of his parents at least occasionally, doesn’t value the memory of them... - that means he doesn’t love them. If a person doesn’t like old streets, even poor ones, then he doesn’t have love for his city. If a person is indifferent to the historical monuments of his country, he is, as a rule, indifferent to his country."

Understanding the enormous possibilities of education and “education with history” led to the realization of the active participation of teachers themselves and their students in local history research. The topics of local history research are extensive: family history, family traditions, history of streets, villages, hamlets, graveyards, churches, enterprises, institutions. How to preserve this unique material for contemporaries and descendants, how to use the result of search activity to develop knowledge, skills, and value orientations, how to use it to develop the creative abilities of students, to instill in them respect for the culture and history of their native land? We believe that a school museum is a worthy place for storage, use, popularization, exhibition, and study of the results of search and local history activities. The idea of ​​creating a museum is arrived at in the process of long-term local history work, when the accumulated material requires design, systematization, and placement. How to organize the work of the museum? Museum as a form of educational work. The joint activity of students and the teacher to create a school museum is clothed in certain organizational forms, which in pedagogy are designated as forms of educational work.

1. The museum of an educational institution as a striking phenomenon of national culture and education

1.1 Background

The concept of “museum” was introduced into the cultural use of mankind by the ancient Greeks. The origins of this concept must be sought in the phenomenon of collecting. Already at the dawn of its history, humanity collected and sought to preserve all kinds of objects: literary and scientific texts, zoological and botanical herbariums, artistic paintings, natural rarities, remains of ancient animals. In Russia, museums appeared in the era of Peter I. Opening the first Russian museum in 1917, he defined the goal: “I want people to look and learn.”

By the end of the 18th century, publicly accessible exhibitions were created in Russia with the aim of educating the bulk of visitors. At the end of the 19th century, about 150 museums were created in Russia with publicly accessible exhibitions for the purpose of education (museum of technology, crafts, instruments). In Russia there is actually a museum-educational tradition. The new visual teaching method within the walls of the museum is warmly supported by K.D. Ushinsky, N.A. Corf.

In 1864, a completely new type of museum appeared in St. Petersburg - a pedagogical museum. The basis of his collection was made up of visual aids on public education. At the beginning of the 20th century, in connection with the rise of the local history movement in Russia, the opening of public museums, created on the initiative of the public and operating on a voluntary basis, gained great momentum. Public museums are created at cultural bodies, schools, and enterprises. These are museums of Military Glory, Labor Glory, museums dedicated to the leaders of the Communist Party, which are assigned the status of a political and educational institution. Due to changes in the socio-political and economic life of Russia, these public museums were closed, leaving extensive practical experience in the creation, organization of activities, and structure of public museums. The increased needs of Russian society for the study and preservation of Russian culture, Russian traditions, the history of large and small cities, villages, schools, the destinies of people, families, dynasties contribute to the revival of such a social institution as public museums.

At different periods in the history of our country, children's and school museums experienced ups and downs. Research devoted to the characteristics of school museums, their main functions, and areas of work also experienced ups and downs. Currently, there is a “museum boom” in connection with the search in Russia for a nationally unifying idea that underlies the education of a citizen of the new Russia. Educators and museum experts assign a large role in this search to museums as guardians of the social memory of generations.

The legal basis for the activities of school museums is Letter of the Ministry of Education and Science of the Russian Federation No. 28-51-181/16 dated March 12, 2003. “On the activities of museums of educational institutions”, “Instructions for accounting and storage of museum funds in museums operating on a voluntary basis”, Order of the USSR Ministry of Culture dated March 12, 1988.

In the modern sense, a museum is:

An institution engaged in collecting, studying and exhibiting objects - monuments of history, material and spiritual culture, as well as educational and popularization activities;

A repository of valuables, a research institute and an educational institution at the same time;

A place for information exchange between representatives of various ethnic groups, generations, ages, professions, etc. .

A museum is understood as an institution that collects, stores and displays objects of history and culture.

1.2 Features of the school museum

The term "school museum" is a general one. School museums essentially include all public museums created with the active participation of students.

Those who create the museum are also its main “consumers” or “users”. This distinguishes the school museum from many other museums, including state and departmental ones, which are created by one group of people for others.

1.3 Profiles and genres of school museums

The profile of the museum is the specialization of the museum collection and the activities of the museum. The profile of a school museum depends on the chosen direction of search research activity. Museum experts distinguish the following profiles:

historical;

natural science;

Art Gallery;

memorial museum;

technological;

ecological

On the genres of museums, famous museum experts E.L. Galkin and M.Yu. Yukhnevich include the following:

Museum-exposition (exhibition). The museum's exposition represents a more or less established complex of objects, usually inaccessible for interactive use (closed display cases and cabinets, rigid hanging). The exhibition space is strictly localized and is used primarily for conducting excursions on a specific, rather limited topic. Museum material is used in the educational process mainly as an illustration. In a school setting, such a museum often becomes a fact of prestige; extracurricular, club, and leisure activities are represented minimally.

Museum-workshop (studio). The exhibition space in this museum is built in such a way that it necessarily contains work areas for creative activities. Sometimes such a museum is located in classrooms where technology lessons are taught, or in art workshops. Exhibits can also be dispersed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process.

Museum - laboratory. This genre is very close to the museum-workshop. The difference lies in the nature of the collection on the basis of which the museum operates. These are natural science and technical collections, usually very extensive. Some of them are located in subject rooms. The exhibition space includes research laboratories and equipment.

The museum is a club, the museum is a theater. The exposition of this genre, as a rule, is quite compact and static, and serves as a support for developed forms of club and circle activities. It is organically included in the work of the school theater, becoming the basis for teaching regional studies, studying the culture, customs, and language of a particular people.

The museum is an adaptation center. This is a museum with a clearly identified socio-psychological task - creating an atmosphere of psychologically comfortable communication. Most often, the head of such a museum is a psychologist who works with children from disadvantaged families and adolescents with developmental disabilities. It is important that the work of the museum is carried out according to a specially developed, long-term program that takes into account the specifics of the audience.

We will very briefly try to outline the possibilities of the following three genres, the activities of which are not only of humanitarian significance, but are also directly related to new economic realities, since they can help improve the financial situation of both schools and students.

Museum - excursion bureau. The creation of such a museum is possible on the basis of active local history research in the field of history and culture of a particular area. The accumulated information can become the basis of a school excursion bureau, which develops local history topics and offers this “product” to educational institutions in its area. The creation of such a museum is possible based on the introduction of an elective in “Excursion Guide” into the school curriculum.

Museum - toy library. This is a museum of games and toys, some of which were brought from home, but most of which were made by children. Based on these collections, museum activists and teachers conduct theatrical classes with primary schoolchildren, after-school groups, and also offer on-site performances to nearby kindergartens and schools. A necessary condition for the operation of such a museum is the study of the history of the production and existence of toys.

Museum Cafe It would be most appropriate to organize it in schools or vocational schools where future culinary specialists are trained. It is important to develop this activity so that the culture of cooking is connected with the history, national holidays and customs of a particular people, and museum visitors bring the joy of informal communication to all participants.

Museum - fair simultaneously serves as a shopping and recreational center. He can undertake the sale of any type of product made by students in the workshops of his own or surrounding schools. When organizing trade fairs, outdoor events related to participation in holidays or evenings, schoolchildren have the opportunity to try themselves in such current roles as a commercial agent or marketing specialist. This determines the prospect of creating similar museums in schools focused on teaching similar professions.

When choosing the profile and genre of a school museum, it is necessary to take into account the real needs of a particular school. It seems obvious that the more closely the museum’s profile is connected with the specifics of the school, the more diverse the genres it uses, the more functional and in demand it is, the wider the field of its activities, the numerous assets and the more intense the connection with specialists and the local community. In reality, each school museum is a kind of conglomerate, a synthesis of various profile characteristics and genres.

1.4 Purpose, objectives, prerequisites for creating a school museum

A museum in an educational institution is created “for the purpose of education, training and socialization of students.” The school museum is designed to create a sustainable interest in acquiring new knowledge on the history of the native land, cultivate a desire and readiness for independent study of the history of the native land, and develop skills in research work with local history literature, archival materials, written and oral sources. Only a museum has an emotional, informational impact and can introduce students to the material, cultural, spiritual values ​​of their native land, carry out patriotic education using examples of heroic struggle, exploits, and service to the country.

1.5 Functions of the school museum in three forms:

Collection of funds;

Fund work;

Creation of a museum exhibition;

A museum object is a historical and cultural monument that has been removed from its environment, gone through all stages of scientific processing and included in the museum collection. The main thing for a museum object is its semantic meaning, artistic value or information potential. All museum objects have a number of properties. These are informative, attractive, expressive.

Information content of a museum object- consideration of a museum object as a source of information.

Attractiveness- the ability of an object to attract attention with its external features or its artistic and historical value.

Expressiveness- the expressiveness of the subject, its ability to have an emotional impact.

Representativeness (representativeness) - the uniqueness of an object in relation to similar objects.

All museum objects are divided into three groups:

material (clothing, household items, personal belongings);

fine arts (paintings, sculpture, graphics);

written (documents in all media).

The totality of museum objects constitutes the museum's funds. Collection acquisition is one of the main activities of a museum in an educational institution:

Thematic acquisition is a acquisition method associated with the study of any historical process, event, person, natural phenomenon and the collection of sources of information about them;

Systematic acquisition is a method used to create and replenish collections of similar museum items: dishes, furniture, clothing;

Acquisition “hot on the heels of events” - taking collecting work on site at the time of an event or immediately after it;

Current acquisition - receiving individual museum items from the donor, purchasing, random finds.

Second stage: search and collection work. There are methods of search and research activities:

collection of oral evidence (population survey, questionnaires, interviews);

correspondence with people;

meeting interesting people;

receiving gifts from family collections;

work in libraries, archives;

expeditions.

One of the basic principles of any search and research work is the principle of complexity. Following this principle, young local historians should try to comprehensively explore the topic, strive to connect the events being studied with general historical processes, see their characteristic features, establish the reliability of the information received, and understand the role of individuals in these events. Every local historian must remember the responsibility for the safety of identified and collected historical and cultural monuments: it is important to preserve not only the monument itself, but also the identified information about it and its history.

Also, schoolchildren must comply with legal requirements related to the collection and preservation of historical and cultural monuments, i.e., it is inappropriate to take from the owners those items that the museum does not have the right to store: jewelry, orders, firearms and bladed weapons. It is very important to be able to collect and record the necessary information about those processes that are the topic of search and collection work.

For accounting and scientific description of collected historical and cultural monuments, as well as comprehensive information about them, field documentation and accounting documents are used. These include: “Act of Reception”, “Field Diary”, “Field Inventory”, “Notebook for recording memories and stories”, books for recording museum items (“Inventory Book”).

Museum experts distinguish the following museum forms:

Excursion;

Consultation;

Scientific readings;

Historical and literary evenings;

Meetings with interesting people;

holidays;

Concerts;

Competitions, quizzes;

Historical games, etc. .

1.6 Exposition of the school museum

The individual face of the museum is the exhibition. Museum exhibition- these are museum objects (exhibits) put on display in a certain system. The procedure for organizing work on a museum exhibition was developed in 2004 by the Federal Museum of Vocational Education. The result of the exposure should be the achievement of maximum awareness combined with imagery and emotionality. If you compare a museum to an iceberg, then the exhibition is only that small visible part of it. Therefore, we can say with confidence that creating an exhibition is a complex creative and technological process, which naturally requires an innovative approach, experimentation, and the efforts of a whole team of like-minded people.

Designing an exhibition and performing individual stages of its creation can be represented as follows:

Concept: scientific concept and thematic structure of the exhibition.

Development of an expanded thematic structure; drawing up a thematic and exhibition plan.

Drawing up an art project: preliminary layout of materials.

Execution of technical project; installation of the exposition.

Based on the form of presentation, exhibitions are divided into stationary and temporary, but based on the principles of structural organization of the displayed material, they are divided into thematic, systematic, monographic and ensemble.

Thematic exhibition includes museum objects that explore one theme.

Systematic exposure is an exhibition series created on the basis of homogeneous museum objects, in accordance with a specific scientific discipline.

Monographic exhibition dedicated to a person or group, natural phenomenon or historical event.

Ensemble exhibition involves preserving or recreating an ensemble of museum objects, natural objects in the living environment: “open-air museum”, “peasant hut”.

The choice of one or another form of exhibition, the principles of systematization of exhibition materials depend on the concept of the museum, on the composition of the funds, on the creative imagination of the museum staff.

The subjectivity and clarity of the exhibition, the emotionality of perception help to attract the attention of visitors to individual objects, and through them - the desire to understand the event. This can be achieved using various methodological techniques. These include highlighting the leading exhibits (color, light and background size); the properties of the objects themselves, their different ability to attract attention, should also be taken into account. Nowadays, theatricalization and installation of museum exhibitions have become the most popular.

Schoolchildren's attention weakens when examining monotonous exhibits. At the same time, it is important to take into account the psychological side of perception. First you need to get the children's attention. To do this, the introductory complex must be exciting, promising, and stimulate interest in viewing the exhibition. After 15-20 minutes, when the students’ attention is dulled, they should approach an unusual object or complex that arouses new interest. This is where the most attractive exhibits, unique objects, working models, and slide shows are needed. Such a switch of attention should be caused after 10-15 minutes, given that the inspection of the exhibition lasts no more than 45 minutes. The final final complex should complete the entire topic so that the student has a desire to visit the exhibition several more times and engage in a new search.

To implement the principle of logical connection of all sections of the exhibition, a clear route, clear and concise headings and leading texts are needed. Not only a full-fledged scientific commentary can reveal the information potential of the subject and the content of the exhibition as a whole. This role in a museum exhibition is played by leading, title, explanatory texts and labels, which represent an integral, well-thought-out system that maximizes the disclosure of the content of the exhibition. Each type of text performs its own function:

Leading texts express the ideological orientation of the exhibition, section, theme, hall, thus reflecting the main provisions of the scientific concept of the exhibition;

The title texts reflect the thematic structure of the exhibition; their purpose is to provide a guide to its inspection;

Explanatory texts (annotations) reveal the content of the exhibition, section, topic, reflect the history of the exhibited collections;

A label or annotation is attached to a separate exhibit, it indicates: the name of the item, the manufacturer of the work, the place and time of production, a brief description of the exhibit, technical characteristics, original/copy.

The selection of museum objects is closely related to their grouping. You can group various objects depending on the task at hand. For example, showing related connections between phenomena, reflecting any events, comparing objects, comparing them. One type of comparison is the contrast display method. Thus, in school museums you can find thematic complexes “Our region before and now”, “The past and present of the village”. Grouping of materials can also occur according to a systematic principle. A systematic collection of stones and minerals placed in the exhibition makes it possible to get a clear idea of ​​their importance for the development of the region, to understand the relationship between minerals and their natural grouping. Grouping is also possible according to the principle of combining various objects into logical groups as they were in life, in their inherent environment. This can be the interior of a room with all its characteristic objects, a biogroup with flora and fauna in certain climatic conditions. In museum practice, such groupings are called “ensemble exhibitions”; they use various grouping methods, combining them depending on the task at hand.

The equipment must match the exhibition space in style, size and color. For school museums, we can recommend horizontal and vertical display cases mounted against the wall. Large things are located closer to the center, small ones - closer to the viewer. In vertical cabinets, small exhibits are located at eye level, and larger items are located above and below. Showcases should not occupy the main space and obscure other exhibition complexes.

An exhibit placed on the floor is psychologically perceived as inventory, so it is necessary to place it on a stand.

1.7 Council (asset) of the museum as a self-government body

The public body of self-government of the school museum is the Council (asset) of the museum, which is created to widely involve students and teachers in conscious, purposeful activities to create a museum.

2.1 Organizational principles for creating a museum

Creating a psychological mood: an incendiary story about the upcoming task, dreams of results - opening a museum, publishing a wall newspaper, writing an unusual advertisement.

2.2 Museum of School History in MBOU Secondary School No. 80 in Irkutsk

The initiative group for the creation of this school museum was a local history circle of students, led by the teacher of Russian language and literature of school No. 80 Voytseshko Elena Andreevna (and later Elena Yuryevna Ivanova, teacher of Russian language and literature, teacher of additional education, took the matter into her own hands). As a result of search work, members of the circle collected local history material on the history of the school (photos, personal belongings, memories of graduates, documents). Some of the written and material sources on the history of the school are on display at the stands: “School in the 30s”, “Semyon Afanasyevich Skarednev”, “A Word about Teachers”, “Pioneer Organization at School No. 80 in Irkutsk”, “School Theater ". Part of the collected material is systematized in thematic folders: “School teachers”, “School students”, “History of the literary circle”, “Creative works of students in local history”, “A feat that we will not forget”. Student activists, together with the teacher-organizer, identified problems and outlined ways to solve them:

1. Patriotic education of the younger generation: Currently, the desire for Western culture has become increasingly noticeable among young people. They often do not know enough about their origins, and therefore many representatives of the younger generation treat everything Russian with disdain. Doing local history work arouses in schoolchildren an interest in our origins, in our native land, in the ancestral occupations of our ancestors. By creating an exhibition dedicated to the history of the school, the goal is to acquaint museum visitors with the pages of the history of the school and the city.

2. Popularization of materials accumulated by school teachers. Over the course of several years, the school's teachers have accumulated a lot of interesting material on the history of the school and the city. All this can be successfully used in the educational process, so the material should not be stored in a “far corner”, we need to convey it to people in an accessible way: tell what we heard during the search work, show objects of museum significance found and received from old-timers.

The museum's exposition, objects of museum significance are presented and stored in a room specially designated for this purpose - an office, consisting of three adjacent rooms.

At school, based on the collected material on the history of the city, the school creates research projects, the authors of which are students and teachers. For example, “Outstanding Graduates of School No. 80”, “History of the School Theater”, etc.

Museum lessons, excursions, conversations, quizzes, and class hours are held on the premises of the museum.

In the school museum there is no long-term plan for the acquisition of the museum’s fund, the directions of the museum’s work, but the process of registering museum objects and registration documents is developing; There are basic legal documents regulating the interaction of participants - the creators of the museum (Regulations on the Museum, Regulations on the Council, Charter of the Museum). Therefore, one of the tasks of our research work was the creation of a project for organizing a museum of an educational institution.

3. 3. Model for creating a school museum:

2. 4. Conclusion

A school museum is a worthy place for storage, use, popularization, exhibition, and study of the results of search and local history activities. Creating a school museum is a form of educational work.

2. 5. List of references used:

1. Bordovskaya N.V., Rean A.A. Pedagogy. M., 2001.

2. Zavgorodnyaya O.N. Museum of the history of an educational institution as a result and form of attracting students to search and research activities // Organization of research activities of students in an educational institution. Materials of the first regional correspondence scientific and practical conference and methodological seminar, January 2007. Vologda - Totma, - 2007.

3. Instructions for accounting and storage of museum collections in museums operating on a voluntary basis. Order of the USSR Ministry of Culture dated March 25, 1988. No. 134.

4. How to organize the work of a school local history museum. Methodological recommendations Perm Regional Museum of Local Lore, etc. - Perm, 1980.

5. Karpova O.B. School museum: life in creativity. Methodological recommendations to help organizers of museums in educational institutions. - Vologda, - 2006.

6. Malenkova L.I. Theory and methods of education: Textbook. manual for pedagogical students. Universities and beginning teachers/ educators/ L.I. Malenkova; Edited by P.I. Faggot. - M.: Ped. island of Russia, 2002.

7. Methodological recommendations for the identification, selection and scientific description of monuments of science and technology in museum collections. / State Historical Museum. All-Russian Society for the Protection of Monuments. Comp. Zhegalova S.A., Maistrov L.E. - M., 1981.

8. Mikhailovskaya A.I. Storage and accounting of photographic collections in museums (from the experience of Moscow museums). // Questions of museum affairs. / Research Institute of Local History and Museum Work. - M., 1952.

9. Molchanov V. Photography in museum work. (Photo imitation of the original and photo replica). / proceedings of the Scientific Research Institute of Culture, issue 60, - M., 1977, pp. 131 - 139.

10. Museum studies. Museum of historical profile. - M., 1988.

11. Nagorsky N. Museum pedagogy and museum-pedagogical space // Pedagogy. - 2005. - No. 5.

12. Pedagogy: Textbook. manual for students and teachers. Universities and pedagogical colleges. / ed. Pidkasisty P.I. - M.: RPA, 1995.

13. Podlasy I.P. Pedagogy: Textbook. for universities / I.P. Podlasy. - Book 2 - M.: Vlados, 2004

14. Regulations on the museum of the history of the educational institution, at the State Educational Institution of Secondary Professional Education "Totemsky Pedagogical College", working on a voluntary basis, dated 02/21/2006.

15. Letter of the Ministry of Education of the Russian Federation dated March 12, 2003 No. 28-51-181/16 “On the activities of museums of educational institutions.”

16. Model Regulations on the museum of an educational institution (school museum). From Letter of the Ministry of Education dated March 12, 2003 No. 28 - 51 - 181/16.

17. Prutchenkov A. Museum pedagogy // Education of schoolchildren. - 2002. - No. 5.

18. Smirnova L.M. Three stages of creating a museum // Museum. - 1982. - No. 3.

19. Tumanov V.E. School Museum. - M., 2002.

20. Henkin Ya. From the experience of school museums // Education of schoolchildren. - 2001. - No. 3.

21. Khitkov N.A. School museum, its significance and organization. - Kyiv, 1915.

22. Shmit F.I. Museum work. Exposure issues. - L., 1929.

23. Shcheglova T.K. Methodology for collecting oral historical sources. On Sat. School local history. - M., 1993.

24. Yukhnevich M.Yu. Children's Museum: the past is fulfilled in the present // World of Museum. - 1985. - No. 5.

25. Yukhnevich M.Yu. Children's Museum: past and present // Landmarks of cultural policy. - Information release No. 4. - M., 1997. - (Ministry of Culture of the Russian Federation. Russian Institute for Retraining of Workers of Art, Culture and Tourism. Main Information and Computing Center).

26. Yukhnevich M.Yu. Pedagogical, school and children's museums of pre-revolutionary Russia. Toolkit. - M.: 1990. - (Research Institute of Culture).

Applications

Annex 1

Appendix to the letter from the Ministry of Education of Russia

from 12.03.03

№ 28-51-181/16

SAMPLE REGULATIONS ABOUT THE MUSEUM OF AN EDUCATIONAL INSTITUTION (SCHOOL MUSEUM)

General provisions

School museum (hereinafter - museum) is a general name for museums that are structural divisions of educational institutions of the Russian Federation, regardless of their form of ownership, operating on the basis of the Law of the Russian Federation "On Education", and in terms of accounting and storage of funds - the federal law on the museum fund of the Russian Federation Federation and museums of the Russian Federation.

The museum is organized for the purpose of education, training, development and socialization of students.

The profile and functions of the museum are determined by the objectives of the educational institution.

Basic Concepts

The profile of a museum is the specialization of a museum collection and the activities of a museum, determined by its connection with a specific specialized discipline, field of science or art.

A museum object is a monument of material or spiritual culture, an object of nature, received by a museum and recorded in an inventory book.

A museum collection is a scientifically organized collection of museum objects and scientific auxiliary materials.

Acquisition of museum collections is the activity of a museum in identifying, collecting, recording and scientifically describing museum objects.

The inventory book is the main document for recording museum items.

Exposition - museum objects (exhibits) put on display in a certain system.

Organization and activities of the museum

The organization of a museum in an educational institution is, as a rule, the result of local history, tourism, and excursion work of students and teachers. The museum is being created on the initiative of teachers, students, parents, and the public.

The founders of the museum are the educational institution in which the museum is organized. The founding document of a museum is an order on its organization, issued by the head of the educational institution in which the museum is located.

The activities of the museum are regulated by the charter (regulations) approved by the head of the educational institution.

Mandatory conditions for creating a museum:

Museum activists from among students and teachers;

Museum items collected and registered in the inventory book;

Premises and equipment for storing and exhibiting museum objects;

Museum exhibition;

charter (regulations) approved by the head of this educational institution.

Accounting and registration of museums are carried out in accordance with current rules.

Functions of the museum

The main functions of the museum are:

documenting the history, culture and nature of the native land, Russia by identifying, collecting, studying and storing museum objects;

implementation by museum means of activities for education, training, development, socialization of students;

organization of cultural, educational, methodological, informational and other activities permitted by law;

development of children's self-government.

Accounting and ensuring the safety of museum funds

Accounting for museum objects in the museum’s collection is carried out separately for the main and scientific-auxiliary funds:

Accounting of museum items from the main fund (genuine monuments of material and spiritual culture, natural objects) is carried out in the museum’s inventory book;

Accounting for scientific and auxiliary materials (copies, models, diagrams, etc.) is carried out in the book of accounting for scientific and auxiliary funds.

The head of the educational institution is responsible for the safety of the museum’s funds.

Storage in museums of explosive, radioactive and other items that threaten the life and safety of people is strictly prohibited.

The storage of firearms and bladed weapons, items made of precious materials and stones is carried out in accordance with current legislation.

Items whose safety cannot be ensured by the museum must be deposited in the nearest or specialized museum or archive.

Management of museum activities

The general management of the museum’s activities is carried out by the head of the educational institution.

Direct management of the practical activities of the museum is carried out by the head of the museum, appointed by order of the educational institution.

The current work of the museum is carried out by the museum council.

In order to assist the museum, a council of assistance or a board of trustees can be organized.

Reorganization (liquidation) of the museum

The issue of reorganization (liquidation) of the museum, as well as the fate of its collections, is decided by the founder in agreement with the higher education authority.

Appendix 2

School Museum Inventory Book

Work plan for the school museum in collaboration with the school newspaper and IGDO in the 2013-2014 school year.

Head of direction: Ivanova Elena Yurievna

To successfully master knowledge and skills, the student must use creative methods in teaching (V.I. Andreev, P.R. Atutov, N.I. Babkin, Yu.K. Vasilyev, V.A. Polyakov, V.D. Simonenko and etc.). In order to develop in students the necessary qualities in the learning process, methods related to the search, research nature of acquiring knowledge should be more widely used, and this is one of the main tasks of the research that a student conducts in a museum.

One of the methods that allows you to implement an activity-based approach to learning is the project method. which contributes to the formation of responsible and creatively active students who consciously expand the scope of their own knowledge, skills and abilities, continuously engaged in research work in museums of educational institutions, including school museums.

In this regard, to implement the project method in search work, we proceeded from the following:

– the inclusion of the project method creates conditions for improving the student’s knowledge;

– research organized using the project method will promote the development of activity, independence, and initiative of students;

– implementation of a project in the process of research activities gives the student practice in carrying out a creative project;

– the project method integrates teaching, educational, and developmental aspects of learning.

The project method (from the Greek “path of research”) is a teaching system, a flexible model of process organization, focused on the creative self-realization of the student’s developing personality, the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services under the supervision of a teacher. , possessing subjective or objective novelty, having practical significance.

Based on the above, the main method of work of the school museum in collaboration with the school newspaper and the IGDO “Future of the Angara Region” (hereinafter referred to as the Commonwealth) will be the method of project activities.

It is planned to create on the basis of the Commonwealth an asset consisting of schoolchildren, teachers, and students, which will implement the following types of projects during the year:

Conducted at the museum themed creative evenings of author's songs with the participation of invited guests - bards. From the very beginning of the development of the school museum, musical evenings were held within its walls. Today the museum has its own extensive photo archive with photographs of concerts of these events. Currently, one of the areas of work of the school museum is teaching the guitar and organizing regular concert programs for school teachers, students, and parents. Moreover, the head of the music club is a member of the museum’s activists - a graduate of the Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80 Stanislav Yarushchenkov. Today there are 12 students studying under his leadership. All of them successfully master famous original songs, thereby connecting generations, and history seems to come to life under the strings of their guitars. The museum activists decided that starting from the 2013–2014 academic year, the activities of this association will also be carried out as part of the implementation of projects. The nearest project is the organization of themed evenings in the museum dedicated to the celebration of memorable dates for the history of the school, the Angara region, Russia . 1 time per quarter.

1. Project “Give a smile to children.” Establishing joint activities with children from boarding school No. 3 in Irkutsk, holding joint events, as well as with Irkutsk regional public organization of disabled children “Nadezhda”, which is located next to the school - on Kasyanova Street. Once a month – meetings (once every 2 weeks – schoolchildren visit the organization).

2. Conducting excursions for primary schools (September October), excursions for mid-level managers (December, February b) and senior management (April May).

3. “There is such a profession - to defend the Motherland”. Excursions to museums of the city and region with members of the museum group in order to collect information and design new stands in the school museum of school No. 80. With the participation of the Council of Veterans of the Sverdlovsk region. For example, a field trip with 6th grade students to the A.P. Beloborodov Museum, the regional museum of local lore, etc. 1 time per quarter.

4. Design development "The world through the eyes of eighty." The main goal of this project: the development, on the basis of the school museum, of a local history and tourism association, the tasks of which would include organizing hikes, expeditions to memorable, historical or simply beautiful places in the Angara region, maintaining a photo archive and diary entries, which would ultimately become the basis for creating a local history corner in the school museum with a changing exhibition, conducting classroom hours and open lessons for primary schools. Ideally: creating short documentaries about the Irkutsk region on the basis of the school museum, which would make up the collection of the school museum, holding regular tourist gatherings with school students and representatives of the Commonwealth, organizing hikes with the subsequent design of information stands. 1 time per month

Project name: “Give a smile to children!”

Project participants: head of the school museum of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, active members of the school museum, students of school No. 80, parents, school teachers, pupils of orphanage No. 5 of Irkutsk.

Objective of the project: Development of cooperation between the School Museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80 with the Irkutsk city children's public organization "Future of the Angara Region" and orphanages in Irkutsk, the creation of a strong platform for educating the civic position of students with a priority in respectful attitude towards all segments of the population of the Russian Federation, sensitive attitude to those in need, in the ability to extend a helping hand to those who need this help.

Project objectives:

1) Conducting a school-wide campaign to collect toys and things that can be donated to an orphanage, restoration, and the formation of a fund for purchasing gifts for children.

2) Master class on making toys with your own hands - angels.

3) Drawing up and rehearsing a congratulatory program for children from orphanages.

4) A trip to an orphanage, a performance, holding games, drinking tea (during the school year - by agreement, timed to coincide with holidays or at the request of the museum’s activists).

4) Inviting children from the orphanage on an excursion to the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80, sightseeing tour, keeping a diary of wishes, tea party, exchange of impressions (by agreement during the school year).

Project description:

1) Studying the statistics “Abandoned Children” - comparing data on how many children live in orphanages today and how many adult working people in the Russian Federation today - an asset of the museum, interested school students involved.

2) Conducting a survey around the school - how students and teachers feel about the problem of abandoned children and how they advise solving this problem. What can each of us do to ensure that this problem is gradually resolved? Collection of data in the school museum archive. Until the end of the school year - placement of material in the school newspaper "School Time" with a conclusion, creation of a corner in the museum "Parents and Children" - an asset of the museum, students.

3) Meeting with a representative of orphanage No. 5 on the street. Bezbokova, agreement to organize a joint event at the end of December 2012 - head of the museum, class teachers.

4) Conducting a conversation on the topic “Children and Parents” - what a blessing it is to have parents and how spiritually deprived those children who live in orphanages are, because there are not many teachers, and not every teacher can replace real parental participation. Therefore, these children especially need the support and friendly participation of every concerned citizen of the Russian Federation - class teachers.

4) Carrying out a school-wide campaign to collect toys and things that can be donated to an orphanage, restoration, formation of a fund for purchasing gifts for children - class teachers.

3) Master class on making toys with your own hands - angels - an asset of the museum, head of the school museum.

4) Drawing up and rehearsing a congratulatory program for children from orphanages is an asset of the museum.

5) A trip to an orphanage, a performance, holding games, tea drinking (during the school year - by agreement, timed to coincide with holidays or at the request of the museum’s activists) museum activists, participants in the concert program, the head of the museum, class teachers.

6) Discussion at a meeting of participants in the school museum about the action carried out - identifying the pros and cons, developing a further program of cooperation (after trips and concert programs) - an asset of the museum.

7) Inviting children from an orphanage on an excursion to the school museum of Irkutsk Secondary School No. 80, a sightseeing tour, keeping a diary of wishes, tea, sharing impressions (by agreement during the school year) is an asset of the museum.

8) Development and formation of a museum corner “Parents and Children” - the idea is to be submitted to a project competition among school students, the winner designs the corner according to his project. Keeping a diary of the community (appoint a person in charge from among the museum’s assets) - a museum asset, the head of the school museum.

Plan - lesson summary (as part of the implementation of the project of the school museum of the Irkutsk Municipal Budget Educational Institution Secondary School No. 80 “There is such a profession - to defend the Motherland”).

Brief summary of the entire project “There is such a profession - to defend the Motherland”: Preparation of museum assets for the celebration of Defender of the Fatherland Day should begin long before the most memorable date. The school museum traditionally hosts excursions for middle management, during which the head of the museum, as well as representatives of the museum staff and guides talk about the history of the school, the first school days, the opening and founders of the school museum itself. Of course, most of the excursion is occupied by the story of how school graduates fought for our Motherland. In the museum, an entire stand is dedicated to Semyon Afonasievich Skarednev - whose name school No. 80 is named after. Most of the conversation is dedicated to him. The guys - guides read letters from the front and everyone present is imbued with a sense of pride in their distant and at the same time very close “schoolmate”.

In addition to excursions, the school museum also hosts classroom hours dedicated to the celebration of Defender of the Fatherland Day. One of the cool watches - called “There is such a profession - to defend the Motherland” For the parallel of 6th grades we will present in this development.

The purpose of the lesson: Tell about the history of the appearance of the memorable date “Defender of the Fatherland Day”, about the exploits of heroes - graduates of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, strengthen the feeling of patriotism and love for one’s level.

Lesson objectives:

1) Provide information in the form of a photo presentation and voice-over commentary about the appearance of the memorable date “Defender of the Fatherland Day”,

2) Conduct a conversation on the topic “Defender of the Fatherland is a profession or way of life”,

3) Students read poems on a military theme;

4) Show the presentation “Semyon Skarednev – graduate of school No. 80. Semyon’s feat.”

5) Students read excerpts from Semyon Skarednev’s letter home from the front,

6) Closing remarks from a veteran of the Great Patriotic War invited to the event.

7) Questions from students to the veteran about his life, about participation in the war, about comradeship, about his attitude towards the Russian army.

During the classes:

1. Opening speech by the head of the museum, class teachers. How the holiday came about.

In Russia, until 1917, traditionally the Day of the Russian Army was considered the holiday of May 6 - the Day of St. George, the Patron of Russian soldiers. Since the beginning of the 90s, this holiday has been celebrated annually in Russia by the Russian Orthodox Church and military-patriotic, Cossack and public associations. On this Day, soldiers of the Russian Army participated in parades, on this day they were awarded St. George’s Crosses and other awards, Banners were presented and consecrated, and at the end they visited churches and commemorated all the soldiers who died for Russia.”

On February 23, 1918, the Soviet government began forming the first detachments of the Red Army. At this time, Russia was at war with Germany.

The newspapers wrote: “The young detachments of the new army - the army of the revolutionary people - heroically repelled the onslaught of a German predator armed to the teeth. Near Narva and Pskov, the German occupiers were given a decisive rebuff. The day of repulse to the troops of German imperialism - February 23 - became the birthday of the young Red Army."

The official name of the holiday at that time was: " Victory Day of the Red Army over the Kaiser’s troops in Germany, 1918.” And today (since 1993) the holiday is called "Defender of the Fatherland Day".

“The newspaper Pravda reported on February 23, 1918:

The holiday began to be called Red Army Day. And soon he was forgotten. Hunger and devastation reigned in the country. The celebration of the “red” day was resumed in 1922. On January 27 of this year, a decree of the Presidium of the All-Russian Central Executive Committee on the 4th anniversary of the Red Army was published, which stated:

In accordance with the resolution of the IX All-Russian Congress of Soviets on the Red Army, the Presidium of the All-Russian Central Executive Committee draws the attention of the executive committees to the upcoming anniversary of the creation of the Red Army (February 23)

2. Questions on the topic “Defender of the Fatherland - is it a profession or a way of life”: What is DEBT? What do you mean by the concept of “debt to the Fatherland”? Why do many people today not want to join the army? But still, there are guys who serve with success and dignity and, when they come home, remember only good things about the army. What do you think allows some people to be strong and others to be weak? Is the profession of “defending the homeland” considered prestigious today? What problems exist in the modern army? And you yourself would like to join the army, why? How can you prepare for the army (boys) today? Can girls serve in the army? Remember the cases when women in war performed feats and worthily defended their people and their loved ones?

3. Poems by Alexander Tvardovsky, Jack Altauzen “The Motherland Was Looking at Me”, Yulia Drunina “You Must!”, Konstantin Simonov “Motherland”.

4. A story about the feat of Semyon Afanasyevich Skarednev (based on a presentation made using materials from the school museum), reading excerpts from Semyon’s letter home.

5. Conversation with a veteran of the Great Patriotic War.

Planned activities carried out on the basis of the lesson - class hour:

1) Preparation of a photo report for the archive of the school museum of the Municipal Budgetary Educational Institution of Irkutsk Secondary School No. 80,

2) Discussion of the event at the school museum activist council with the participation of class teachers of school No. 80 and invited veterans of the Great Patriotic War,

3) Development of the next event for the project “There is such a profession - to defend the Motherland”: a trip with 6th grade students to the village. Baklashes on an excursion to the A.P. Beloborodov Museum. This excursion was carried out with the support of the Council of Veterans of the Sverdlovsk District and the administration of Irkutsk, which provided a bus. During the excursion, students of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80 learned about the life of the outstanding commander Afonasy Pavlantievich Beloborodov. It was decided to create a corner in the museum dedicated to Beloborodov from March to May 2013.

The following took part in the project “There is such a profession – to defend the Motherland”: head of the school museum of Irkutsk Municipal Budgetary Educational Institution Secondary School No. 80, active members of the school museum, students of school No. 80, teachers and the Council of Veterans of the Sverdlovsk District.

Project “School Museum” Composition of the creative group for the project: 1. Mayorova O.A. – history teacher 2. Blokhina Svetlana – 6th grade student. 3. Elena Knyazeva - 6th grade student. 4. Igor Konkov - 6th grade student. 5. Elena Pashkina - 6th grade student. 6. Svetlana Puchkova - 6th grade student. 7. Ivan Ruchkin - 6th grade student. Creative Group

Project “School Museum” Organize a meeting. Introduction to the concept of “project”, “project activity”. Determining the topic of the project Drawing up a group work plan. Identifying the problem, setting goals and objectives of the project. Collecting information on the topic Primary processing of the information received Visiting the Voznesensky Museum of History and Local Lore Interim results of the project. Determining the structure of the school museum organization Collecting materials of historical value for the school local history museum. Description of the history of the collected materials Design of a presentation on the project. Summing up the results of the work Drawing up cost estimates for the creation of a school local history museum. Museum layout Main activities

Project “School Museum” The main goal of the school museum: To form in students a feeling of love for their native land and its past; The objectives of the museum are: to study the history and culture of the native land; introduce Russian national traditions and customs, and the interesting destinies of fellow villagers. The museum's areas of work include: Local history and search: search, processing, preservation of materials and information on the history and culture of the native land; Research: preparation and conduct of search expeditions in the environs of the native land; Excursion and educational: the use of collected data and exhibits in the educational work of the school; Information and publishing: development of lectures, scripts, methods; Methodological: creation of lecture groups according to sections, exhibitions and themes of the museum; Editorial work

Project “School Museum” Questionnaire Dear survey participant! Our creative team is working on the theme “School Museum”. We are very interested in your opinion on the following questions: Full name.____________________________________ 1. Does the school need a museum? 2. What direction should a school museum take: a). local history; b). Museum of Education; V). historical Museum; G). other ______________. 3. Would you like information about you to be kept in the school museum? 4. Are you ready to help find museum exhibits for the school museum? Please indicate what your specific assistance will be: a). photographs, photo albums; b). documentation; V). materials on the history of education; G). household items; d). other_________________. Thank you for your cooperation! Sociological survey

Yu.B. Yakhno

SCHOOL MUSEUM AS A COMPONENT OF AN OPEN EDUCATIONAL SPACE

The methodological manual is intended for directors of school museums, deputy directors for educational work, history teachers and organizers of school museums.

We are entering the future
Looking back

P. Valerie

The relevance of the topic is determined by the modern socio-economic and educational reform of the school, its significance in the revival and development of spiritual and moral values, the need to form high moral and ethical principles in students, preparing young people for active participation in the development of civil society and Russian statehood. The role and importance of school museums is increasing due to the need to implement state and regional programs for the patriotic education of youth.
The scientific novelty of the work lies in a detailed analysis of the main functions, content of the forms and methods of operation of the school museum. The author covers a wide range of problems of improving the educational process, integrated into the complex of museum work aimed at developing students' creative abilities, analytical thinking, individualization in the study of the school curriculum in close connection with practice and the determination of professional interest.
The textbook reveals and consistently presents specific scientific and methodological instructions on the methodology for creating a school museum, its name, main functions, organization and design of thematic exhibitions. The experience of the museum of Municipal Educational Institution Secondary School No. 29 and its Council is shown in detail, using specific examples. The forms of participation of schoolchildren in the work of the museum, ways of cooperation with other museums and cultural institutions are considered.
The use of materials on organizational and educational events in the content, including scientific and practical conferences on the role of Siberian divisions and the Siberian rear in the Great Patriotic War, brings the document to life. The methodological manual was written based on the use of a significant amount of literary sources and their critical analysis, which allowed the author to draw reasoned, objective conclusions about the state of museum affairs in modern schools.
The methodological manual can be used by heads of school museums to improve the organizational and scientific and methodological level of museum affairs.

Eingorn I.D., Doctor of Historical Sciences, Professor of the Siberian Academy of Public Administration

The purpose of the school museum

The purpose of the creation and operation of the school museum is to fully promote the development of communication competencies, research skills of students, support of children's creative abilities, formation of interest in national culture and respect for the moral values ​​of past generations. The museum should become not just a special classroom for a school, but one of the educational centers of an open educational space.
The purpose of museum activities is to develop a sense of responsibility for the preservation of natural resources, the artistic culture of the region, pride in one’s Fatherland, school, family, i.e. feelings of belonging to the past and present of the small Motherland.
The school museum, being part of the open educational space, is called upon to be the coordinator of the military-patriotic activities of the educational institution, the connecting thread between the school and other cultural institutions and public organizations.

Objectives of the school museum

One of the main objectives of the museum is to cultivate the patriotic consciousness of schoolchildren. As you know, the museum provides a link between times. It gives us a unique opportunity to make our allies in organizing the educational process of the generation of those who lived before us, to take advantage of their experience in the field of science, culture, and education. The past does not disappear without a trace, it makes its way into the present, leaving thousands of evidence of its existence in the form of monuments of material and spiritual culture, which are stored and promoted by museums.
The core of any museum is history. This could be the history of a family, a school, an individual graduate, or a teacher. Each of such evidence reflects some piece of history. From such fragments the history of human society is ultimately formed.

Fundamental to museum theory and practice is the principle of historicism. This principle presupposes the observance of three most important conditions: consideration of phenomena and objects in their interrelation; assessment of phenomena and objects from the point of view of their place in the general historical, civilizational process; the study of history in the light of modern times.
The constant increase in the flow of information requires such an organization of the cognitive process in which students, in parallel with mastering a certain stock of knowledge, satisfy the need for independent “writing” of history.

The museum has enormous educational potential, as it preserves and exhibits authentic historical documents. Effective use of this potential to educate students in the spirit of patriotism, civic consciousness, and high morality is one of the most important tasks of the school museum.
The participation of children in search and collecting work, studying and describing museum objects, creating an exhibition, conducting excursions, evenings, and conferences helps fill their leisure time. In the process of research activities, students master various techniques and skills of local history and museum professional activities, and in the course of local history research, the basics of many scientific disciplines not covered by the school curriculum. Depending on the profile topic of the school museum, children become familiar with the basic concepts and methods of genealogy, archaeology, source studies, ethnography, museology, etc.
In addition, students learn the basics of research. They learn to select and formulate research topics, carry out a historiographical analysis of the topic, search and collect sources, compare and criticize them, compile a scientific reference apparatus, formulate hypotheses, assumptions, ideas, test them, draw up research conclusions and develop recommendations for using the achieved results . As a result, children develop an analytical approach to solving many life problems, the ability to navigate the flow of information, distinguish reliable from falsification, objective from subjective, find relationships between the particular and the general, between the whole and the part, etc.
Traveling around their native land, studying historical and cultural monuments, natural objects, talking with participants and eyewitnesses of the events being studied, getting acquainted with documentary, visual and visual objects of heritage in their environment, in museums and archives, students receive more specific and imaginative ideas about history, culture and nature of their city, learn to understand how the history of their small Motherland is connected with the history of Russia, how various historical, political and socio-economic processes occurring in the state and in the world influence the development of these processes in their hometown and school.

Thus, the knowledge and ideas of children, gleaned from studying the school course of history and social studies, are concretized and expanded, the regional component of educational standards is implemented, that is, the history of Siberia is studied.

Signs of a school museum

The school museum is a unique museum institution, since it carries out, to the best of its ability, search and collection work, exhibiting and promoting existing collections in accordance with the educational objectives of the school.

The school museum has a number of features:
1. The main feature of any museum, including a school one, is the presence of a fund of authentic materials that represent primary sources of information about the history of society. These objects and documents form the basis of the museum.
2. Each museum assumes the presence of an exhibition. Museum exhibition materials must reveal the content of the chosen topic with sufficient completeness and depth. The exhibition materials are exhibited in a certain system - in accordance with the logic of the museum sections.
3. The museum has the necessary premises and equipment to ensure storage and display of the collected collections.
4. A prerequisite for the functioning of a school museum is a permanent asset of students - the Museum Council, who are able to conduct systematic search and research work under the guidance of teachers, participate in the acquisition, accounting and storage of funds, in the display and promotion of collected materials.
5. Elements of social partnership should be traced in the activities of the museum.

Only if all these signs are present can we say that the school has a museum.

The educational activities of the school museum are also specific. If in state and in most non-state institutions of this type museum activities are carried out by a staff of specialists, then the activities of the school museum are organized differently. It is implemented through various forms of exhibition and mass educational work and aims to transfer knowledge to museum visitors and ideologically and morally influence them through personal participation in the work of the museum. The main difference between the educational effect in the activities of a school museum and a state museum is that the child acts here not as a consumer of the product of museum activity, but as its active creator. By participating in search and collection work, students are constantly in contact with the history of the school and city, regardless of what topic they are studying.
The phenomenon of a school museum is that its educational influence on children is most effectively manifested in the process of their participation in the implementation of various areas of museum activity.

Social functions of the school museum

The school museum has an almost unlimited potential for educational impact on the minds and souls of children and adolescents. Participation in search and collection work, meetings with interesting people, and acquaintance with historical facts help students learn the history and problems of their native land from the inside, understand how much effort and soul their ancestors invested in the economy and culture of the region, of which the family and school are part. This fosters respect for the memory of past generations, a careful attitude towards cultural and natural heritage, without which it is impossible to cultivate patriotism and love for one’s Fatherland, for one’s small Motherland.
The school museum gives children the opportunity to try their hand at various types of scientific, technical and social activities. By participating in local history hikes and expeditions, schoolchildren receive physical training and learn to live in autonomous conditions. They acquire many practical skills in the process of supporting the scientific research activities of the museum. These are search skills, the ability to describe and classify historical sources, restore historical documents, compare facts, etc.
A school museum is a complex organism. Its viability depends entirely on the coordinated creative work of a team of teachers and students. Museum and local history work is a kind of social sieve, during which children learn the importance of collective activity, learn to choose and criticize their leaders, argue reasonedly, manage their area of ​​​​work and be responsible for their actions and decisions. The school museum allows you to rehearse social roles; the student has the opportunity to act alternately as both a leader and a performer. Working as part of the School Museum Council, which is a student co-government body, instills in participants management skills and fosters a sense of involvement with current events.<…>

The function of documenting social phenomena is implemented during the selection and compilation of documents in the school museum. Its implementation is served by the search and study of significant monuments of the history of the school. The documenting function is carried out in three forms: acquisition of funds, direct collection work, creation of exhibitions. An important direction for a school museum to implement such a function can be documenting the history of the school in which the museum operates, namely documenting the most interesting and significant events taking place within its walls. Thus, a school museum can take on the “chronicle function,” which is something that almost no government institution purposefully does. By creating a chronicle of the school, the school museum eliminates the “blank spots” in its history.
The storage function is implemented in the process of recording, storing descriptions, and restoring collected documents and objects. The research function is carried out on the basis of searching and studying historical originals.

Mastering the basics of museum affairs, becoming familiar with the specifics of various professions, crafts, and folk arts in the process of local history research have a certain impact on the professional orientation of students. Many teachers - heads of school museums and other local history associations note a high percentage of students involved in museum activities choosing professions of a humanitarian nature: pedagogy, museum, archival, library science, etc. Often students who have been involved in military-historical local history research become professional military men, firefighters, law enforcement officers, etc.

School Museum Profile

The profile of a museum is the specialization of the collection and activities of the museum, determined by its connection with specific science, technology, production, as well as with their industries and disciplines, with various types of art and culture. The profile of a museum is the most important category in the classification of museums. Museums are divided into the following main profile groups: natural sciences, historical, literary, artistic, musical, theatrical, technical, agricultural, etc. The connection with the complex of sciences determines the existence of museums with a complex profile, a typical example of which are local history museums.
A specific feature of school museums, at least the vast majority of them, is the local history nature of the implementation of the documenting function, i.e. they study mainly events and phenomena related to the history and nature of their native land. We can say that local history is a science that studies the development of nature and society of a certain region through the efforts of its inhabitants. Consequently, local history is a methodological technique for understanding the patterns of development of nature and society through the specifics of one’s region.

School historical museums may not study the history of their region from ancient times, but may be dedicated to some historical and local history problem of the region, or to a specific historical period or even a separate event. Therefore, school historical museums can include both museums studying the history of the city and museums studying the history of the school.
A school literary museum can study the life and work of not only famous writers who were born and lived in a given area, but also those local writers who have not received public recognition, perhaps never even been published. One of the possible directions of local history research in a school literary museum may be the identification of persons, as well as natural, historical and technical objects that are described in literary works.
Similar recommendations for organizing activities can be applied to school museums of other profiles: art, music, theater, etc. Therefore, for example, the activities of a school music museum may be devoted to collecting materials about local musical creativity: folk instruments, songs, dances, ditties, etc.

A special typological group consists of monographic museums. They are devoted to a comprehensive study of any object, phenomenon or specific person. For example, a bread museum, a book museum, etc. Monographic museums include military history museums dedicated to specific military formations or military events: the museum of Panfilov heroes, the museum of home front workers, etc.
Monographic museums include memorial museums created in memory of an outstanding event or person, located at a memorial site or in a memorial building (estate museum, house museum, apartment museum, etc.). In order to comply with the principle of historicism, it is advisable to create a memorial museum only in the place, building, room in which the event occurred or the person lived. A type of monographic museum are historical and biographical museums, where original things that belonged to the person being studied can be stored. These museums play an important role in identifying and clarifying various facts of the biography of their hero, in popularizing his life and activities among students.
The choice of a museum's profile essentially determines the goals and methods for implementing its documenting function and forms the basis of the museum's concept.
At the same time, one should not perceive the profile of a museum, especially a school one, as some kind of rigid structure, beyond which one cannot go. The specificity of school museums is that, created in the process of creativity of children and teachers, they are free from strict control by government bodies and can correspond to a certain profile only partially, combine several profiles, or change the profile as the museum develops.

Principles of operation of a school museum

The current practice of museum affairs has revealed the need to adhere to the following principles in this type of activity.
Systematic connection with lessons, with the entire educational process.
Conducting scientific and educational research, including local history as the basis for the development and activities of the school museum.
The use in the educational process of various techniques and forms of educational and extracurricular work: museum lessons, school lectures, seminars, scientific and practical conferences, research and project activities, patronage assistance to veterans, etc.
Reliance of museum activities on subject clubs and electives, elective courses.
Independence and creative initiative of students, which is the most important factor in the creation and life of a museum.
Assistance to the head of the museum, the Museum Council from the teaching staff, veterans of teaching work.
Communication with the public, with war and labor veterans, veterans of local wars, veterans of teaching work.
Ensuring the unity of cognitive and emotional principles in the content of exhibitions, excursions, and in all museum activities.
Strict accounting, proper storage and display of collected materials.
Organization of permanent relations with state museums and archives, their scientific and methodological assistance to school museums.

School museum funds

Museum funds are a historically established scientifically organized collection of museum objects belonging to a given museum and scientific and auxiliary material necessary for their study and exhibition. The funds are one of the main results of the museum’s research work and the basis for all its activities.
Museum funds consist of two parts - the main fund and the fund of scientific and auxiliary materials.
The main fund is a collection of museum objects corresponding to the profile of the museum. The collection of museum objects is classified primarily according to the main types of museum sources.
The fund of scientific and auxiliary material contains reproductions of originals - copies, layouts, models, dummies, casts, etc., as well as visual material specially created, mainly for the needs of the exhibition - maps, plans, diagrams, diagrams, tables, etc. d.
Material sources are extremely diverse. These include tools, raw materials and production products - weapons and military equipment: banners, orders, numismatic material; household items - clothing, utensils, furniture, etc.; objects of decorative and applied art, etc.
A special place among material sources is occupied by objects of memorial significance associated with major historical events, the life and work of outstanding people, one way or another connected with the history of the school.

Visual sources include works of art - paintings, graphics, engravings, drawings, sculpture, etc., made in various genres and using various techniques. The next group of monuments from the main fund consists of visual sources. They are usually divided into documentary visual materials and works of fine art. A fairly large part of the visual sources in school museums consists of photographs, especially if these are museums with a socio-political orientation. Filmed at different times and by different people, they tell about the events of the past, about the people who took part in them - about students of past years, teachers.
Written sources contain handwritten and printed documents - memoirs, manuscripts, legislative acts, leaflets, letters, books, periodicals, etc.
Until recently, collections of phono sources were formed in museums, recording historical, socio-political, and cultural events.

In modern museums, including school ones, media libraries are created, the main purpose of which is to duplicate the original historical documents stored in the museum collections.
The main fund includes copies of books, magazines and newspapers if they represent primary sources of information on the subject of the museum - books, brochures, magazines, newspaper issues in which material about the school is published.
The main fund should also include books and other mass publications, if they have the sign of memorialization, textbooks used by students of previous years, books with autographs, dedicatory inscriptions, etc.

The main fund includes leaflets, announcements, invitation cards, various documents issued by official institutions and public organizations: identity cards, pay and work books, certificates of education, diplomas, certificates, etc.
In large museums, museum catalogs are created - lists of stock items, as well as various classifiers - alphabetical, nominal, thematic, industry, etc. Card indexes are attached to them. But school museums are small museums. School museums may have simplified museum catalogues, since they are unable to create such information and retrieval tools, and their funds are insignificant.
Museums, as a rule, have a number of card catalogs (card files), in which museum objects are systematized according to a variety of criteria. Most often, museums have thematic card indexes or personalized card indexes, which help to navigate through the material associated with specific figures, as well as chronological, geographical and other card indexes.

On the basis of museum funds, permanent exhibitions and exhibitions of the museum are built. A group of interrelated objects - written, visual and other sources that reveal the essence of a specific fact, phenomenon, event - is called an exhibition complex.
It is possible to create a school museum and ensure that it fulfills its educational, educational and monument-protection functions only under the conditions of sufficiently serious scientific training of teachers and school museum activists, a deep understanding of the goals and methods of searching, collecting, recording, scientific description and use of heritage objects - museums. items.

The basis of the activities of any museum is the museum object. It is the object of acquisition, scientific study and description, and use in display, exhibition, educational and other forms of museum activities.
The main function of a museum object is to be a source of information about those processes, events and phenomena with which this object was associated,
In modern museology, a museum object is defined as a monument of history and culture, removed from its environment, gone through all stages of scientific processing and included in the museum collection due to its ability to characterize the history and culture of a particular society. A museum object is an integral part of the national cultural heritage; it acts in the museum as a source of knowledge and emotional impact and as a means of education. To characterize a museum object, its general properties and specific features are considered, and its scientific, memorial, historical and artistic value is established.
Museum objects enter the museum in various ways: they can be found by an expedition, transferred by a donor, or purchased from the owner. Many objects, before museum specialists or local historians become interested in them, are not historical and cultural monuments - they are ordinary material objects and are used for their intended purpose: they work with tools, wear clothes, read books, listen to the radio, etc. In other words, each item, after it has been made, performs its utilitarian function until it loses it, breaks or is replaced by a new one. Items that are no longer in use are most often destroyed. However, some objects are preserved and, for various reasons, acquire the significance of historical and cultural monuments, a heritage site. These include not only archaeological monuments, but also a variety of household items from different eras, including modern items that have survived in limited quantities. Such objects are often called rarities, that is, rare objects, which gives grounds to classify them as monuments of material culture.
Almost every family has things that are kept especially carefully, because they remind of some relative or important event. Such items are usually called relics.
Rarities and relics are most often material objects that have lost their functional meaning and acquired the meaning of symbols and memorial signs. Such items are often of interest to local historians and other specialists due to their uniqueness.
Some items are specifically created to serve as symbols, such as banners, awards, identification cards, etc.
Rare and relic items are always unique because they exist in one or a very limited number of copies.

Local historians and members of the school museum may be interested not only in rarities and relics, but also in the most ordinary, fairly widespread objects, if they are in any way connected with the event or phenomenon being studied. These could be school equipment - old maps, globes, encyclopedias. These may be items necessary in the daily educational activities of previous years - pens, inkwells, notebooks, diaries. These can be items related to significant school-wide events and phenomena - almanacs, banners, cups, medals, valuable gifts.
The specificity of the museological study of events and phenomena of the past and present lies in the fact that museum specialists strive to identify and collect objects with the help of which they can, as it were, reconstruct the event being studied, visually present it with the help of those things that were witnesses or even participants in the event.
Of course, the objects themselves, if they are not written documents, sound recordings, films, photographs, etc., can tell us little about the event, but their belonging, involvement in a specific historical episode, recorded in museum documentation, makes these objects artifacts history - historical sources.

From some events, especially if they occurred relatively recently, quite a lot of different types of objects remain (material, visual, documentary), which can be used as museum items. Then a problem arises for local historians: which objects are appropriate to select first, how to present the event most fully and comprehensively, using the least number of objects. The storage space for school museum collections is not unlimited, and the capabilities of the museum itself in exhibiting museum objects are also limited, so museums always face a dilemma: how to fit maximum information about the event or phenomenon being studied into a smaller volume of sources. This may be why school museums mainly store written and visual historical sources, but practically no material ones.
The lack of objective information that is hidden in a historical and cultural monument is compensated by documentary records made in the process of compiling heritage objects from the words of their owners or participants and eyewitnesses of the events being studied. Information recorded in school documentation about the environment of the heritage object, the functional purpose of the object, its author and owners, and its use in the events being studied translates the information encoded in the object into accessible language. Entries in school documents made during the scientific description of a museum object expand its information potential and allow it to be used as a historical source.
The funds of the school museum are constantly replenished, as the museum not only accumulates documentary evidence of the past, but also creates a chronicle of the school today.

Exhibition of the school museum

The presence of an exhibition is one of the main, main features of any museum. Each exhibition is unique, because it often includes one-of-a-kind documents and objects.
The exposition of the school museum is the result of long-term, creative work of students and teachers. The museum exhibition at the school is the basis for further educational and cognitive activities of students, for the inclusion of schoolchildren in social work.
The primary, main cell of the exhibition is the exhibit - an object put on display.
Museum exhibits that reveal a specific issue or topic are combined into a thematic and exhibition complex. Several such complexes are combined into a larger complex - a museum section. The sections make up the museum exhibition as a whole.
From the principle of historicism follows an indispensable requirement for museum exhibitions - to reveal phenomena from the point of view of how they arose.
The historical and chronological principle of forming museum exhibitions has become the most widespread. It assumes such a structure of the exhibition, when each section sequentially shows the development of one or another phenomenon, one or another side of the historical process.
The next principle of building an exhibition can be called thematic. It requires that museum materials be selected in each section in accordance with the topic, and within the section they are grouped in chronological order.

In the practice of school museums, there is often a combination of these principles for constructing museum exhibitions. Thus, the exhibition, which is based on the historical and chronological principle, includes thematic sections.
The essence of a thematic exhibition is that phenomena and processes occurring in nature or social life are reflected in it in dialectical development, in chronological sequence or according to a problem principle. The thematic exhibition is based on exhibition complexes, united into subtopics, topics and sections.
Of course, one should strive to ensure that the exhibition is designed competently and meets the basic requirements of modern museum aesthetics. However, school exhibitions should not copy the professional design of state museums.

There are various methods for constructing museum exhibitions. The most common of them are thematic, systematic and ensemble.
The exposition of a school museum is the basis of scientific and educational work and represents that aspect of museum activity on which the museum’s performance of the function of education and upbringing largely depends. Its specific forms - excursions, consultations, lectures, traveling exhibitions, various public events - play the role of a connecting link between the museum and society.
The most specific form of scientific and educational work for a museum is a museum excursion, that is, a collective inspection of the museum by visitors united in excursion groups. An excursion is one of the main forms of work of a school museum with students. It must satisfy the needs of visitors of different age and educational levels, who came to the museum for different reasons, who have different degrees of preparedness, and who are visiting the museum organized, in an excursion group, or individually. An important role in this regard belongs to the guide, who, acting as a kind of intermediary between the exhibition and the visitor, must build a tour - select exhibits, use various techniques for displaying them, reveal the contents of the exhibition with varying degrees of detail, etc.

The educational activities of school museums include forms of work that promote citizenship education. These include themed evenings and matinees, clubs for meetings with interesting people, museum lessons, gala receptions for veterans, etc.
The logical structure of the exhibition is ensured by its thematic structure, that is, division into interconnected content and subordinate parts - sections, topics. The order in which parts are placed in the exhibition determines the exhibition route - the sequence of viewing the exhibition.
The placement of museum equipment and exhibits must correspond to the scientific concept and thematic and exhibition plan of the museum.
In order for the visitor to get acquainted with the exhibition as if it were a book, it is advisable to place the exhibits of the museum collection in three plans: vertical (stands, turnstiles, showcases), horizontal (stands, horizontal showcases), hidden (turnstile doors, albums). Dioramas and banners are very beneficial. It is important to maintain the color scheme as a single artistic solution for the exhibition, and not to get carried away with the bright or gloomy colors of the halls.
All exhibits must have descriptions and annotations. Distortions, typos, and errors in these documents are not acceptable, as well as various corrections and blots.
The appearance is also important: a clear and beautiful font, background, placement of the title, subtitle, etc.

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